Gendered power and promotion: Barriers and expectations in Spanish academia

Abstract

Abstract: Introduction. In Spain, the gender gap in academic achievement is glaring, with the percentage of male academics attaining the highest university rank exceeding that of their female counterparts by more than twofold. Extensive research has identified gender–specific barriers that disparately affect professional advancement. Objectives. This study investigates gender disparities in the perceptions of barriers within academic careers and explores their association with promotion expectations. Methods. A survey engaged 1,087 researchers from six Spanish universities, with both genders evaluating barriers outlined in the literature and articulating their promotion expectations. Non-parametric tests and binomial logistic regressions were employed for group comparisons and to determine associations between assessed barriers and promotion expectations, respectively. Results. The results reveal statistically significant gender differences in barrier assessments. Intriguingly, only four barriers demonstrate a significant association with promotion expectations, with gender-specific manifestations. Informal power networks and underfunding emerged as an important concern, while instances of self-exclusion were observed among male academics. Notably, an inverse relationship was identified between the evaluation of gender bias in evaluation and women's promotion expectations, suggesting an empowerment response to discriminatory practices. Contribution. This study provides findings to guide equality policies in the university context, dismantle myths that place the blame for women’s underrepresentation on them, and promote both the revision of evaluation processes and the awareness of academic staff regarding discriminatory practices.