Abstract
In Chap. 7, some of the survey data relating to the Boys’ Club culture were discussed. Specific theorists and concepts were also used to work with selected interview excerpts to provide a range of perspectives about academic maneuvers and the positioning of women in these. In this chapter, luck is considered because it was referred to regularly by women professors.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The first letter indicates whether the data source was the survey (S), focus group interview (FG), individual phone interview (IP), or individual email interview (IE). The second letter indicates if the academic was female (F) or male (M). Note that all focus group and individual interviewees were female. A one- to three-digit code was also assigned to participants in the surveys (N = 520), focus group interviews (n = 21), and individual phone and email interviews (n = 8).
- 2.
Associate professor
References
Airini, Collings, S., Conner, L., McPherson, K., Midson, B., & Wilson, C. (2011). Learning to be leaders in higher education: What helps or hinders women’s advancement as leaders in universities. Educational Management Administration & Leadership, 39(1), 44–62. https://doi.org/10.1177/1741143210383896.
Auriol, L., Misu, M., & Freeman, R. A. (2013). Careers of doctorate holders: Analysis of labour market and mobility indicators (OECD Science, Technology and Industry Working Paper 2013/04). Paris, France: OECD Publishing. Retrieved from http://www.oecd-ilibrary.org/science-and-technology/careers-of-doctorate-holders_5k43nxgs289w-en.
Baker, M. (2010). Career confidence and gendered expectations of academic promotion. Journal of Sociology, 46(3), 317–334.
Bronstein, P. (2001). Older women in academia: Contemporary history and issues. Journal of Women’s History, 12(4), 184–201.
Butler, J. (1993). Bodies that matter: On the discursive limits of “sex”. New York, NY: Routledge.
Butler, J. (1997). Excitable speech: A politics of the performative. New York, NY: Routledge.
Butler, J. (2014, June). Rethinking vulnerability and resistance. Madrid, Spain. Retrieved from https://www.sussex.ac.uk/webteam/gateway/file.php?name=rethinking-vulnerability-and-resistance-judith-butler.pdf&site=41.
Clance, P. R., & Imes, S. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research and Practice, 15(3), 241–247.
Clance, P. R., & O’Tool, M. A. (1987). The imposter phenomenon: An internal barrier to empowerment and achievement. Women & Therapy, 6(3), 51–64.
Coryell, J. E., Wagner, S., Clark, M. C., & Stuessy, C. (2013). Becoming real: Adult student impressions of developing an educational researcher identity. Journal of Further and Higher Education, 37(3), 367–383.
Craddock, S., Birnbaum, M., Rodrigues, K., Cobb, C., & Zeeh, S. (2011). Doctoral students and the impostor phenomenon: Am I smart enough to be here? Journal of Student Affairs Research and Practice, 48(4), 429–442.
Dany, F., Louvel, S., & Valette, A. (2011). Academic careers: The limits of the “boundaryless approach” and the power of promotion scripts. Human Relations, 64(7), 971–996.
Derrida, J. (1976). Of grammatology (G. Spivak, Trans.). Baltimore, MD: Johns Hopkins University Press.
Derrida, J. (1992). Force of law: The ‘mystical foundation of authority. In D. Cornell, M. Rosenfeld, & D. G. Carlson (Eds.), Deconstruction and the possibility of justice (pp. 4–67). London, UK: Routledge.
Derrida, J. (1997). In J. D. Caputo (Ed.), Deconstruction in a nutshell: A conversation with Jacques Derrida. New York, NY: Fordham University Press.
Dickie, C. (2011). Winning the PhD game: Evocative playing of snakes and ladders. The Qualitative Report, 16(5), 1230–1244.
Doherty, L., & Manfredi, S. (2005). Improving women’s representation in senior positions in the higher education sector, stage 1 findings. Oxford, UK: Centre for Diversity Policy Research, Oxford Brookes University.
Doherty, L., & Manfredi, S. (2010). Improving women’s representation in senior positions in universities. Employee Relations, 32(2), 138–155.
Foster, N. (2001). A case study of women academics’ views on equal opportunities, career prospects and work and family conflicts in a UK university. Career Development International, 6(1), 28–38.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings 1972–1977 (C. Gordon, L. Marshall, J. Mepham, & K. Soper, Trans.). Brighton, UK: Harvester.
Gardner, S., & Holley, K. (2011). Those invisible barriers are real: The progression of first-generation students through doctoral education. Equity and Excellence in Education, 44(1), 77–92.
Goudge, B. S., & Littrell, M. A. (1989). Attributions for job acquisition: Job skills, dress, and luck of female job applicants. Clothing and Textiles Research Journal, 7(4), 19–26.
Haynes, M. C., & Heilman, M. E. (2013). It had to be you (not me)! Women’s attributional rationalization of their contribution to successful joint work outcomes. Personality and Social Psychology Bulletin, 39(7), 956–969.
Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research: Viewing data across multiple perspectives. New York, NY/London, UK: Routledge.
Knights, D., & Clarke, C. (2014). It’s a bittersweet symphony, this life: Fragile academic selves and insecure identities at work. Organizational Studies, 35(3), 335–357.
Marbley, A. F., Wong, A., Santos-Hatchett, S. L., Pratt, C., & Jaddo, L. (2011). Women faculty of color: Voices, gender, and the expression of our multiple identities within academia. Advancing Women in Leadership, 31(1), 166–174.
McAlpine, L., Turner, G., Saunders, S., & Wilson, N. (2016). Becoming a PI: Agency, persistence and some luck! International Journal for Researcher Development, 7(2), 106–122. https://doi.org/10.1108/IJRD-12-2015-0033.
Morley, L. (2013). The rules of the game: Women and the leaderist turn in higher education. Gender and Education, 25(1), 116–131. https://doi.org/10.1080/09540253.2012.740888.
Parkman, A. (2015). The imposter phenomenon in higher education: Incidence and impact. Journal of Higher Education Theory and Practice, 16(1), 51–60.
Pyke, J. (2013). Women, choice and promotion or why women are still a minority in the professoriate. Journal of Higher Education Policy and Management, 35(4), 444–454. https://doi.org/10.1080/1360080X.2013.812179.
Riebe, M. (2012). Do highly accomplished female entrepreneurs tend to ‘give away success’? In K. D. Hughes, & J. E. Jennings (Eds.), Global women’s entrepreneurship research: Diverse settings, questions and approaches(pp. 152–167). Cheltenham, UK: Edward Elgar Publishing Limited.
Spivak, G. C. (1993). Outside in the teaching machine. New York, NY/London, UK: Routledge.
Sussman, D., & Yssaad, L. (2005). The rising profile of women academics. Perspectives, February, 6–19.
Thornton, M. (2013). The mirage of merit: Reconstituting the ‘ideal academic’. Australian Feminist Studies, 28(76), 127–143. https://doi.org/10.1080/08164649.2013.789584.
van der Weijden, I., Belder, R., van Arensbergen, P., & van den Besselaar, P. (2015). How do young tenured professors benefit form a mentor? Effects on management, motivation and performance. Higher Education, 69(2), 275–387.
Ward, B. (2003). The female professor: A rare Australian species – The who and how (PhD thesis). Murdoch University, Perth, Australia.
White, B., Cox, C., & Cooper, C. L. (1997). A portrait of successful women. Women in Management Review, 12(1), 27–34.
White, D. A. (2017). Derrida on being as presence: Questions and quests. Warsaw, Poland/Berlin, Germany: De Gruyter Open.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Diezmann, C., Grieshaber, S. (2019). Luck: The Double-Edged Sword. In: Women Professors. Springer, Singapore. https://doi.org/10.1007/978-981-13-3685-0_8
Download citation
DOI: https://doi.org/10.1007/978-981-13-3685-0_8
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-3683-6
Online ISBN: 978-981-13-3685-0
eBook Packages: EducationEducation (R0)