Numerous studies have revealed a consistent and continuing range of gender biases at each stage of the hiring, tenuring, and promotion process as well as in peer review and teaching evaluation (see Savonik and Davidson's Gender Bias in Academe: An Annotated Bibliography of Important Recent Studies for more details). Women are also cited less often than men, and are underrepresented in course reading lists / syllabi.
Would you like to find out how gender balanced your bibliography and / or syllabus is ?
Jane Lawrence Sumner's Gender Balance Assessment Tool (GBAT) helps to automatically evaluate the (probabilistic) gender of each name on a reading list and then providing an estimate of what percentage of the authors on a syllabus are women.
This series on power dynamics of global knowledge production reflects on contestations over how knowledge and power are defined, distributed, and denied in the field of African Studies. It aims to raise 'questions of access and opportunity routinely elided from – but integral to – formal academic discourse. These questions are not new. Rather, they remain at the forefront of our academic and professional enterprise, and underpin the legitimacy of our diverse endeavours' (Marks and Kessi).