References
- Airini, Collings, S., Conner, L., McPherson, K., Midson, B., & Wilson, C. (2011). Learning to be leaders in Higher Education: What helps or hinders women's advancement as leaders in universities. Educational Management Administration and Leadership, 39(1), 44–62. doi:10.1177/1741143210383896
- Arnsperger Selzer, R., & Robles, R. (2019). Every woman has a story to tell: Experiential reflections on leadership in Higher Education. Journal of Women and Gender in Higher Education, 12(1), 106–124. doi:10.1080/19407882.2018.1534246
- Bendels, M., Müller, R., Brueggmann, D., & Groneberg, D. (2018). Gender disparities in high-quality research revealed by Nature Index journals. PLoS ONE, 13(1), 1–21. https://doi.org/10.1371/journal.pone.0189136
- Benschop, Y., & Brouns, M. (2003). Crumbling ivory towers: Academic organizing and its gender effects. Gender, Work and Organization, 10(2), 194–212.
- Blackmore, J. (1989). Educational leadership: a feminist critique and reconstruction. In J. Smyth (Ed.), Critical Perspectives on Educational Leadership (pp. 63–87). The Falmer Press.
- Blackmore, J. (2010a). Disrupting notions of leadership from feminist post-colonial positions. International Journal of Leadership in Education: theory and practice, 13(1), 1–6. http://hdl.handle.net/10536/DRO/DU:30031436
- Blackmore, J. (2010b). ‘The Other Within’: Race/gender disruptions to the professional learning of white educational leaders. International Journal of Leadership in Education, 13(1), 45–61. doi:10.1080/13603120903242931
- Blackmore, J. (2013). A feminist critical perspective on educational leadership. International Journal of Leadership in Education, 16(2), 139–154. doi:10.1080/13603124.2012.754057
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101
- Brower, A., & James, A. (2020). Research performance and age explain less than half of the gender pay gap in New Zealand universities. PLoS ONE, 15(1), 1–13. https://doi.org/10.1371/journal.pone.0226392
- Castillo-Montoya, M. (2016). Preparing for interview research: The interview protocol refinement framework. The Qualitative Report, 21(5), 811–831. https://doi.org/10.46743/2160-3715/2016.2337
- Ceci, S., & Williams, W. (2015). Women have substantial advantage in STEM faculty hiring, except when competing against more-accomplished men. Frontiers in Psychology, 6, 1–10.
- Currie, J., & Thiele, B. (2001). Globalization and gendered work cultures in universities. In A. Brooks & A. Mackinnon (Eds.), Gender and the Restructured University (pp. 90–115). Open University Press.
- Dubois-Shaik, F., & Fusulier, B. (2017). Understanding gender inequality and the role of the work/family interface in contemporary academia: An introduction. European Educational Research Journal, 16(2–3), 99–105. https://doi.org/10.1177/1474904117701143
- Eagly, A., & Karau, S. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109(3), 573–598. doi:10.1037//0033-295X.109.3.573
- Education Counts. (2020). Tertiary Research. New Zealand Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/statistics/research
- Fernando, D., & Prasad, A. (2018). Sex-based harassment and organizational silencing: How women are led to reluctant acquiescence in academia Human Relations, 72(10), 1565–1594. https://doi.org/10.1177/0018726718809164
- Forster, N. (2001). A case study of women academics’ views on equal opportunities, career prospects and work-family conflicts in a UK university. Career Development International, 6(1), 28–38.
- Harris, C. A., & Leberman, S. I. (2012). Leadership development for women in New Zealand universities: Learning from the New Zealand Women in Leadership Program. Advances in Developing Human Resources, 14(1), 28–44. doi:10.1177/1523422311428747
- Heijstra, T., Einarsdóttir, Þ., Pétursdóttir, G. M., & Steinþórsdóttir, F. S. (2017). Testing the concept of academic housework in a European setting: Part of academic career-making or gendered barrier to the top? European Educational Research Journal, 16(2–3), 200–214. https://doi.org/10.1177/1474904116668884
- Howe-Walsh, L., & Turnbull, S. (2016). Barriers to women leaders in academia: Tales from science and technology. Studies in Higher Education, 41(3), 415–428. http://dx.doi.org/10.1080/03075079.2014.929102
- Human Rights Commission. (2012). New Zealand Census of Women's Participation. Retrieved from https://www.hrc.co.nz/resources/business/census-womens-participation/
- Jauhar, J., & Lau, V. (2018). The ‘glass ceiling’ and women's career advancement to top management: The moderating effect of social support. Global Business and Management Research: An International Journal, 10(1), 163–178.
- Jimenez, M., Laverty, T., Bombaci, S., Wilkins, K., Bennett, D., & Pejchar, L. (2019). Underrepresented faculty play a disproportionate role in advancing diversity and inclusion. Nature, Ecology & Evolution, 3, 1030–1033. https://doi.org/10.1038/s41559-019-0911-5
- Jonsen, K., Maznevski, M., & Schneider, S. (2010). Gender differences in leadership—believing is seeing: Implications for managing diversity. Equality, Diversity and Inclusion: An International Journal, 29(6), 549–572. doi:10.1108/02610151011067504
- Kloot, L. (2004). Women and leadership in universities: A case study of women academic managers. The International Journal of Public Sector Management, 17(6), 470–485. doi:10.1108/09513550410554760
- Lewis, J. (2018). From modern sexism to gender microaggressions: Understanding contemporary forms of sexism and their influence on women. In C. Travis, J. White, A. Rutherford, W. Williams, S. Cook, & K. Wyche (Eds.), APA handbook of the psychology of women: History, theory, and battlegrounds (Vol. 1, pp. 381–397): American Psychological Association.
- Massey University. (2017). Code of Ethical Conduct for Research, Teaching and Evaluations Involving Human Participants. Massey University.
- McAllister, T., Kidman, J., Rowley, O., & Theodore, R. F. (2019). Why isn’t my professor Maori? A snapshot of the academic workforce in New Zealand universities. MAI Journal, 8(2), 235–249. doi:10.20507/MAIJournal.2019.8.2.10
- Ministry of Women's Affairs. (2013). Realising the Opportunity: Addressing New Zealand's leadership pipeline by attracting and retaining talented women. Ministry of Women's Affairs.
- Roberts, C. (2017). Advancing women leaders in academe: Creating a culture of inclusion. In S. Mukerji & P. Tripathi (Eds.), Handbook of research on administration, policy, and leadership in higher education (pp. 256–273). IGI Global.
- Robnett, R. (2016). Gender bias in STEM fields: Variation in prevalence and links to STEM self-concept. Psychology of Women Quarterly, 40(1), 65–79. doi:10.1177/0361684315596162
- Schensul, J. J., & LeCompte, M. D. (2013). Essential ethnographic methods: A mixed methods approach (2nd ed.): Rowman & Littlefield.
- Universities New Zealand. (2020). New Zealand Universities Women in Leadership Programme (NZUWiL). Retrieved from https://www.universitiesnz.ac.nz/about-universities-new-zealand/expert-and-working-groups/new-zealand-universities-women-leadership
- Veer, E., Zahrai, K., & Stevens, S. (2021). I stood by: The role of allies in developing an inclusive and supportive academic environment post #MeToo. Journal of Marketing Management, 37(1–2), 162–179. doi:10.1080/0267257X.2020.177234
- Walker, L., Sin, I., Macinnis-Ng, C., Hannah, K., & McAllister, T. (2020). Where to from here? Women remain absent from senior academic positions at Aotearoa New Zealand's universities. Education Sciences, 10, 1–20. doi:10.3390/educsci10060152
- Yang, Y., & Carroll, D. (2016). Understanding female STEM faculty experiences of subtle gender bias from microaggressions perspective. Paper presented at the ASEE Annual Conference & Exposition, New Orleans, LA.
