Tips for women

  • Do not wait to be tapped on the shoulder in the hope your university will recognise your work. They are watching their budget, so will only wait for you to ask for recognition. They also make it hard once you do; seek help from those you trust.

  • Women of colour scholars are frequently asked to pay for their own travel and accommodation when they are a keynote speaker, but funds are somehow found to cover the cost of the other white male keynote speakers. Protect and respect yourself.

  • ‘Gaslighting’ is a term that has gained recent traction. It occurs when victims of social injustice question whether they really are victims. Your body will tell you by getting angry or sad (hopeful or hopeless for change). If you feel these things, there’s nothing more to question.

  • No matter how young you are, if you did most of the work, make sure you are first author. You do not owe senior academics (especially males who benefit from a team of junior female researchers) later-order authorship just for the sake of honouring age-old norms not designed in your favour.

  • The neoliberalist system risks women turning on each other and their old shamed self, and human nature risks privileged men crying ‘me too’. Everyone needs to check themselves.

  • Allies of gender equity are unpredictable; you will not know from gender or colour, for example, who they may be. Exercise caution, but allow yourself to be pleasantly surprised too.

  • If you are applying for funding and need help crafting the narrative around research performance relative to opportunity (ROPE), consider contacting The GrantEd Group. They also offer broader career coaching, as does Embrace Change.

  • Ask for flexible work arrangements such as working from home and at any time that suits you. There is no good reason why universities cannot accommodate this. Micro-managing intelligent intrinsically-driven adults is not one of them. Technology further enables it. Collegiality and ‘corridor conversations’ are possible without daily physical presence.

  • Double check manuscripts accepted for publication. In-house copy editors have been known to edit or delete parts of titles, paragraphs, and punctuation intentionally selected without bringing it to the authors’ attention. Publications are a scholar’s creative artwork; words and thoughts, and the tempo they get put together, are their paint. Maintain final say. (Did Picasso let someone else touch up his work without asking? If that were to happen, he would probably never look at it again, failing to recognise it as his own, with all joy, pride, and satisfaction stolen). Make sure all suggested changes are in track - sometimes copy-editors have good ideas and catch things you have missed - but you are still the gate-keeper of your work.

  • If journals are rejecting your work, ask yourself if it is really about the quality of your paper. Journals are vested in protecting their reputations, and their impact factors go down the more they publish women [5], so a study’s rigour, merit, or fit are not always enough. Pick who you work with (unfortunately only learned by trial, error, disappointment, disillusionment, and disrespect).

  • Excessive scrutiny of one’s work - bore more by women through higher rejection of it by journal editors and reviewers - is workplace bullying/harassment, but universities can slip free from their complicity with this psychological battering because it is not they who are doing it directly. Meet your publishing KPIs, and protect your mental health and intellectual freedom, by choosing not to publish in journal articles. Try books and book chapters instead.

Sexism is not passé

Knowledge is power. Be careful who you give it to.

It is rife and insidious throughout every aspect of academic life. Adjusting for it is not easy or quantifiable. It is not a simple paragraph when asked about ‘equity/diversity’ issues on a promotions application. Such questions are intrusive, can trigger trauma, and backfire - instead being used against them. This is because talk about dismantling gender stereotypes counter-productively affirms gender stereotypes. To avoid the trapped loop, silence is reverted back to. It becomes safer … Until a new tipping point shows up again. In the meantime, silence is mistakenly seen and stamped off as: ‘Issue addressed’.

Standardising assessment may help decision-making and bench-marking, and perceived transparency and fairness, but it actually penalises women increasingly as they deviate from the status quo. Its (unintended?) effect is ‘one size fits men’ [10]. The onus falls on women to prove why they don’t have the same access to opportunities as men. If we begin with that assumption - that the playing field is not level, as much as the erroneous ‘belief in a just world’ is hardwired into our cognition - then the onus can start to fall on men to prove why they have access to more. Women have busted the myth of gender blind/neutral meritocracy. It is only when management do too that things can change [11].

About to start a position?

Don’t make this mistake!

HR expect you to negotiate up, which is why they offer you the lowest possible contract level as their starting move. They will not offer you the level they think or know you are worth, and your insulted feelings are of no interest to them. It’s also very difficult to get promoted in academia. The carrot is kept intentionally out of reach, with minimal resources provided to help you reach it, all to keep costs low. Their decisions are business-driven only. Once you are boxed in by that low level, it’s amazing how much the whole world will also think that’s all you’re worth. The time to make the move is when the contract is first offered, not later. Women are usually so filled with gratitude and/or fear that they take the low terms without negotiating. If you have a life time of experience being undervalued, and so don’t know how to properly value yourself, here’s a rough guide to help you…


PhD not/yet awarded

Starting Level A

Relevant experience 1-3 years

  • 1-3 years experience with junior teaching tasks (e.g. tutoring and/or marking) or senior teaching tasks (e.g. curriculum design, convening, lecturing) AND/OR

  • 1-3 years experience with junior research tasks (e.g. locating relevant literature) or mid-level research tasks (e.g. literature reviews, data collection, data analysis, ethics application) OR

  • Honours or Masters completed, and/or 1-3 years relevant industry experience.

Starting Level B

Relevant experience 4-6 years

  • 4-6 years experience with senior teaching tasks, at least one course per year AND/OR

  • 4-6 years experience with senior research tasks (e.g. writing research proposals, grants, reports, articles, books; mentoring junior researchers, etc.) OR

  • Honours or Masters completed, and/or 4-6 years relevant industry experience.

Starting Level C

Relevant experience 7+ years

  • 7+ years experience with senior teaching tasks, at least one course per year AND/OR

  • 7+ years experience with senior research tasks OR

  • Honours or Masters completed, and/or 7+ years relevant industry experience.

PhD awarded

Starting Level B

Relevant experience 1-3 years

  • 1-3 years experience with senior teaching tasks, at least one course per year AND/OR

  • 1-3 years experience with senior research tasks.

Starting Level C

Relevant experience 4-9 years

  • 4-9 years experience with senior teaching tasks, at least one course per year AND/OR

  • 4-9 years experience with senior research tasks.

Starting Level D

Relevant experience 10+ years

  • 10+ years experience with senior teaching tasks, at least one course per year AND/OR

  • 10+ years experience with senior research tasks

  • You have expert knowledge in your field nationally, perhaps also internationally.

Starting Level E

Relevant experience 12+ years

  • 12+ years experience with senior teaching tasks, at least one course per year AND/OR

  • 12+ years experience with senior research tasks

  • You have expert knowledge in your field nationally and internationally

  • You would either like to take a high-level formal leadership role within the university (administration) or to informally act as a ‘Discipline Lead’ in your area of expertise within your School/Department or Faculty (thought leadership)