Kadın Akademisyenlerin Cam Tavan Sendromundaki Metaforik Algıları

Yıl 2023, Cilt: 6 Sayı: 2, 507 - 520, 28.06.2023

Nazlı Yanar , Öznur Akpınar

https://doi.org/10.38021/asbid.1269776

Cited By: 1

Öz

Bu araştırma da spor bilimleri alanındaki kadın akademisyenlerin “cam tavan sendromu” kavramına ilişkin metaforik algılarının incelenmesi amaçlanmıştır. Araştırma grubu Spor Bilimleri Fakültelerinde ve Beden Eğitimi ve Spor Yüksekokullarında görev yapan 61 kadın akademisyenden oluşmaktadır. Araştırmada veri toplama aracı olarak katılımcılara cam tavan sendromu kavramına ilişkin algılarını belirlemek için metafor formu hazırlanmıştır. Veriler içerik analizi yöntemi ile analiz edilerek, kategoriler ve temalar oluşturulmuştur. Katılımcıların 43 metafor ürettiği görülmüştür. Üretilen metaforlar engeller teması altında yer alan psikolojik engeller, örgütsel engeller ve toplumsal cinsiyet engelleri olmak üzere üç kategoriden oluşmaktadır. Katılımcıların en fazla ürettiği metaforlar duvar, çaresizlik, engel, tel, mobbing şeklinde sıralanmıştır. Sonuç olarak ataerkil kültürle spor bilimlerindeki kadın akademisyenler cinsiyete dayalı ayrımcılıkla ve kariyer basamaklarında çeşitli zorluklarla karşılaştıkları görülmektedir. Kadın akademisyenlerin akademideki çalışmaları ve yeterlilikleri hakkındaki önyargılar düzeltilmelidir. Toplumsal cinsiyet eşitliğini geliştirmeye ve akademik topluluğun bir parçası olarak kadın akademisyenlere yönelik politikalar geliştirilebilir. Kadın akademisyenlerin kariyer basamaklarında ilerlerken karşılaştıkları zorluk ve mücadelelerin ortaya konulması adına nitel görüşmeler yapılabilir.

Anahtar Kelimeler

Kadın Akademisyenler, Cam Tavan, Engeller

Metaphorical Perceptions of Female Academics in the Glass Ceiling Syndrome

Öz

In this study, it is aimed to examine the metaphorical perceptions of female researchers in the field of sports sciences regarding the concept of "glass ceiling syndrome". The research group consists of 61 women academicians working at the Faculties of Sports Sciences and Schools of Physical Education and Sports. As a data collection tool in the research, a metaphor form was prepared for the participants to determine their perceptions about the concept of glass ceiling syndrome. By analyzing the data with the content analysis method, categories and themes were created. It was observed that the participants produced 43 metaphors. The metaphors produced consist of three categories: psychological barriers, organizational barriers and gender barriers, which are included under the theme of barriers. The metaphors that the participants produced the most were listed as wall, helplessness, obstacle, wire, mobbing. As a result, it is seen that with patriarchal culture, women academics in sports sciences face gender-based discrimination and various difficulties on the career ladder. In order to correct prejudices and misperceptions about the work and qualifications of women academics in society and academia, policies can be developed to improve gender equality and for women academics as part of the academic community.

Anahtar Kelimeler

Women Academics, Glass Ceiling, Barriers

Kaynakça

• Acker, J. (2006). Inequality regimes gender, class, and race in organizations. Gender & Society, 20(4), 441–464. https://doi.org/10.1177/0891243206289499
• Akkaya, B. (2020). Opinions of educational administrators on glass ceiling syndrome preventing women from becoming senior managers. Journal of Education and Training Studies, 8(3), 76-89. https://doi.org/10.11114/jets.v8i3.4658
• Al-bakr, F., Bruce, E. R., Davidson, P. M., Schlaffer, E., ve Kropiunigg, U. (2017). Empowered but not equal: Challenging the traditional gender roles as seen by university students in Saudi Arabia. FIRE: Forum for International Research in Education, 4(1), 52-66. http://preserve.lehigh.edu/fire/vol4/iss1/3
• Atay, Ö., Gürgen, N. E., ve İmamoğlu, E. (2022). Türkiye'de kadın akademisyenlerde algılanan cam tavan sendromu araştırması. Ankara Üniversitesi Sosyal Bilimler Dergisi, 13(2), 170-182. https://doi.org/10.33537/sobild.2022.13.2.15
• Bentley, P. (2009). Gender differences in research productivity: A comparative analysis of Norway and Australia [Unpublished master’s thesis]. University of Oslo, Institute for Educational Research Faculty of Education. Norway. http://urn.nb.no/URN:NBN:no-22899
• Bombuwela, P. M., ve De Alwis, A. C. (2013). Effects of glass ceiling on women career development in private sector organizations-case of Sri Lanka. Journal of Competitiveness, 5(2), 3–19. https://www.cjournal.cz/files/130.pdf
• Bornstein, R. (2008). Chapter 7: Women and the college presidency. In J. Glazer-Raymo (Ed.), Unfinished agendas: New and continuing gender challenges in higher education (pp. 162–184). Baltimore: Johns Hopkins University Press.
• Bülbül, S. (2021). Glass ceiling in academia revisited: Evidence from the higher education system of Turkey. International Journal of Sociology, 51(2), 87–104. https://doi.org/10.1080/00207659.2021.1881872
• Can, E., Kaptanoğlu, S., ve Lazgeen, M. H. (2018). Akademisyenlerde cam tavan sendromunun güç mesafesi ile ilişkisi. Öneri Dergisi, 13(50), 52-64. https://doi.org/10.14783/maruoneri.v13i38778.383151
• Carvalho, I., ve Costa, C. (2019). Lykke, N.; Torres, A. Beyond the glass ceiling: Gendering tourism management. Annals of Tourism Research. 75, 79–91. https://doi.org/10.1016/j.annals.2018.12.022
• Coşkun, Ö. (2021). Kadınların kariyer yolculuklarındaki engellere metaforik bir bakış. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(4), 2048-2062. https://doi.org/10.30783/nevsosbilen.988872
• David, M. E. (2015). Women and gender equality in higher education? Education Sciences, 5(1), 10–25. https://doi.org/10.3390/educsci5010010
• Ehtiyar, V. R., Solmaz, C., ve Can, Ç. (2019). “Kadın Akademisyen” Olmak: Turizm alanındaki kadın akademisyenlere yönelik bir metafor çalışması. Seyahat ve Otel İşletmeciliği Dergisi, 16(2), 296-318. https://dergipark.org.tr/en/download/article-file/776737
• Ekine, A. O. (2018). Women in academic arena: Struggles, strategies and personal choices. Gender Issues, 35, 318–329. https://doi.org/10.1007/s12147-018-9212-6
• Fox, M. F., ve Mohapatra, S. (2007). Social-organizational characteristics of work and publication productivity among academic scientists in doctoral-granting departments. Journal of Higher Education, 78(5), 542–571. https://doi.org/10.1353/jhe.2007.0032
• Goleman, D. (1998). Emotional intelligence. (B. S.Yüksel, Translation) İstanbul: Varlık Publications.
• Gönül, A. F. (2015). Kadınların sıyası tarihinde cam tavan. Ankara: Bence kitap.
• Hanin, Y. L., ve Stambulova, N. B. (2002). Metaphoric description of performance states: An application of the IZOF model. The Sport Psychologist, 16(4), 396-415. https://doi.org/10.1123/tsp.16.4.396
• HESA. (2022). Who’s working in HE? Higher Education Statistics Agency. https://www.hesa.ac.uk/data-and-analysis/staff/working-in-he 1 Şubat 2023 tarihinde alınmıştır.
• Hewlett, S. A. (2002). Creating a life: Professional women and the quest for children. New York: Hyperion.
• Hocaoğlu, M., Tükenmez, A., ve Donuk, B. (2022). Akademisyenlerde cam tavan sendromu üzerine bir araştırma: Spor bilimleri fakülteleri örneği. Uluslararası Sosyal Bilimler Dergisi, 6(25), 1-13. https://doi.org/10.52096/usbd.6.25.1
• Hymowitz, C., ve Schellhardt, T. D. (1986). The glass ceiling: Why women can’t seem to break the invisible barrier that blocks them from the top jobs. The Wall Street Journal, 24(1), 1573- 1592.
• İpçioğlu, İ., Eğilmez, Ö., ve Şen, H. (2018). Cam tavan sendromu: İnsan kaynakları yöneticileri bağlamında bir araştırma. Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(25), 686-709. https://doi.org/10.20875/makusobed.460894
• Jauhar, J., ve Lau, V. (2018). The ‘glass ceiling’ and women’s career advancement to top management: The moderating effect of social support. Global Business and Management Research, 10(1), 163–178. https://drive.google.com/file/d/1-Oq9msHuDbVGyWGri9cocnx2-k7kA3CT/view
• Kara, F. M. (2011). Spor örgütlerinde kadın yöneticilerin kariyer engelleri (Yayımlanmamış Yüksek Lisans Tezi). Gazi Üniversitesi, Sağlık Bilimleri Enstitüsü, Beden Eğitimi ve Spor Ana Bilim Dalı. Ankara. https://acikbilim.yok.gov.tr/bitstream/handle/20.500.12812/352450/yokAcikBilim_410707.pdf? sequence=-1&isAllowed=y
• Kim, Y., ve Kim, S. (2021). Being an academic: how junior female academics in Korea survive in the neoliberal context of a patriarchal society. Higher Education, 81, 1311–1328. https://doi.org/10.1007/s10734-020-00613-3
• Lakoff, G., ve Johnson, M. (2010). Metaphors: Life, meaning and language. (G. Y. DEMİR, Translation.) İstanbul: Paradigma Publications.
• Lekchiri, S., Crowder, C., Schnerre, A., ve Eversole, B. A. W. (2019). Perceived workplace gender-bias and psychological impact: the case of women in a Moroccan higher education institution, European Journal of Training and Development, 43(3/4), 339-353. https://doi.org/10.1108/EJTD-09-2018-0088
• Maphalala, M., ve Mpofu, N. (2017). Are we there yet? A literature study of the challenges of women academics in institutions of higher education. Gender and Behaviour, 15(3), 9245–9253. https://hdl.handle.net/10520/EJC-b41b93666
• Marshall, C., ve Rossman, G. B. (2014). Designing qualitative research. New York: Sage.
• McNeill, D. (2007). Few women reach the top in Japan’s universities. Chronicle of Higher Education, 54, 47. https://www.chronicle.com/article/few-women-reach-the-top-in-japans-universities/
• Mejiuni, O. (2012). Women and power education, religion and ıdentity. Published by University of Ibadan PLC, Ibadan.
• Miles, M. B., ve Huberman, A. M. (1994). Qualitative data analysis: An expandedsourcebook. Thousand Oaks, CA: Sage Publications.
• Mischau, A. (2001). Women in higher education in Europe – a statistical overview. International Journal of Sociology and Social Policy, 21(1/2), 20–31. https://doi.org/10.1108/01443330110789529
• Morgan, G. (1998). Yönetim ve Örgüt Teorilerinde Mecaz. (G. Bulut, Çev.) İstanbul: MESS Yayıncılık.
• Morley, L., ve David, M. (2009). Celebrations and challenges: Gender in higher education. Higher Education Policy, 22(1), 1–2. https://doi.org/10.1057/hep.2008.31
• Nguyen, T. L. H. (2013). Barriers to and facilitators of female Deans’ career advancement in higher education: an exploratory study in Vietnam. Higher Education, 66, 123–138. https://doi.org/10.1007/s10734-012-9594-4
• Öztürk, F. (2018). spor eğitimi veren kadın akademisyenlerin kişilik özellikleri ile kariyer engellerinin belirlenmesi. (Yayımlanmamış Yüksek Lisans Tezi). Sakarya Üniversitesi Eğitim Bilimleri Enstitüsü Beden Eğitimi ve Spor Öğretmenliği Ana Bilim Dalı. Sakarya. https://acikerisim.sakarya.edu.tr/bitstream/handle/20.500.12619/74384/T07895.pdf?sequence=1&isAllowed=y
• Padilla-Gonzalez, L., Metcalfe, A. S., Galaz-Fontes, J. F., Fisher, D., ve Snee, I. (2011). Gender gaps in North American research productivity: Examining faculty publication rates in Mexico, Canada, and the U.S. Compare, 41(5), 649–668. https://doi.org/10.1080/03057925.2011.564799
• Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (ÇevEdit.; Bütün, M & Demir, S. B.). Ankara: Pegem Akademi.
• Probert, B. (2005). ‘I just couldn’t fit it in’: Gender and unequal outcomes in academic careers. Gender, Work & Organization, 12(1), 50–72. https://doi.org/10.1111/j.1468-0432.2005.00262.x
• Robbins, W., ve Simpson, V. (2009). Pyramids of power: A statistical snapshot of women in post-secondary education in canada and some ıdeas for making change. Atlantis, 33(2), 6-18. https://journals.msvu.ca/index.php/atlantis/article/view/278/268
• Saleem, S., Rafiq, A., ve Yusaf, S. 2017). Investigating the glass ceiling phenomenon: an empirical study of glass ceiling's effects on selection-promotion and female effectiveness. South Asian Journal of Business Studies, 6(83), 297-313. https://doi.org/10.1108/SAJBS-04-2016-0028
• Sekman, M. (2015). Herşey Seninle Başlar. Alfa Yayıncılık, İstanbul.
• Shields, D., ve Bredemeier, B. (2011). Contest, competition and metaphor. Journal of the Philosophy of Sport, 38(1), 27-38. https://doi.org/10.1080/00948705.2011.9714547
• Side, K., ve Robbins, W. (2007). Institutionalizing ınequalities in canadian universities: The canada research chairs program. NWSA Journal. 19(3), 163–181. https://www.jstor.org/stable/40071234
• Smith, P., Caputi, P., ve Crittenden, N. (2012). A maze of metaphors around glass ceilings. Gender in Management, 27(7), 436-448. https://doi.org/10.1108/17542411211273432
• Tahtalıoğlu, H. (2016). Türkiye’de yükseköğretim kurumlarında cam tavan sendromunun kadınlar üzerindeki etkileri. Niğde Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 9(2), 89-105. https://dergipark.org.tr/tr/download/article-file/185220
• Takahashi, A., ve Takahashi, S. (2015). Gender promotion differences in economics departments in Japan: A duration analysis. Journal of Asian Economics, 41, 1–19. https://doi.org/10.1016/j.asieco.2015.09.002
• Taparia, M., ve Lenka, U. (2022). An integrated conceptual framework of the glass ceiling effect. Journal of Organizational Effectiveness: People and Performance, 9(3), 372-400. https://doi.org/10.1108/JOEPP-06-2020-0098
• Tekyazman, E. F. (2019). Spor eğitimi veren yükseköğretim kurumlarında kraliçe arı sendromu. (Yayımlanmamış Yüksek Lisans Tezi). Manisa Celal Bayar Üniversitesi, Sosyal Bilimler Enstitüsü, Spor Yöneticiliği Ana Bilim Dalı,Manisa. https://acikbilim.yok.gov.tr/bitstream/handle/20.500.12812/265791/yokAcikBilim_10223113.pdf?sequence=-1&isAllowed=y
• Toffoletti, K., ve Starr, K. (2016). Women academics and work–life balance: Gendered discourses of work and care. Gender, Work & Organization, 23(5), 489–504. https://doi.org/10.1111/gwao.12133
• Twombly, S. B. (1998). Women academic leaders in a Latin American university: Reconciling the paradoxes of professional lives. Higher Education, 35(4), 367–397. https://doi.org/10.1023/A:1003165822754
• United Nations Educational, Scientific and Cultural Organization. (2012). The world atlas of gender equality in education. https://www.macfound.org/media/files/unesco-world-atlas-gender-education.pdf 22 Şubat 2023 tarihinde alınmıştır.
• Urfa, A. M., ve Can, E. (2020). Kadın akademisyenliğin karanlık yönü: Y kuşağında cam tavan. Balkan ve Yakın Doğu Sosyal Bilimler Dergisi, 6(1), 158-170. http://www.ibaness.org/bnejss/2020_06_01/13_Urfa_and_Can.pdf
• Yıldırım, A., ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
• Yüksek Öğretim Kurumu. (2023). 2022-2023 Öğretim Yılı Yükseköğretim İstatistikleri. https://istatistik.yok.gov.tr/ 6 Mart 2023 tarihinde alınmıştır.