Dentro lo schema. Accademiche italiane tra ricerca e didattica

• Minello, Alessandra ^[1] ; Russo, Concetta ^[2]
  1. [1] University of Padua

     University of Padua

     Padova, Italia

     
  2. [2] University of Milano-Bicocca

     University of Milano-Bicocca

     Milán, Italia

     
• Localización: Sociologia del lavoro, ISSN 0392-5048, N. 160, 2021, págs. 88-109
• Idioma: italiano
• DOI: 10.3280/sl2021-160005
• Títulos paralelos:
  • In the Scheme. Italian Academic Women between Teaching Duties and Research
• Texto completo no disponible (Saber más ...)
• Resumen
  • italiano

    Il lavoro accademico si divide tra ricerca, didattica e attività amministrative. Dopo la riforma Gelmini, la ricerca ha un peso rilevante ai fini dell'avanzamento di carriera. Secondo la letteratura, le donne sono più propense ad assumersi i compiti di insegnamento e quelli amministrativi, in virtù di un gender scheme che le vede più portate per queste mansioni. Le donne hanno meno probabilità di raggiungere posizioni apicali e le raggiungono più lentamente. In questo articolo esploriamo il ruolo attribuito dalle accademiche italiane ai compiti di didattica, indagando i percorsi di adattamento/resistenza alle nuove regole di competizione. Attraverso quindici interviste qualitative emerge che la didattica è considerata un elemento di ancoraggio: le intervistate percepiscono il rapporto diretto con gli studenti come indispensabile al raggiungimento della soddisfazione professionale, o considerano l'investimento in questo ambito come una potenziale porta di accesso alla carriera accademica. Alcune hanno subito richieste pressanti sia per l'espletamento di compiti di didattica sia amministrativi.

  • English

    The academic labor is divided between researching, teaching and fulfilling admin-istrative tasks. After the Gelmini reform, research has gain a relevant weight for career advancement. According to the literature, women are more inclined to take on teaching and administrative tasks, due to a gender scheme which considers them as more suited to these tasks. They are less likely to reach top positions and achieve them at a slower pace. In this paper we explore the role of teaching tasks in the trajectories of a group of Italian female academics, investigating the paths of adaptation/resistance to the new rules of competition. Through fifteen qualita-tive interviews it emerges teaching is an anchoring element: our interviewees per-ceive the direct relationship with students as indispensable to the achievement of professional satisfaction, or they consider the investment in this area as a potential gateway to an academic career. Some have experienced pressing demands for ful-filling both teaching and administrative tasks.

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