Higher education has been the first frontier for inclusion debate and discourse, yet when examining gender equity in this space, as one sphere of inclusion, it’s questionable whether it offers a place of inclusion itself. Traditionally, the professional structure of higher education has provided restricted employment, career, and leadership opportunities for women, which is exacerbated where there is an intersection with race, culture, religion, or age. Women continue to be underrepresented in academia across various disciplines and this lack of representation in senior positions within the professional structure of higher education itself acts as a barrier to more women reaching senior levels within institutions. More women are needed in higher positions to increase representation and visibility, to be truly inclusive of all, and to encourage and mentor others to then aspire to follow a similar path. This critical review examines gender equity across the major career benchmarks of the academy in light of the impact of the personal contexts of women, systemic processes that hinder career progression, inclusion and cultural barriers that impede promotion and career progression. Research-based systemic, inclusive solutions are discussed that work towards improved gender equity for all women. The findings from this critical review highlight the need for systemic change globally in higher education to create equities that are inclusionary in the employment, career, and leadership opportunities for women.
|Title of host publication||Research for Inclusive Quality Education|
|Subtitle of host publication||Leveraging Belonging, Inclusion, and Equity|
|Editors||Christopher Boyle, Kelly-Ann Allen|
|Place of Publication||Singapore Singapore|
|Number of pages||18|
|Publication status||Published - 2023|
|Name||Sustainable Development Goals Series|