Skip to main navigation menu Skip to main content Skip to site footer
##common.pageHeaderLogo.altText##

DOSSIER Nº 9: "Trayectorias intelectuales, profesionales e institucionales"

No. 9 (2024): Revista Ucronías

Usted no sabe de eso: ¿Es la identidad disciplinaria una categoría útil para el análisis interseccional en la academia?

DOI
https://doi.org/10.5281/zenodo.12526214
Submitted
November 9, 2023
Published
2024-06-28

Abstract

En este artículo presento cómo la identidad disciplinaria puede ser una categoría útil para realizar análisis interseccional dentro de la academia. Ello, porque permite develar manifestaciones de discriminación y violencia hacia profesoras con una formación disciplinar distinta a la del departamento en el que laboran, exponiendo así la intersección sexo/género-identidad disciplinaria. Para ello, realicé entrevistas semiestructuradas en una universidad pública colombiana con 24 profesoras y dos profesores, y llevé a cabo un estudio etnográfico con tres de las docentes entrevistadas. La información empírica, sometida a un análisis de contenido, muestra que la identidad disciplinaria y el sexo/género son utilizados para deslegitimar la formación y el conocimiento de mujeres que ingresan a un departamento con un enfoque disciplinar diferente al de ellas. De esta manera, no solo se cuestionan, sino que se minimizan su preparación y su presencia, ya que sus aportes y logros no son reconocidos, y se les segrega de los puestos administrativos de toma de decisiones. Sin embargo, las profesoras han obtenido reconocimiento externo, permitiéndoles desarrollar estrategias de navegación en el ambiente discriminador y violento de sus departamentos.

Abstract

In this article I present how disciplinary identity can be a useful category to develop intersectional analysis within academia. That is because disciplinary identity allows identifying expressions of discrimination and violence towards women professors with a different disciplinary background from the department in which they work, thus exposing the intersection of sex/gender and disciplinary identity. For this purpose, I conducted semi-structured interviews in a Colombian public university with 24 women and two men professors, and an ethnographic study with three of the women interviewees. Empirical information, submitted to content analysis, shows that the disciplinary identity and sex/gender of women professors are used to delegitimize their formation and knowledge when they join a department with a different disciplinary focus. In this way, their training and presence in the department are not only questioned, but also minimized since their contributions and achievements are not recognized, and they are segregated from decision-making administrative positions. However, women professors have obtained external recognition, allowing them to develop navigation strategies in the discriminating and violent atmosphere of their departments.

Keywords: intersectionality | women professors | gender | marginalized identities | academic disciplines

References

  1. Acker, S. (1994). Género y Educación. Reflexiones sociológicas sobre las mujeres, la enseñanza y el feminismo. Madrid: Narcea.
  2. Anzaldúa, G. (1987). Borderlands/La Frontera: The New Mestiza. San Francisco: Aunt Lute Books.
  3. Arango Gaviria, L. G. (2006). Jóvenes en la universidad: género, clase e identidad profesional. Bogotá: Siglo del Hombre Editores - Universidad Nacional de Colombia.
  4. Arango Gaviria, L. G. (2011). El trabajo de cuidado: ¿servidumbre, profesión o ingeniería emocional? En L. G. Arango Gaviria y P. Molinier (eds.), El trabajo y la ética del cuidado (pp. 91-109). La Carreta Editores - Universidad Nacional de Colombia.
  5. Avraamidou, L. (2020). “I am a young immigrant woman doing physics and on top of that I am Muslim”: Identities, intersections, and negotiations. Journal of Research in Science Teaching, 57(3), 311-341. https://doi.org/10.1002/tea.21593
  6. Banda, R. M. (2020). From the inside looking out: Latinas intersectionality and their engineering departments. International Journal of Qualitative Studies in Education, 33(8), 824-839. https://doi.org/10.1080/09518398.2020.1735565
  7. Beagan, B. L.; Mohamed, T.; Brooks, K.; Waterfield, B. y Weinberg, M. (2021). Microaggressions experienced by LGBTQ academics in Canada: “just not fitting in… it does take a toll”. International Journal of Qualitative Studies in Education, 34(3), 197-212. https://doi.org/10.1080/09518398.2020.1735556
  8. Becher, T. (2001). Tribus y territorios académicos: La indagación intelectual y las culturas de las disciplinas. Barcelona: Gedisa.
  9. Behl, N. (2019). Mapping Movements and Motivations: An Autoethnographic Analysis of Racial, Gendered, and Epistemic Violence in Academia. Feminist Formations, 31(1), 85-102. https://doi.org/10.1353/ff.2019.0010
  10. Blackmore, J. (2021). Governing knowledge in the entrepreneurial university: a feminist account of structural, cultural and political epistemic injustice. Critical Studies in Education. https://doi.org/10.1080/17508487.2020.1858912
  11. Blazquez Graf, N. (2012). Epistemología feminista: temas centrales. En N. Blazquez Graf, F. Flores Palacios y M. Ríos Everardo (eds.), Investigación feminista: Epistemología, metodología y representaciones sociales (pp. 21-38). UNAM, Centro de Investigaciones Interdisciplinarias en Ciencias y Humanidades, Centro Regional de Investigaciones Multidisciplinarias, Facultad de Psicología.
  12. Blockett, R. A. (2017). ‘I think it’s very much placed on us’: Black queer men laboring to forge community at a predominantly White and (hetero)cisnormative research institution. International Journal of Qualitative Studies in Education, 30(8), 800-816. https://doi.org/10.1080/09518398.2017.1350296
  13. Bourabain, D. (2021). Everyday sexism and racism in the ivory tower: The experiences of early career researchers on the intersection of gender and ethnicity in the academic workplace. Gender, Work & Organization, 28(1), 248-267. https://doi.org/10.1111/gwao.12549
  14. Bourdieu, P. (2008). Homo academicus. Buenos Aires: Siglo XXI Editores.
  15. Brah, A. (2012). Pensando en y a través de la interseccionalidad. La Interseccionalidad En Debate, 14-20.
  16. Brah, A. y Phoenix, A. (2004). Ain’t I A Woman? Revisiting Intersectionality. Journal of International Women’s Studies, 5(3), 75-86.
  17. Brooks, A. (1997). Academic women. Open University Press.
  18. Brown, W. (1995). States of Injury: Power and Freedom in Late Modernity. Princeton University Press.
  19. Buquet, A.; Mingo, A. y Moreno, H. (2018). Imaginario occidental y expulsión de las mujeres de la educación superior. Revista de La Educación Superior, 47(185), 83-108.
  20. Castelao-Huerta, I. (2021). Efectos problemáticos de la neoliberalización de las universidades públicas en Colombia. Uni-Pluriversidad, 21(1). https://doi.org/10.17533/udea.unipluri.21.1.03
  21. Castelao-Huerta, I. (2022). The discreet habits of subtle violence: an approach to the experiences of women full professors in neoliberal times. Gender and Education, 34(2), 216-230. https://doi.org/10.1080/09540253.2020.1815660
  22. Castelao-Huerta, I. (2023). Recelos y envidias: violencias sutiles de género en la academia neoliberalizada. Debate Feminista, 65, 273-302. https://doi.org/10.22201/cieg.2594066xe.2023.65.2339
  23. Charmaz, K. (1996). Grounded Theory. En J. A. Smith, R. Harre y L. Van Langenhove (eds.), Rethinking Methods in Psychology (pp. 27-49). Sage Publications.
  24. Collins, P. H. (1986). Learning from the Outsider Within: The Sociological Significance of Black Feminist Thought. Social Problems, 33(6), 14-32.
  25. Crenshaw, K. (1991). Mapping the margins: intersectionality, identity politics and violence against women of colour. Stanford Law Review, 43(6), 1241-1299.
  26. Davis, D. R. (2016). The Journey to the Top: Stories on the Intersection of Race and Gender for African American Women in Academia and Business. Journal of Research Initiatives, 2(1), 1-12.
  27. De Beauvoir, S. (2015). El Segundo Sexo. Penguin Random House.
  28. Ek, L. D.; Cerecer, P. D. Q.; Alanís, I. y Rodríguez, M. A. (2010). “I don’t belong here”: Chicanas/Latinas at a Hispanic Serving Institution Creating Community Through Muxerista Mentoring. Equity & Excellence in Education, 43(4), 539-553. https://doi.org/10.1080/10665684.2010.510069
  29. Evans-Winters, V. y Esposito, J. (2018). Researching the bridge called our backs: the invisibility of ‘us’ in qualitative communities. International Journal of Qualitative Studies in Education, 31(9), 863-876. https://doi.org/10.1080/09518398.2018.1478152
  30. Fairchild, E.; Newman, H.; Sexton, J.; Pugh, K. y Riggs, E. (2021). ‘Not to be stereotypical, but .’. Exclusive and inclusive gendered discourses about geology field experiences. Journal of Gender Studies, 31(4), 492-504. https://doi.org/10.1080/09589236.2021.1924644
  31. Flórez-Malagón, A. G. (2002). Disciplinas, transdisciplinas y el dilema holístico: Una reflexión desde latinoamérica. En A. G. Flórez-Malagón y C. Millán de Benavides (eds.), Desafíos de la transdisciplinariedad (pp. 128-155). Universidad Javeriana - Instituto Pensar.
  32. Foiles Sifuentes, A. M. (2017). Blockades, Barricades, and Barriers: Accessing and Navigating Academia from a Multi-Marginalized Positionality. Journal of Working-Class Studies, 2(2), 108-119. https://doi.org/10.13001/jwcs.v2i2.6093
  33. Follari, R. A. (2002). Problematizar la interdisciplina: sobre la tentación totalizante. En A. G. Flórez-Malagón y C. Millán de Benavides (eds.), Desafíos de la transdisciplinariedad (pp. 156-165). Universidad Javeriana - Instituto Pensar.
  34. Gabriel, D. (2021). Race, ethnicity and gendered educational intersections. Gender and Education, 33(7), 791-797. https://doi.org/10.1080/09540253.2021.1967667
  35. Gieryn, T. F. (1983). Boundary-Work and the Demarcation of Science from Non-Science: Strains and Interests in Professional Ideologies of Scientists. American Sociological Review, 48(6), 781-795.
  36. Granada Angulo, L. J. (2021). Las tres caras del racismo epistémico en Educación Superior. Revista INTEREDU, 1(4), 129-160. https://doi.org/10.32735/S2735-65232021000486
  37. Gutierrez y Muhs, G.; Flores Niemann, Y.; Gonzalez, C. G. y Harris, A. P. (2012). Presumed Incompetent: the Intersections of Race and Class for Women in Academia. University Press of Colorado, Utah State University Press.
  38. Haraway, D. (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, 14(3), 575. https://doi.org/10.2307/3178066
  39. Hernandez, K.-A. C.; Ngunjiri, F. W. y Chang, H. (2015). Exploiting the margins in higher education: a collaborative autoethnography of three foreign-born female faculty of color. International Journal of Qualitative Studies in Education, 28(5), 533-551. https://doi.org/10.1080/09518398.2014.933910
  40. Hirshfield, L. E. y Joseph, T. D. (2012). ‘We need a woman, we need a black woman’: gender, race, and identity taxation in the academy. Gender and Education, 24(2), 213-227.
  41. Hojati, Z. (2012). Marginalization and Leadership: Iranian Immigrant Women’s Challenges in Canadian Academia and Society. Journal of Global Citizenship & Equity Education, 2(2), 41-61.
  42. Howe-Walsh, L. y Turnbull, S. (2016). Barriers to women leaders in academia: tales from science and technology. Studies in Higher Education, 41(3), 415-428. https://doi.org/10.1080/03075079.2014.929102
  43. Jones, C. (2006). Falling between the Cracks: What Diversity Means for Black Women in Higher Education. Policy Futures in Education, 4(2), 145-159. https://doi.org/10.2304/pfie.2006.4.2.145
  44. Kim, H. J. (2020). ‘Where are you from? Your English is so good’: a Korean female scholar’s autoethnography of academic imperialism in U.S. higher education. International Journal of Qualitative Studies in Education, 33(5), 491-507. https://doi.org/10.1080/09518398.2019.1681551
  45. Lam, A. (2010). From ‘Ivory Tower Traditionalists’ to ‘Entrepreneurial Scientists’? Social Studies of Science, 40(2), 307-340. https://doi.org/10.1177/0306312709349963
  46. Lee, L. J. y Leonard, C. A. (2001). Violence in Predominantly White Institutions of Higher Education. Journal of Human Behavior in the Social Environment, 4(2-3), 167-186. https://doi.org/10.1300/J137v04n02_09
  47. Lloyd-Jones, B. (2009). Implications of Race and Gender in Higher Education Administration: An African American Woman’s Perspective. Advances in Developing Human Resources, 11(5), 606-618. https://doi.org/10.1177/1523422309351820
  48. Mahabeer, P.; Nzimande, N. y Shoba, M. (2018). Academics of colour: Experiences of emerging Black women academics in Curriculum Studies at a university in South Africa. Agenda, 32(2), 28-42. https://doi.org/10.1080/10130950.2018.1460139
  49. Morley, L. (1999). Techo de cristal o jaula de hierro. Las mujeres en el medio académico del Reino Unido. En M. Belausteguigoitia y A. Mingo (eds.), Géneros prófugos: feminismo y educación (pp. 349-368). Programa Universitario de Estudios de Género, Centro de Estudios sobre la Universidad, Colegio de la Paz Vizcaínas, Paidós Mexicana.
  50. Pereira, M. do M. (2017). Power, Knowledge and Feminist Scholarship: An Ethnography of Academia. Routledge.
  51. Pérez-Bustos, T. y García-Becerra, A. (2013). Situating Women Scientists With Non-Normative Gender Positions In The Colombian National System Of Science And Technology. Acta Colombiana de Psicología, 16(2), 47-54.
  52. Pitcher, E. N. (2017). ‘There’s stuff that comes with being an unexpected guest’: experiences of trans* academics with microaggressions. International Journal of Qualitative Studies in Education, 30(7), 688-703. https://doi.org/10.1080/09518398.2017.1309588
  53. Rabe, M. y Rugunanan, P. (2012). Exploring gender and race amongst female sociologists exiting academia in South Africa. Gender and Education, 24(5), 553-566. https://doi.org/10.1080/09540253.2011.630313
  54. Ramadan, I. (2022). When faith intersects with gender: the challenges and successes in the experiences of Muslim women academics. Gender and Education, 34(1), 33-48. https://doi.org/10.1080/09540253.2021.1893664
  55. Rickett, B. y Morris, A. (2021). ‘Mopping up tears in the academy’ - working-class academics, belonging, and the necessity for emotional labour in UK academia. Discourse: Studies in the Cultural Politics of Education, 42(1), 87-101. https://doi.org/10.1080/01596306.2020.1834952
  56. Rossiter, M. W. (1993). The Matthew Matilda Effect in Science. Social Studies of Science, 23(2), 325-341. https://doi.org/10.1177/030631293023002004
  57. Rubin, G. (1986). El tráfico de mujeres: notas sobre la ‘economía política’ del sexo. Revista Nueva Antropología, 8(30), 95-145.
  58. Sabharwal, N. S.; Henderson, E. F. y Joseph, R. S. (2020). Hidden social exclusion in Indian academia: gender, caste and conference participation. Gender and Education, 32(1), 27-42. https://doi.org/10.1080/09540253.2019.1685657
  59. Saldana, L. P.; Castro-Villarreal, F. y Sosa, E. (2013). “Testimonios” of Latina Junior Faculty: Bridging Academia, Family, and Community Lives in the Academy. Educational Foundations, 27(1-2), 31-48.
  60. Sang, K.; Al-Dajani, H. y Özbilgin, M. (2013). Frayed Careers of Migrant Female Professors in British Academia: An Intersectional Perspective. Gender, Work & Organization, 20(2), 158-171. https://doi.org/10.1111/gwao.12014
  61. Schaffer, S. (2013). How disciplines look. En A. Barry y G. Born (eds.), Interdisciplinarity. Reconfigurations of the social and natural sciences (pp. 57-81). Routledge.
  62. Schupak, E. B. (2021). An ultra-orthodox woman performing difference in Israeli academia. International Journal of Qualitative Studies in Education, 1-20. https://doi.org/10.1080/09518398.2021.1885078
  63. Toren, N. (2009). Intersection of Ethnicity, Gender and Class: Oriental Faculty Women in Israel. Gender Issues, 26(2), 152-166. https://doi.org/10.1007/s12147-009-9073-0
  64. Trinh, E. (2020). “Still you resist”: an autohistoria-teoria of a Vietnamese queer teacher to meditate, teach, and love in the Coatlicue state. International Journal of Qualitative Studies in Education, 33(6), 621-633. https://doi.org/10.1080/09518398.2020.1747662
  65. Turner, S. (2000). What are disciplines? And how is interdisciplinarity different? En P. Weingart y N. Stehr (Eds.), Practising Interdisciplinarity (pp. 46-65). University of Toronto Press.
  66. Viveros Vigoya, M. (2016). La interseccionalidad: una aproximación situada a la dominación. Debate Feminista, 22, 1-17.
  67. Weingart, P. (2000). Interdisciplinarity: The Paradoxical Discourse. En P. Weingart y N. Stehr (eds.), Practising Interdisciplinarity (pp. 25-41). University of Toronto Press.
  68. Yuval-Davis, N. (2015). Situated intersectionality and social inequality. Raisons Politiques, 2(58), 91-100.
  69. Ziman, J. (1996). “Post-Academic Science”: Constructing Knowledge with Networks and Norms. Science & Technology Studies, 9(1), 67-80.

Downloads

Download data is not yet available.