ABSTRACT
Higher educational institutions are highly political-gendered spaces. Yet, scientific excellence, typically seen as reflected in research publications, is presented as gender-neutral. This chapter suggests that firstly, the gendering of excellence is reflected in the prioritisation of research over teaching: a view endorsed by senior management but at odds with the requirements of frontline teaching. Secondly, within research, the element that is prioritised (viz., research – output) also reflects a gendered bias. Yet this makes a limited contribution to explaining the gender gap in representation, despite being used to legitimate it. Thirdly, lack of clarity about the content of the criteria and gender bias in procedures and processes also contribute. Fourthly, in male-dominated contexts where men are more likely than women to have powerful male sponsors and where gendered stereotypes about skills and potential persist, gender bias may continue at an informal as well as formal level. Interventions such as Athena SWAN appear to make little impact. It is unlikely that the new formats for CVs, such as DORA, will reduce gender bias, given men’s typically greater confidence and self-presentation skills. Developing ways of constructing and operationalising scientific excellence without gender bias remains a fundamental challenge.
