Labouring towards academic leadership: mothering, contradictions and possibilities in the neoliberal university

Australian universities are often represented as gender-equitable workplaces, due to their robust policy frameworks, outwardly espoused value commitments and the legislative climate in which they operate (Winchester and Browning 2015). Meritocracy principles are performed and upheld as gender-neutral, where “the best person for the job” is supposedly appointed. These principles, together with careerist ideals tied to perseverance and hard work, reward “enterprising” academics with apparently clear and transparent pathways to academic promotion and the professoriate (Amsler and Motta 2019; Lipton 2015, 2017; Morley 2013; Sims 2021; Thornton 2013). Problematically, the meritocracy principles and expectations associated with the neoliberal university can conceal and further strengthen the gendered discourses and norms inequitably shaping women’s academic leadership careers (Clarke et al. 2024), the significance of which can be amplified as we will show for women navigating mothering and leadership work.