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In this introductory chapter, I discuss the rationale for this edited collection and the contribution it can make to advancing knowledge of gender inequalities and…
In this introductory chapter, I discuss the rationale for this edited collection and the contribution it can make to advancing knowledge of gender inequalities and promoting social justice in the medical profession and medical education. I provide a short overview of and critique of popular debates in the medical community in the United Kingdom and I also discuss briefly research about women’s careers in the United Kingdom and globally. The introductory chapter provides a description of each chapter and its contribution to scholarship about gender, careers and inequalities in Medicine/Medical Education.
This chapter investigates the role of gender, mentoring and social capital and contributes to literature about the career development of women in senior management roles…
This chapter investigates the role of gender, mentoring and social capital and contributes to literature about the career development of women in senior management roles in the National Health Service of the UK. It draws on a doctoral study of senior-level managers in a Scottish NHS Board. The data collected are: (i) documentary; (ii) quantitative; and (iii) qualitative. The quantitative data are collected through questionnaires, while the source of qualitative data is in-depth semi-structured interviews. The doctoral study is embedded within an interpretivist and feminist paradigm. Although access to mentoring and social capital was seen as likely to enhance the career progression of females to senior managerial roles, gendered work and family expectations, gendered organisational culture, and normative performances of gendered senior management were identified as obstacles in taking advantages of mentoring and social capital. To the best of our knowledge, this is the only piece of work that explicitly investigates the role of mentoring and social capital in managing gender diversity at the senior managerial positions of the NHS.
Despite the well‐documented resistance to feminism and gender equality within universities, the profound implications for feminist academics have not received sufficient…
Despite the well‐documented resistance to feminism and gender equality within universities, the profound implications for feminist academics have not received sufficient attention. In this paper the author aims to focus on the inauthentication of feminist academic work by powerful actors in higher education and the implications for feminist academic careers. The author illustrates through her professional experience at a UK medical school how the othering and exclusion of feminists, sustained through surveillance and power mechanisms of organisational life, can disrupt and interrupt feminist academic identity.
This is a reflective piece of work that attempts to illustrate the author's experiences of occupational segregation and marginalisation within a patriarchal and an emerging “entrepreneurial” academic department. The author attempts to represent her lived professional experiences as a feminist academic in a medical school, through the use of narrative and metaphors.
Drawing on notions of othering, interrupted and storied subjectivities, the author illustrates how gendered expectations and constructions of academic performance and success within patriarchal organisations can “make up” and “break up” the professional self and affect the nomadic nature of academic careers and identities.
This paper contributes to theory about workplace identities and practice of gender equality in academia.
The author illustrates how the intersections of identities (feminist, social scientist, woman) can shape personal stories, professional experiences and careers within universities. The author demonstrate how personal stories can uncover gender inequalities and challenge dominant paradigms of knowledge and research within a micro‐web of emotionality and power relations.
Attempts to modernise the National Health Service (NHS) in the UK involve promoting flexible approaches to work and training, restructuring postgraduate training and…
Attempts to modernise the National Health Service (NHS) in the UK involve promoting flexible approaches to work and training, restructuring postgraduate training and increasing control and scrutiny of doctors' work. However, the medical community has responded with expressed anxiety about the implications of these changes for medical professionalism and the quality of patient care. This paper aims to address these issues.
Drawing on literature on nostalgia, gender, identity and organisations, the paper explores the narratives of 20 senior NHS hospital doctors to identify ways in which doctors use nostalgia to react to organisational and professional challenges and resist modernisation and feminisation of medicine.
This paper illustrates how senior hospital doctors' nostalgic discourses of temporal commitment may be used to constitute a highly esteemed professional identity, creating a sense of personal and occupational uniqueness for senior hospital doctors, intertwined with gendered forms of othering and exclusionary practices.
Nostalgia at first sight appears to be an innocuous social construct. However, this study illustrates the significance of nostalgia as a subversive practice of resistance with implications for women's career and identity experiences. Change initiatives that seek to tackle resistance need also to address discourses of nostalgia in the medical profession.
The main contribution of this study is that we illustrate how supposedly neutral discourses of nostalgia may sometimes be mobilised as devices of resistance. This study questions simplistic focus on numerical representation, such as feminisation, as indicative of modernisation and highlights the significance of exploring discourses and head counts for understanding resistance to modernisation.