Feminist Theories

Summary of "Learning Critical Feminist Research: A Brief Introduction to Feminist Epistemologies and Methodologies"Wigginton, B., & Lafrance, M. N. (2019). Learning critical feminist research: A brief introduction to feminist epistemologies and methodologies. Feminism & Psychology, 1–17. https://doi.org/10.1177/0959353519866058

Introduction:

• Science, often perceived as neutral, can be counter-functional to marginalized groups, including feminists.

• Psychology's historical classification of women perpetuates stereotypes.

• Feminist standpoint theory emphasizes understanding women's articulations to unveil societal structures affecting their experiences.

Feminist Epistemologies:

1. Feminist Empiricism:

   • Realism is possible; researchers can detach from observed reality.

   • Seeks to manage or remove sexism and androcentrism through rigorous scientific methods.

   • Advocates working within conventional science for improvement.

2. Feminist Standpoint Theory:

   • Science is embedded in social order; knowledge is socially situated.

   • Rejects neutrality; promotes strong objectivity.

   • Acknowledges pluralistic, situated standpoints with appreciation for intersecting identities.

3. Feminist Social Constructionism:

   • Science constructs reality; researchers actively contribute.

   • Objective truth is relative and dependent on the asker's social location.

   • Favors pluralism, recognizing multiple truths in specific contexts.

   • Language reflects power dynamics and resistance.

Epistemology and Methodology:

• Clarifying epistemology guides research direction.

• Feminist empiricism aligns with mainstream science, while standpoint or social constructionist perspectives require new directions.

• No inherent feminist or unfeminist methods; methodology determines feminist alignment.

Methodological Considerations for Critical Feminist Research:

1. Politics of Asking Questions:

   • Examine whose interests are served, assumptions, and consequences.

   • Consider resisting systemic inequalities.

2. Attention to Language/Discourse:

   • Analyze how language shapes participant selection and story framing.

   • Evaluate interview prompts' influence on participant positions.

   • Consider language ambiguity and openness.

3. Reflexivity:

   • Explore personal experiences' impact on research.

   • Assess assumptions and values alignment with feminist objectives.

   • Consider the negotiation of physical, embodied, or affective realities in research.

4. Representation and Intersectionality:

   • Acknowledge and address differences between researchers and participants.

   • Identify participants' social locations and their relevance to understanding accounts.

   • Make visible points of difference in data representations.

5. Mobilizing Research for Social Change:

   • Explore ways research can transform culture and discourse.

   • Consider making research more accessible beyond academic paywalls.

   • Encourage reimagining and reconstructing rather than just critiquing.

Burkinshaw, P., & White, K. (2017). Fixing the women or fixing universities: Women in HE leadership. Administrative Sciences, 7(3), 30. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=bth&AN=125301964&site=eds-live&custid=s7439054

• Study Overview:

  • Focuses on women in leadership positions in higher education (HE), examining the challenges they face.

  • Explores the impact of organizational culture and gender power relations on women's careers in HE.

  • Utilizes semi-structured interviews and online surveys as research methods to gather data.

• Gender Dynamics in Higher Education Leadership:

  • Organizational restructuring in HE affects gender power relations, with men predominantly occupying higher positions.

  • Women struggle to access funding for research, face interrupted careers, and encounter part-time work.

  • Pressure to adopt strong managerial models often reinforces gender inequities rather than reducing them.

• Communities of Practice:

  • Leadership communities of practice establish norms and relationships, shaping shared understanding and collaborative behaviors.

  • Women often experience marginalization within these communities, facing status disparities and exclusion.

• Masculinity in Leadership:

  • Traditional masculine leadership models dominate HE, with behaviors such as assertiveness and dominance being rewarded.

  • Women face challenges in navigating these norms, as their leadership styles may differ from the accepted masculine standards.

• Gender Mainstreaming Approach:

  • Advocates for involving both men and women in changing organizational culture to create a more inclusive environment.

  • Calls for a shift from focusing on fixing women to improving working conditions and career opportunities for them.

• Impact on Women's Career Progression:

  • Women's agency alone cannot explain their underrepresentation in senior positions; structural factors play a significant role.

  • Precarious work environments and exclusionary structures may discourage aspiring women leaders from pursuing senior positions.

• Resistance and Challenges:

  • Younger aspirational women resist senior leadership positions due to exclusionary structures and practices prevalent in HE.

  • Women may continue to experience precarious leadership careers unless organizational culture is addressed.

• Conclusion:

  • Fixing women alone will not address the gender inequities in HE leadership; there is a need to focus on fixing organizational culture.

  • Structural changes are necessary to create a more inclusive environment and support women's career progression in HE.