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In researcher development, are we missing men, fixing women, or creating gender trouble?
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DOI：10.1080/07294360.2025.2573975.png)
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Abstract
En 中文
There is significant, extant literature on different aspects of gender inequality and gendered norms in higher education. However, there is relatively limited engagement with how these insights relate specifically to researcher development. Here, we begin by exploring our pedagogical observations about gendered patterns of participation in a researcher development program at a mid-tier Australian university, with the aim of initiating a discourse of inquiry into this aspect of researcher development work. We consider the overall gendering of graduate research participation in Australia and internationally before drawing on varied literatures addressing the social construction of gender in different contexts to present multiple analyses of unevenly gendered patterns of participation in researcher development activities. We bring these threads together to ask what questions this poses for our practice as researcher developers. We are not seeking to provide definitive answers, but rather put forward this commentary as a provocation for further discussion and to highlight gendered norms and inequalities as important considerations when designing and delivering researcher development programs.
Keywords:
Researcher development
academic development
gender
gender inequality
doctoral education
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