Breaking through the glass ceiling: unveiling women’s representation by gender and race in the higher education hierarchy

Abstract

Abstract Objectivesand Design: A retrospective study examining progress towards diversity at the intersection of gender and ethnicity amongst senior higher education academics and managers in England and Wales. The study aimed to assess any evidence of competing diversity agendas and the impact of diversity initiatives on female racial minorities. Data Sources: Employment records of senior higher education staff were used to assess trends in race and gender. Data on the receipt of Athena SWAN or Race Equality Charter awards by higher education institutions were also collected. Study Selection: The study included higher education institutions in England and Wales, analysing employment records of senior academics and managers for the academic years 2012/2013 to 2018/2019. Data Extraction and Preparation: Employment records were used to extract information on the race and gender of senior staff. Mixed-effects modelling was employed to analyse the relationship between receiving diversity awards (Athena SWAN Silver or Race Equality Charter Bronze) and female racial differences. Results: Ethnic minority females experienced increasing representation in senior staff positions over the study period. However, disparities were observed, with Black females showing fewer signs of advancement. Institutions that received Athena SWAN Silver or Race Equality Charter Bronze awards demonstrated increasing gender and racial diversity, with no evidence of competing diversity effects. Conclusion: The study found evidence of progress in advancing gender and ethnic diversity in senior academic and leadership positions in higher education in England and Wales. Despite this, certain racial groups, such as Black females, faced greater challenges in advancement. The positive impact of diversity initiatives was observed, with no evidence of conflicting diversity agendas. Further research is recommended to investigate structural factors affecting ethnic minorities in higher education, as well as potential effects of the COVID-19 pandemic on the diversity agenda.

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