Download Being “In and Out”: Providing Voice to Early Career Women in by Narelle Lemon, Susanne Garvis (eds.) PDF

By Narelle Lemon, Susanne Garvis (eds.)

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Extra info for Being “In and Out”: Providing Voice to Early Career Women in Academia

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Two months after my tenured appointment I secured a large amount of consultancy for the university and an external research grant. The flow on from securing substantial amounts of money during my first two months of a continuous appointment was huge. All of a sudden I was encouraged to engage with the university media and promote my success. I was invited to functions that were usually exclusive for successful researchers. I was now eligible to join research institutes within the university. I was invited to lunch with the university leaders.

During this time I began to question if “lookism” (Granleese & Sayer, 2005) existed. I was no longer marginalized by my physical appearance but rather my academic capability. Or that is what I thought… My answer came quickly. On a Thursday afternoon I was involved in an intense research meeting with older academics to develop a new research grant application. On Friday morning I wore jeans to work and worked in the café. An older academic from the previous day walked around my table. “Good luck with your assignmentthere are only two weeks until the end of semester”, he said.

Teaching at university during this time was a welcome experience and in many ways did not feel too different from teaching upper secondary school. 35 A. HILTON I prefer to view this period of time as a logical progression from secondary teaching and since then, my role as a teacher has continued through my work as a teacher educator, both of pre- and in-service teachers. In some ways, I feel that I will always identify as an educator. In the earliest stages of my career transition, it is possible that the strength of my identity as a teacher influenced my ability to identify as an academic.

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