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  • Item type:Publication,
    Being a female academic under neoliberal evaluation: A systematic review
    (2021)
    Mula-Flacón, J.
    ;
    Cruz-González, C.
    ;
    Segovia, J.D.
    ;
    Rodríguez, C.L.
    The current academic assessment system is drawing a scenario based on neoliberal values. It has contributed to the perpetuation of gender inequalities. This systematic literature review aims to synthesize the most relevant research on the impact of neoliberalism on the professional identity of female academics. For this purpose, a systematized bibliographic search was carried out in four different databases (Web of Science, Scopus, Education Resources Information Center, and Google Scholar), which yielded a total of 26 articles published in international journals. The results illustrate a research field dominated by the USA and the UK and a trajectory of growth in the literature in recent years. The emerging themes reveal some of the challenges faced by women academics in a neoliberal context. These obstacles may be external and even unconsciously imposed by women academics themselves. Motherhood emerges as one of the most influential aspects of their professional development. Furthermore, our findings explore various ways in which women academics reconstruct their identity in the face of systemic challenges. This manuscript culminates with a discussion of the impact that neoliberal values and their general consequences in the performance evaluation processes of academics have on women. Therefore, we provide a number of implications for professional practice and future lines of research. © 2021 The Author(s) 2021. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.
  • Item type:Publication,
    Conscientiousness as a Predictor of the Gender Gap in Academic Achievement Open PDF 
    (Springer Science and Business Media B.V., 2023)
    Verbree, A.-R.
    ;
    Hornstra, L.
    ;
    Maas, L.
    ;
    Wijngaards-de Meij, L.
    In recent decades, female students have been more successful in higher education than their male counterparts in the United States and other industrialized countries. A promising explanation for this gender gap are differences in personality, particularly higher levels of conscientiousness among women. Using Structural Equation Modeling on data from 4719 Dutch university students, this study examined to what extent conscientiousness can account for the gender gap in achievement. We also examined whether the role of conscientiousness in accounting for the gender gap differed for students with a non-dominant ethnic background compared to students with a dominant ethnic background. In line with our expectations, we found that conscientiousness fully mediated the gender gap in achievement, even when controlling for prior achievement in high school. This was the case among both groups of students. These findings provide insight into the mechanisms underlying the gender gap in achievement in postsecondary education settings. The current study suggests that the use of conscientiousness measures in university admission procedures may disadvantage male students. Instead, the use of such measures may be a fruitful way to identify those students who may benefit from interventions to improve their conscientiousness. Future research could examine how conscientiousness can be fostered among students who are low in conscientiousness. © 2022, The Author(s).