TY - JOUR
T1 - "I'm broken, but I'm alive" : gender, COVID-19 and higher education in Australia
AU - Gray, Emily M.
AU - Ullman, Jacqueline
AU - Blaise, Mindy
AU - Pollitt, Joanna
N1 - Publisher Copyright:
© 2022 HERDSA.
PY - 2023
Y1 - 2023
N2 - This paper reports on a project conducted between July 2020 and March 2021 that was developed within the context of COVID-19 and explored the ways in which Australian universities responded to the pandemic and the gendered effects of these responses. This paper demonstrates that sexist and gender discriminatory practices were amplified by the pandemic and that the gendered division of labour within higher education was made more apparent. We contribute to a growing body of work on gender and the COVID-19 crisis by reporting on a survey conducted in Australia. The survey asked participants to reflect on their experiences qualitatively. It is this qualitative element that has been missing from much of the research in the field thus far. In addition, the diversity of participants means that we bring an intersectional lens to the ongoing effects of the pandemic upon higher education, including exploring the experiences and reflections of academics who identify as culturally and linguistically diverse (CALD), LGBTIQA+, and Aboriginal and Torres Strait Islander experiences and reflections. This paper, therefore, reports on some of the key findings from the survey and focuses upon the gendered dimensions of the pandemic, domestic life and pandemic living-working, and affect, emotion and wellbeing.
AB - This paper reports on a project conducted between July 2020 and March 2021 that was developed within the context of COVID-19 and explored the ways in which Australian universities responded to the pandemic and the gendered effects of these responses. This paper demonstrates that sexist and gender discriminatory practices were amplified by the pandemic and that the gendered division of labour within higher education was made more apparent. We contribute to a growing body of work on gender and the COVID-19 crisis by reporting on a survey conducted in Australia. The survey asked participants to reflect on their experiences qualitatively. It is this qualitative element that has been missing from much of the research in the field thus far. In addition, the diversity of participants means that we bring an intersectional lens to the ongoing effects of the pandemic upon higher education, including exploring the experiences and reflections of academics who identify as culturally and linguistically diverse (CALD), LGBTIQA+, and Aboriginal and Torres Strait Islander experiences and reflections. This paper, therefore, reports on some of the key findings from the survey and focuses upon the gendered dimensions of the pandemic, domestic life and pandemic living-working, and affect, emotion and wellbeing.
KW - COVID-19
KW - gender
KW - intersectionality
KW - higher education
KW - everyday sexisms
UR - https://hdl.handle.net/1959.7/uws:70346
UR - http://www.scopus.com/inward/record.url?scp=85134171600&partnerID=8YFLogxK
U2 - 10.1080/07294360.2022.2096576
DO - 10.1080/07294360.2022.2096576
M3 - Article
SN - 1469-8366
SN - 0729-4360
VL - 42
SP - 588
EP - 602
JO - Higher Education Research and Development
JF - Higher Education Research and Development
IS - 3
ER -