Interrogating ‘excellence’: Implicit bias in academic promotion decisions perpetuates gender inequality.

Abstract

The ostensibly objective criteria outlined in many Key Performance Indicators of excellence can become highly subjective and gendered when applied in practice. Pat O’Connor and Clare O’Hagan share the findings of a cross-national project concerned with women’s underrepresentation at senior levels in STEM disciplines. Structural aspects, including the bureaucratisation of the promotion process and the composition of the boards, were seen as inhibiting and implicit bias facilitated the perpetuation of gender inequality and undermined the assessments of ‘excellence’. Making gender privilege visible is essential if universities are serious about addressing the under-representation of women