|Selección de artículos|
|Ecklund, E. H., Lincoln, A. E., & Tansey, C. (2012). Gender segregation in elite academic science. Gender & Society, 26(5), 693-717
|| Efforts to understand gender segregation within and among science disciplines have focused on both supply- and demand-side explanations. Yet we know little about how academic scientists themselves view the sources of such segregation. Utilizing data from a survey of scientists at thirty top U.S. graduate programs in physics and biology (n = 2,503) and semistructured interviews with 150 of them, this article examines the reasons academic scientists provide for differences in the distribution of women in biology and physics. In quantitative analyses, gender is more salient than discipline in determining the reasons scientists provide for gender disparities between disciplines, suggesting that gender may act as a “master status,” shaping the experiences of scientists regardless of the gender composition of the discipline. Qualitative interviews confirm this interpretation and reveal that scientists also perceive mentoring, natural differences, discrimination, and the history of the disciplines to be important factors. Results contribute to research on the relationship between emotional labor and occupational gender segregation conducted in professions such as law and nursing.
|Ovink, S. M. (2013). “They Always Call Me an Investment” Gendered Familism and Latino/a College Pathways. Gender & Society, 0891243213508308.|| In the past 20 years, Latinas have begun to outperform Latinos in high school completion and college enrollment, tracking the overall “gender reversal” in college attainment that favors women. Few studies have examined what factors contribute to Latinas’ increasing educational success. This article focuses on gender differences in college-going behavior among a cohort of 50 Latino/a college aspirants in the San Francisco East Bay Area. Through 136 longitudinal interviews, I examine trends in Latinos/as’ postsecondary pathways and life course decisions over a two-year period. Findings suggest evidence for gendered familism, in which gender and racial/ethnic beliefs intersect to differentially shape Latinos/as’ attitudes, behaviors, and college choices. Gendered familism encouraged Latinas to seek a four-year degree as a means of earning independence, while Latinos expressed a sense of automatic autonomy that was not as strongly tied to educational outcomes.
|Bhatt, W. (2013). The Little Brown Woman Gender Discrimination in American Medicine. Gender & Society, 27(5), 659-680.||Drawing on 121 in-depth interviews with first- and second-generation women and men physicians of Indian origin in the U.S. Southwest, I examine the incidence and nature of gender-based discrimination in American medicine. I focus on two aspects: (1) gender discrimination by employers and colleagues against women physicians of Indian origin and (2) the interaction of gender discrimination with race in the professional lives of first- and second-generation physicians. U.S. healthcare has become increasingly dependent on immigrants, in particular women physicians, from the developing world. I document the significant impact gender and race can have in molding the professional trajectories of Indian women physicians. The experiences of these physicians help clarify the interaction of skilled migrant workers with racial/ethnic and gender relations in U.S. workplaces.|
|Pomerantz, S., Raby, R., & Stefanik, A. (2013). Girls Run the World? Caught between Sexism and Postfeminism in School. Gender & Society, 27(2), 185-207.|| How do teenage girls articulate sexism in an era where gender injustice has been constructed as a thing of the past? Our article addresses this question by qualitatively exploring Canadian girls’ experiences of being caught between the postfeminist belief that gender equality has been achieved and the realities of their lives in school, which include incidents of sexism in their classrooms, their social worlds, and their projected futures. This analysis takes place in relation to two celebratory postfeminist narratives: Girl Power, where girls are told they can do, be, and have anything they want, and Successful Girls, where girls are told they are surpassing boys in schools and workplaces. We argue that these postfeminist narratives have made naming sexism in schools difficult for girls because they are now seen to “have it all.” Utilizing Foucault’s (1978) law of the tactical polyvalence of discourse, this article analyzes girls’ contradictory engagement with postfeminism in order to both show its importance in girls’ lives, and its instability as a narrative that can adequately explain gender injustice.
|Cha, Y. (2013). Overwork and the persistence of gender segregation in occupations. Gender & Society, 27(2), 158-184.|| This study investigates whether the increasingly common trend of working long hours (“overwork”) perpetuates gender segregation in occupations. While overwork is an expected norm in many male-dominated occupations, women, especially mothers, are structurally less able to meet this expectation because their time is subject to family demands more than is men’s time. This study investigates whether the conflicting time demands of work and family increase attrition rates of mothers in male-dominated occupations, thereby reinforcing occupational segregation. Using longitudinal data drawn from the Survey of Income and Program Participation, I show that mothers are more likely to leave male-dominated occupations when they work 50 hours or more per week, but the same effect is not found for men or childless women. Results also show that overworking mothers are more likely to exit the labor force entirely, and this pattern is specific to male-dominated occupations. These findings demonstrate that the norm of overwork in male-dominated workplaces and the gender beliefs operating in the family combine to reinforce gender segregation of the labor market.
|Hamilton, L. T. (2014). The Revised MRS Gender Complementarity at College. Gender & Society, 0891243213518270.||Using an ethnographic and longitudinal interview study of college women and in-depth interviews with their parents, I argue that mid-tier flagship universities still push women toward gender complementarity—a gender-traditional model of economic security pairing a career oriented man with a financially dependent woman. Combining multilevel and intersectional theories, I show that the infrastructure and campus peer culture at Midwest University supports this gendered logic of class reproduction, which reflects an affluent, white, and heterosexual femininity. I argue that this logic may only work for a minority of students, and plays a role in reinforcing class inequities among women.|
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