[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595302-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-595302-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","demi-nationalism-in-higher-education-women-in-canadian-and-australian-universities","Demi-nationalism in higher education - Women in Canadian and Australian Universities","","Explores how Canadian universities from the 1960s onward affected women’s advancement compared with broader “Canadianizing” changes in university faculty. Using parallels between Canada and Australia, it argues Canadian universities function as “alien” spaces for women through gendered workplace dynamics and limited progression of female faculty. It traces gains in degrees while showing weaker shifts in faculty representation, then connects women’s constrained participation to masculine bureaucratic organizational models and associated social isolation mechanisms.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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the article mean by “demi-nationalism” in universities?","Question",{"text":62,"@type":63},"It argues Canadian universities under-utilize the talent of the female half of the nation, reflecting a limited, incomplete national alignment rather than full inclusion.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does women’s progress in degrees compare with women’s progress in faculty representation?",{"text":67,"@type":63},"Women’s representation in higher degrees increased markedly, but female faculty moved only a limited distance, creating a marked lack of parallel between student and teaching-sector change.",{"name":69,"@type":60,"acceptedAnswer":70},"Why does the author describe universities as “alien” spaces for women?",{"text":71,"@type":63},"The author links alienation to women being treated as outsiders in “male spaces” and to strong foreign-national influences shaping faculty, alongside social mechanisms that isolate women faculty.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},595302,1792882882,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":101,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","# \"Demi-nationalism\"in highereducation:Women in Canadianand Australian Universities¹\n\nThis article is particularly concernedwith Canadian universities since the 1960sand with the contrast between the limitedchange effected with respect to women'sposition within them and the much moreconsiderable modification achieved in'Canadianizing'university faculty.Giventhat there are many parallels between theuniversities of Canada and of Australiawith respect to both women's situationand the national issue,I will underlinecertain resemblances and contrasts atvarious points within the paper.  \ndoubled their representation in firstdegrees obtained to parallel their propor-tion in the adult population.  \nAs for graduate degrees,Canadianwomen had made considerable progress—but not to the dizzy heights attained atthe undergraduate level.Over approx-imately the same two decades,they hadincreased their representation at theMasters level to 37%%(from 16%)and atthe Doctoral level to 23%(from 9%).4Admirable as such progress appears,thereis still some way to go before womenoccupy their proportionate place in higherdegree programs.  \nLet me lay out my thesis in very baldterms at this point—terms which will bedeveloped throughout the body of thepaper.Briefly,I consider that Canadianuniversities are ‘alien'to their supportingpopulation in a dual and interconnectedfashion:  \nHowever,over the same two decadesthat the growth in the proportion offemale students was noteworthy,the pro-portion of female faculty moved a limiteddistance,from 11%to 15%%of total full-time faculty.5 The lack of parallel withstudent progress is very marked.Itappears that the male space of the studentsector has ceded more easily to femalepressures than has the maleness of theteaching sector.Clearly,I am not the firstperson to underline this phenomenon.Ineffect,we are talking of the contrast bet-ween an employment sector and the rela-tively transitory status of the student sec-tor,and there are factors which operate inthe former that have only a transitory ef-fect on the latter(though I do not denytheir importance for our female students).  \n1.they are ‘alien'to women in the sensethat they have been and continue to be‘male spaces’,remote to 50%of thepopulation;and  \n2.they have been very largely ‘alien'interms of nationality through including alarge element of foreign (particularlyAmerican)influence,for as recently as1971-72,37%of faculty members werenot Canadian citizens.2  \nIn correcting the situation in nationalterms,Canadian universities are headingfor what I call a 'demi-nationalism’,forthey continue to under-utilize the talentsof the female halfofthe Canadian nation.  \nFor example,a number of authors⁶have argued that feminist knowledgewould not only differ methodologically,but in terms of substantive content fromthe masculinist version that pervades ouruniversities.I do not have the time to ex-plore this area in detail;however,I wouldstrongly support the comment thatwomen have participated marginally in‘...producing the forms of thought andthe images and symbols in which thoughtis expressed and ordered.?It follows fromthis argument that female students mightfeel increasingly alien within the univer-sity as they progress in their studies andthey may well choose not to spend a life-time of employment in an alien mentalspace.At the social level,many have argued⁸  \n## Canadian Universities:alien tohalf their population?\n\nWomen in Canada had some distanceto cover from the time when they firstwrenched admission to higher educationfrom unwilling male controllers in thefinal quarter of the 19th century.However,in 1981,for the first time,theyobtained just over 50%of the Bachelorsand first professional degrees granted byCanadian universities.The speed withwhich they had travelled this distance issuggested by one further statistic—thatin 1961,female students obtained only25%of such degrees.³Thus,in a shorttwo decades,Canadian women had  \nPeta Tancred-Sheriff  \nMcMaster University  \nHami","cbCaihbk3gA0Bit4","https://ap.wps.com/l/cbCaihbk3gA0Bit4","pdf",3025277,"English","# Demi-nationalism in higher education: Women in Canadian and Australian Universities\n## Canadian Universities: alien to half their population?","[{\"question\":\"What does the article mean by “demi-nationalism” in universities?\",\"answer\":\"It argues Canadian universities under-utilize the talent of the female half of the nation, reflecting a limited, incomplete national alignment rather than full inclusion.\"},{\"question\":\"How does women’s progress in degrees compare with women’s progress in faculty representation?\",\"answer\":\"Women’s representation in higher degrees increased markedly, but female faculty moved only a limited distance, creating a marked lack of parallel between student and teaching-sector change.\"},{\"question\":\"Why does the author describe universities as “alien” spaces for women?\",\"answer\":\"The author links alienation to women being treated as outsiders in “male spaces” and to strong foreign-national influences shaping faculty, alongside social mechanisms that isolate women faculty.\"}]","Demi-nationalism in higher education - Women in Canadian and Australian Universities | PDF",1792080826,15]