Why We “Profess” Rather than Teach: Implications of the Gendered Construction of Work for Academic Unions
AbstractAlthough connections between the gendered construction of work and institutional arrangements in higher education are seldom explored by researchers, the assumption that teaching is “women’s work” is a key to understanding the social stratification of higher education in the U.S.—and to organizing higher education faculty. I sketch the implications of my analysis for faculty unions after describing the international context in which faculty organizing in the U.S. should be understood, in particular neoliberalism’s project to make education a commodity and dismantle public education as “public good.”
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