| 1. |
- Ahonen, Pasi, et al.
(author)
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Writing resistance together
- 2020
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In: Gender, Work and Organization. - : John Wiley & Sons. - 0968-6673 .- 1468-0432. ; 27:4, s. 447-470
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Journal article (peer-reviewed)abstract
- This piece of writing is a joint initiative by the participants in the Gender, Work and Organization writing workshop organized in Helsinki, Finland, in June 2019. This is a particular form of writing differently. We engage in collective writing and embody what it means to write resistance to established academic practices and conventions together. This is a form of emancipatory initiative where we care for each other as writers and as human beings. There are many author voices and we aim to keep the text open and dialogical. As such, this piece of writing is about suppressed thoughts and feelings that our collective picket line allows us to express. In order to maintain the open-ended nature of the text, and perhaps also to retain some 'dirtiness' that is essential to writing, the article has not been language checked throughout by a native speaker of English.
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| 2. |
- Auer, Nathalie, Universitetslektor, et al.
(author)
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The Changing Demands on Diverse Faculty’s Digital Competence in Hybrid Learning Environments
- 2023
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In: EARLI 2023. - : The European Association for Research on Learning and Instruction (EARLI). ; , s. 314-
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Conference paper (peer-reviewed)abstract
- The aim of this study is to examine the enduring impact of digital competence on university educators’ practices. The COVID-19 pandemic accelerated higher education’s shift to digitization as universities adopted emergency remote teaching. While educators digitized their teaching in only few days, there is asignificant difference between the quality of instruction of a well-designed online course and courses offered online in response to the health crisis. In theaftermath of this crisis, is important to characterize educators’ digital competences for several reasons. These include to empower their use of learning technology, to support their teaching in innovative ways, and to ensure accessibility to learning resources and activities to all learners, including those withspecial needs. To do this, we turn to the research-based European Framework for the Digital Competence of Educators (DigCompEdu). DigCompEdu’s purposeis to develop teacher digital competences and take advantage of learning technology to improve and innovate education. DigCompEdu provides the frameworkfor qualitative analysis of data collected from lesson observations and interviews with university educators (n= ~30). The study participants, faculty at one university in Scandinavia, represent a diverse range of disciplines, genders, and other social categories. The significance of this research is both theoretical andapplied. It increases knowledge of how educators develop their digital competences and take advantage of learning technologies to innovate. In addition, itsupports inclusive education, as students’ need to become digitally competent depends on educators’ development of their own digital competence
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| 3. |
- Doerr, Katherine
(author)
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Chutes and Ladders : Gendered Systems of Privilege and Marginalization in University Science Teaching
- 2023
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In: Journal of Women and Gender in Higher Education. - : Taylor & Francis. - 2637-9112 .- 2637-9120. ; 16:2, s. 115-136
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Journal article (peer-reviewed)abstract
- This article reports on how gender shapes the work of university science faculty. Theories of gender as a social system are used to disentangle how individuals, social interactions, and institutions (re)produce inequality by sustaining occupational gender segregation in higher education science. The study uses qualitative data from an ethnography of six teaching faculty at a large research-intensive public university in the United States. These teaching faculty, largely women in a department in which the majority are men, are ineligible for tenure and institutionally positioned as having lower status. The disadvantages are experienced in different ways across all the women on the teaching faculty. In contrast, men on the teaching faculty are recognizable as scientists and are by default treated with respect. As such, they are elevated regardless of their skill as teachers. This study offers a theoretical contribution to the current understanding of gendered occupations by suggesting that the experiences of the science teaching faculty can be conceptualized as chutes and ladders. Ladders are mechanisms reserved for the elevation of men. Chutes are reserved for women because regardless of how women approach their work, the gender system is constructed to hold them back.
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| 4. |
- Doerr, Katherine
(author)
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"Flying under the radar" : Postfeminism and teaching in academic science
- 2024
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In: Gender, Work and Organization. - : John Wiley & Sons. - 0968-6673 .- 1468-0432. ; 31:3, s. 710-726
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Journal article (peer-reviewed)abstract
- Neoliberal academia is marked by vertical and horizontal gender segregation, and science, technology, engineering and mathematics (STEM) is a particularly concerning case. Women with PhDs are underrepresented, and when they do participate, they are more likely than men to be in teaching-intensive roles. Beyond equality concerns, this is problematic because when women are interpreters rather than producers of disciplinary knowledge, the STEM enterprise remains gender-biased. Using data from a 2-year ethnography with physical science faculty in teaching-intensive roles, this paper argues that gender inequity is reproduced through postfeminist discourses of work-life balance. Participants who are mothers say they are flying under the radar at work. They self-surveille as they engage in both paid labor as university educators and unpaid carework at home. Importantly, when participants challenge hegemonic gender norms, they attract the radar's attention and are sanctioned. This study contributes to a growing understanding of how and why women are marginalized in STEM careers. Women with science PhDs fulfill their university's teaching mission with minimal support for the implied compensation of work-life balance, leaving the institutional structures which privilege men's participation in STEM research intact.
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| 5. |
- Doerr, Katherine
(author)
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Is College Science Teaching Women's Work? : Gender Inequity in the Physical Sciences
- 2021
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Doctoral thesis (other academic/artistic)abstract
- After decades of virtual exclusion from participation in STEM, women have majored in, earned graduate degrees in, and forged careers in male-dominated fields such as the physical sciences in increasing numbers. At each step of the way, however, women’s participation diminishes, and this is especially apparent in the workforce. Moreover, these women are likely to be doing different work than men; that is, STEM workplaces are vertically segregated by gender, and women’s work, while important, is often lower-paid and lower-prestige than men’s work. The purpose of this research was to characterize one example of vertical segregation, teaching-intensive faculty positions in a university physical science department, and to explore how and why gender matters for the women, and men, who are on the teaching faculty. Using ethnographic methodology to trace, through their social interactions, how individuals’ experiences are shaped by institutional viii norms and ideologies, the analysis was shaped by theories of gender as a social system that works to perpetuate inequality. The teaching track is an alternative job track that allows participants to have work-life balance, which is commonly explained to be more suitable than the research track for women in science who want to have children. Concerningly, there are significant negative consequences for pursuing this track, at least for the women. Fundamental aspects of fulfilling and equitable work, such as fair pay, respect, and advancement pathways, are elusive. When women do resist or challenge their marginalization, they are met with unfair treatment and even harassment. The experience of men on teaching faculty is a sharp contrast; as men, they belong in science and this brings a default of respect as well as elevation to higher pay. Thus, the teaching faculty has an internal gender hierarchy. As such, this inquiry offers the conclusion that college science teaching is women’s work not because it offers a safe and fair space to have a career and a family, but because the neoliberal academy requires low-cost and flexible labor to carry out its teaching mission, and women are easily exploited to provide this labor.
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| 6. |
- Doerr, Katherine, et al.
(author)
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Making Merit Work at the Entrance to the Engineering Workforce : Examining Women’s Experiences and Variations by Race/Ethnicity
- 2021
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In: Sex Roles. - : Springer. - 0360-0025 .- 1573-2762. ; 85:7-8, s. 422-439
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Journal article (peer-reviewed)abstract
- This study utilizes interviews from 22 young female engineers from diverse racial/ethnic backgrounds as they first entered the White and male-dominated engineering labor force with the goal of examining: (1) how these women endorsed a gender- blind frame that characterizes their workplaces as fundamentally meritocratic, and alternatively, (2) how they named gender as relevant or salient to experiences and interactions at work. Drawing on the insights of intersectional scholars to answer the previous questions, the study calls attention to how the invocation of these frames differed for women of color compared to their majority White female peers. Results revealed that most respondents strongly endorsed the idea that engineering workplaces are meritocratic and that their gender is not relevant. However, there is also evidence of racial divergence in the themes expressed. For example, some White women expressed a narrative contradictory to meritocracy, discussing their workplaces as like family, while in contrast, women of color often expressed uncomfortable experiences of standing out. Overall, the results suggest that female engineers’ tendency to disavow, either explicitly or implicitly, that discrimination and bias occurs in their workplaces, likely contributes to continued gender and racial inequality; subsequently, programs and interventions to facilitate awareness of inequality are critically needed.
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| 7. |
- Doerr, Katherine
(author)
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Never forget Sandy Hook Elementary : Haunting memorials to a school massacre
- 2019
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In: Reconceptualizing Educational Research Methodology (RERM). - : OsloMet University Library. - 1892-042X .- 1892-042X. ; 10:2-3, s. 173-191
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Journal article (peer-reviewed)abstract
- In this methodological inquiry, I attune to the materiality of erasure and haunting. With Deleuze’s theories of difference/repetition as a theoretical tool, I examine the aftermath of the Sandy Hook school shooting in Newtown, Connecticut with the mantra, Never Forget. I structure this article around the concept of a pilgrimage, taking inspiration from Chaucer by selecting tales from my journey. Theories of re-membering and dis-membering are developed as embodied and affective responses to this troubled place. As such, I put forth this inquiry as response-able, a way to stay “with the trouble” and interrogate violence in settler colonial societies such as the United States.
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| 8. |
- Doerr, Katherine
(author)
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Queering the glass ceiling : alpha females, cyborgs, and the non-tenure track in science
- 2023
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In: Gender and Education. - : Taylor & Francis. - 0954-0253 .- 1360-0516. ; 35:6-7, s. 537-551
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Journal article (peer-reviewed)abstract
- This inquiry into the nature of feminist solidarity in the academic sciences is guided by the intra-activity of gendered bodies in teaching-intensive faculty positions. It uses diffractive methodology to examine how response-able research practice can account for enactment of social discourse through agential cuts. Over the course of a two-year ethnography in a university with high research activity, gender performativity in the contested space of feminized teaching and masculine science was analysed. This article aims to make visible how researcher subjectivities entangle with data collection. Results show how specific agential cuts – alpha female, silencing, less-than-person, squashing passion, and staying to get tenure – illuminate a unique diffractive pattern. The pattern troubles structural notions of feminist solidarity, as ethnographic participants marginalized by institutional hierarchies survive by queering it. Furthermore, the inquiry gestures towards a humble, local, and tentative contribution to post-human theorizing on ‘queering the glass ceiling’.
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| 9. |
- Doerr, Katherine
(author)
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Testing and cheating : technologies of power and resistance
- 2021
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In: Cultural Studies of Science Education. - : Springer. - 1871-1502 .- 1871-1510. ; 16:4, s. 1315-1334
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Journal article (peer-reviewed)abstract
- Cheating, a form of academic dishonesty, is commonly regarded as a problem in science education. This inquiry theorizes cheating not as a moral failing on the part of students or a lack of surveillance by teachers but rather as a resistance to testing. Ethnographic data from a university physical science department, analyzed with Michel Foucault’s theory of governmentality, suggests testing as a technique of disciplinary power to produce normalized cases, schooled subjects of a certain type. The resistance of cheating is an assertion of agency within inequitable power relations. As such, cheating and testing are mutually constituting. This inquiry aims to trouble the notion that testing is educationally beneficial by discussing how testing may be placing students in morally compromised positions and teachers in morally complicit positions.
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| 10. |
- Justice, Anne E., et al.
(author)
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Protein-coding variants implicate novel genes related to lipid homeostasis contributing to body-fat distribution
- 2019
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In: Nature Genetics. - : Nature Publishing Group. - 1061-4036 .- 1546-1718. ; 51:3, s. 452-469
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Journal article (peer-reviewed)abstract
- Body-fat distribution is a risk factor for adverse cardiovascular health consequences. We analyzed the association of body-fat distribution, assessed by waist-to-hip ratio adjusted for body mass index, with 228,985 predicted coding and splice site variants available on exome arrays in up to 344,369 individuals from five major ancestries (discovery) and 132,177 European-ancestry individuals (validation). We identified 15 common (minor allele frequency, MAF >= 5%) and nine low-frequency or rare (MAF < 5%) coding novel variants. Pathway/gene set enrichment analyses identified lipid particle, adiponectin, abnormal white adipose tissue physiology and bone development and morphology as important contributors to fat distribution, while cross-trait associations highlight cardiometabolic traits. In functional follow-up analyses, specifically in Drosophila RNAi-knockdowns, we observed a significant increase in the total body triglyceride levels for two genes (DNAH10 and PLXND1). We implicate novel genes in fat distribution, stressing the importance of interrogating low-frequency and protein-coding variants.
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