Gender dynamics in higher education.

Cracking the Code: How Gender Dynamics Shape Accountability in Universities

Avery Sinclair in Mind & Education August 2025 • 4 min read.

"Uncover the subtle ways gender influences ethical expectations and resistance in the high-pressure world of academia."

The modern university is often viewed as an ivory tower of knowledge, but beneath the surface lies a complex web of power dynamics, ethical dilemmas, and accountability structures. These structures, often driven by neoliberal principles, create unique challenges and opportunities for academics, particularly concerning gender. Understanding how gender influences accountability is crucial for fostering a more equitable and ethical academic environment.

Neoliberalism in academia emphasizes market-driven values, competition, and individual performance. This environment can exacerbate existing gender inequalities, influencing how academics perceive their roles, responsibilities, and ethical obligations. Women, in particular, face pressure to navigate a system that may not always align with their values or support their career advancement.

This article examines how gender dynamics shape the way academics experience and perform accountability. Drawing on research about gender and ethics in universities, we will uncover the subtle ways these dynamics influence ethical expectations, resistance, and the very constitution of an academic's moral self.

Decoding Accountability: The Gender Lens

Accountability in the neoliberal university isn't just about meeting targets and achieving performance metrics. It's about how academics perceive and respond to their obligations towards various stakeholders—students, colleagues, administrators, and society. These obligations are often shaped by gendered expectations and norms. Men and women may face different pressures and be judged by different standards, influencing their ability to thrive and resist the system's constraints.

Judith Butler's theories on gender performativity and ethical accountability provide a useful framework for understanding these dynamics. Butler argues that gender is not a fixed identity but a performance shaped by social norms and expectations. This performance is not merely superficial; it shapes our sense of self and our ethical obligations to others. In the context of the university, this means that academics are constantly 'performing' gender in ways that influence how they are perceived and held accountable.

Institutional Accountability: Meeting specific performance criteria and adhering to formal expectations.
Relational Accountability: Responding to moral obligations and ethical considerations arising from relationships with students, colleagues, and the broader community.
Ethical Self: How academics internalize and perform their ethical obligations, influenced by gendered norms and expectations.

Research reveals that gendered norms significantly impact how academics navigate these accountabilities. For instance, men might lean towards institutional accountability, prioritizing career advancement and measurable achievements. Women, on the other hand, might emphasize relational accountability, focusing on nurturing relationships and contributing to the community. These tendencies aren't fixed but reflect the influence of gendered expectations and the pressure to conform to particular roles.

Moving Forward: Embracing Relational Ethics

Understanding the gendered dimensions of accountability is essential for creating a more equitable and ethical university. By recognizing the influence of social norms and expectations, we can challenge existing power dynamics and create space for diverse voices and perspectives. Embracing relational ethics—an approach that emphasizes empathy, vulnerability, and responsiveness—can help foster a more supportive and inclusive academic environment, where all academics can thrive.

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Everything You Need To Know

How does neoliberalism in academia affect gender inequality?

Neoliberalism in academia, with its emphasis on market-driven values and individual performance, can worsen existing gender inequalities. This environment influences how academics, especially women, perceive their roles, responsibilities, and ethical obligations. Women may face pressure to navigate a system that doesn't always support their values or career advancement, highlighting the impact of neoliberal principles on ethical expectations.

What is the difference between institutional accountability and relational accountability in a university setting?

Institutional accountability involves meeting specific performance criteria and adhering to formal expectations, often driven by measurable achievements and career advancement. Relational accountability, on the other hand, focuses on responding to moral obligations and ethical considerations arising from relationships with students, colleagues, and the broader community. These two forms of accountability highlight different aspects of an academic's responsibilities, with gender dynamics often influencing which is prioritized.

How do gendered norms impact how academics navigate different types of accountabilities?

Gendered norms significantly influence how academics navigate institutional and relational accountabilities. Research suggests that men might lean towards institutional accountability, prioritizing career advancement, while women might emphasize relational accountability, focusing on nurturing relationships and community contributions. These tendencies reflect the influence of gendered expectations and the pressure to conform to particular roles, shaping how academics balance their responsibilities.

What does Judith Butler's theory of gender performativity suggest about accountability in universities?

Judith Butler's theories on gender performativity suggest that gender is not a fixed identity but a performance shaped by social norms. In the context of universities, academics are constantly 'performing' gender in ways that influence how they are perceived and held accountable. This performativity shapes their sense of self and their ethical obligations to others, affecting how they navigate expectations and accountabilities within the academic environment. The performance is not merely superficial; it shapes our sense of self and our ethical obligations to others.

What are the implications of embracing relational ethics in universities, and how can it foster a more equitable academic environment?

Embracing relational ethics, which emphasizes empathy, vulnerability, and responsiveness, can foster a more supportive and inclusive academic environment. By recognizing the influence of social norms and expectations, universities can challenge existing power dynamics and create space for diverse voices and perspectives. This approach can lead to a more equitable environment where all academics can thrive by valuing ethical considerations arising from relationships with students, colleagues, and the broader community.