Abstract
This study presents an aspect of stereotyping and discrimination in participation in policy-making processes based on gender, which contributes to the reproduction of gender inequalities in higher education in Greece. In the process of accreditation of undergraduate programmes, there are great differences in the participation of male and female evaluators. This fact reproduces existing stereotypes and prejudices in participation in political decision-making and casts a bad light on the debate on gender issues, which is necessary to overcome the gender inequalities that characterise higher education in Greece.
TopIntroduction
Τhis study aims to highlight one dimension of gender inequalities in Greek higher education. It is well known that women face obstacles in accessing positions of power and are underrepresented in decision-making bodies compared to men. Indeed, these inequalities in Greece have been among the most pronounced in the European Union (EU) over time. The case of women's participation in the evaluation committees of Greek universities' undergraduate programmes organised by the Hellenic Authority of Higher Education (HAHE) is indicative. A look at the accreditation reports of the undergraduate programmes of Greek universities shows that male evaluators are overrepresented. Female evaluators are underrepresented, and only in academic disciplines traditionally considered to attract women does the participation of male and female evaluators seem to be balanced. This is directly, and indirectly related to gender inequalities. On the one hand, we have clear, and unmistakable evidence of gender inequalities in policymaking regarding the functioning of higher education institutions in Greece. On the other hand, there are more indirect effects on the perpetuation of gender inequalities. The non-participation of women in the evaluation committees can lead to a lack of focus on the issue of gender equality in the proposals of the accreditation committees to ensure the quality of the study programs. This, in turn, runs counter to the EU's Gender Mainstreaming policy, and perpetuates the gender inequalities that characterize many aspects of higher education in Greece.
Key Terms in this Chapter
Gender Mainstreaming: It involves the integration of a gender perspective into the preparation, design, implementation, monitoring and evaluation of policies, regulatory measures and spending programmes, with a view to promoting equality between women and men, and combating discrimination.
Accreditation of Undergraduate Programmes: The accreditation process makes sure that the study programme offered by the institution meets all quality standards of the HQA and the institution, and that the performance and skills of the students graduating from this specific course (learning outcomes) are consistent with the intended professional qualifications that are required by society and the labour market. Furthermore, it is certified that the study programme meets minimum quality criteria, as laid down in European Higher Education Area.
Hellenic Authority of Higher Education: It is an independent administrative authority which began its operations in 2006. Its mission is to ensure high quality in higher education. It is an independent body, overseen by the Minister of Education in regard to the legality of its actions and is responsible for quality assurance in higher education at national level.
Gender Equality: It is the state of equal ease of access to resources and opportunities regardless of gender, including economic participation and decision-making; and the state of valuing different behaviors, aspirations and needs equally, regardless of gender.