The academic labor is divided between researching, teaching and fulfilling administrative tasks. After the Gelmini reform, research has gain a relevant weight for career advancement. According to the literature, women are more inclined to take on teaching and administrative tasks, due to a gender scheme which considers them as more suited to these tasks. They are less likely to reach top positions and achieve them at a slower pace. In this paper we explore the role of teaching tasks in the trajectories of a group of Italian female academics, investigating the paths of adaptation/resistance to the new rules of competition. Through fifteen qualitative interviews it emerges teaching is an anchoring element: Our interviewees perceive the direct relationship with students as indispensable to the achievement of professional satisfaction, or they consider the investment in this area as a potential gateway to an academic career. Some have experienced pressing demands for fulfilling both teaching and administrative tasks.

Il lavoro accademico si divide tra ricerca, didattica e attività amministrative. Dopo la riforma Gelmini, la ricerca ha un peso rilevante ai fini dell’avanzamento di carriera. Secondo la letteratura, le donne sono più propense ad assumersi i compiti di insegnamento e quelli amministrativi, in virtù di un gender scheme che le vede più portate per queste mansioni. Le donne hanno meno probabilità di raggiungere posizioni apicali e le raggiungono più lentamente. In questo articolo esploriamo il ruolo attribuito dalle accademiche italiane ai compiti di didattica, indagando i percorsi di adattamento/resistenza alle nuove regole di competizione. Attraverso quindici interviste qualitative emerge che la didattica è considerata un elemento di ancoraggio: le intervistate percepiscono il rapporto diretto con gli studenti come indispensabile al raggiungimento della soddisfazione professionale, o considerano l’investimento in questo ambito come una potenziale porta di accesso alla carriera accademica. Alcune hanno subito richieste pressanti sia per l’espletamento di compiti di didattica sia amministrativi.

Russo, C., Minello, A. (2021). In the Scheme. Italian Academic Women between Teaching Duties and Research [Dentro lo schema. Accademiche italiane tra ricerca e didattica]. SOCIOLOGIA DEL LAVORO, 160(160), 88-109 [10.3280/SL2021-160005].

In the Scheme. Italian Academic Women between Teaching Duties and Research [Dentro lo schema. Accademiche italiane tra ricerca e didattica]

Russo, C
;
2021

Abstract

The academic labor is divided between researching, teaching and fulfilling administrative tasks. After the Gelmini reform, research has gain a relevant weight for career advancement. According to the literature, women are more inclined to take on teaching and administrative tasks, due to a gender scheme which considers them as more suited to these tasks. They are less likely to reach top positions and achieve them at a slower pace. In this paper we explore the role of teaching tasks in the trajectories of a group of Italian female academics, investigating the paths of adaptation/resistance to the new rules of competition. Through fifteen qualitative interviews it emerges teaching is an anchoring element: Our interviewees perceive the direct relationship with students as indispensable to the achievement of professional satisfaction, or they consider the investment in this area as a potential gateway to an academic career. Some have experienced pressing demands for fulfilling both teaching and administrative tasks.
Articolo in rivista - Articolo scientifico
Academia; Gender; Research; Teaching;
genere, accademia, ricerca, didattica
Italian
set-2021
2021
160
160
88
109
none
Russo, C., Minello, A. (2021). In the Scheme. Italian Academic Women between Teaching Duties and Research [Dentro lo schema. Accademiche italiane tra ricerca e didattica]. SOCIOLOGIA DEL LAVORO, 160(160), 88-109 [10.3280/SL2021-160005].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/330830
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