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Gender and Education Volume 30, 2018 - Issue 7
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Articles

Loaded dice: games playing and the gendered barriers of the academy

Sara Ashencaen CrabtreeFaculty of Health & Social Sciences, Bournemouth University, Dorset, UKCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-8479-7066View further author information
ORCID Icon &
Chris ShielDepartment of Life and Environmental Science, Bournemouth University, Dorset, UKView further author information
Pages 899-916 | Received 21 Dec 2016, Accepted 13 Jan 2018, Published online: 13 Mar 2018

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Thais França. (2022) ‘No less of a woman’: examining the (invisible) life of childfree women academics during the COVID-19 pandemic. Journal of Gender Studies 31:8, pages 956-968.
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Christopher Westoby, Judith Dyson, Fiona Cowdell & Tim Buescher. (2021) What are the barriers and facilitators to success for female academics in UK HEIs? A narrative review. Gender and Education 33:8, pages 1033-1056.
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Sara Ashencaen Crabtree, Luciana Esteves & Ann Hemingway. (2021) A ‘new (ab)normal’?: Scrutinising the work-life balance of academics under lockdown. Journal of Further and Higher Education 45:9, pages 1177-1191.
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Ciara Smyth, Natasha Cortis & Abigail Powell. (2021) University staff and flexible work: inequalities, tensions and challenges. Journal of Higher Education Policy and Management 43:5, pages 489-504.
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Charlotte Jones, Anne Chappell & Pam Alldred. (2021) Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development. Gender and Education 33:2, pages 121-137.
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