Women’s participation in teacher unions: Implications of a ‘triple burden’ for union gender equality strategies

Gavin M; McGrath-Champ S; Stacey M; Wilson R

Women’s participation in teacher unions: Implications of a ‘triple burden’ for union gender equality strategies

Gavin M McGrath-Champ S Stacey M Wilson R

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Publisher:: SAGE Publications
Publication Type:: Journal Article
Citation:: Economic and Industrial Democracy, pp. 0143831X2095848-0143831X2095848

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Field	Value	Language
dc.contributor.author	Gavin M
dc.contributor.author	McGrath-Champ S
dc.contributor.author	Stacey M
dc.contributor.author	Wilson R
dc.date.accessioned	2020-09-30T22:18:42Z
dc.date.available	2020-09-30T22:18:42Z
dc.identifier.citation	Economic and Industrial Democracy, pp. 0143831X2095848-0143831X2095848
dc.identifier.issn	0143-831X
dc.identifier.issn	1461-7099
dc.identifier.uri	http://hdl.handle.net/10453/142952
dc.description.abstract	<jats:p> Amidst declining union influence, teacher unions have retained power. However, work intensification, arising from increasing reform in school education, has potentially undermined union participation, particularly women’s. Using a mixed-method approach, this article examines how the tangled combination of women’s paid work, union participation and family/domestic responsibilities (the ‘triple burden’) affects women’s roles as unionists. Examining the case of Australian teachers, the article finds that while demands of ‘work’ and ‘life’ can stifle union participation, it is specifically the cultural and historical legacies in unions that hinder women’s participation. The findings offer new insights around issues affecting the participation of women in female-dominated unions, and the intersection between union organisation and operation and the member-workers whom they represent. </jats:p>
dc.language	en
dc.publisher	SAGE Publications
dc.relation.ispartof	Economic and Industrial Democracy
dc.relation.isbasedon	10.1177/0143831x20958481
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.subject	1402 Applied Economics, 1503 Business and Management, 1608 Sociology
dc.subject.classification	Industrial Relations
dc.title	Women’s participation in teacher unions: Implications of a ‘triple burden’ for union gender equality strategies
dc.type	Journal Article
utslib.for	1402 Applied Economics
utslib.for	1503 Business and Management
utslib.for	1608 Sociology
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Management Discipline
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	recently_added	*
dc.date.updated	2020-09-30T22:18:33Z
pubs.publication-status	Published online
utslib.opus.status	recently_added	*

Abstract:

Amidst declining union influence, teacher unions have retained power. However, work intensification, arising from increasing reform in school education, has potentially undermined union participation, particularly women’s. Using a mixed-method approach, this article examines how the tangled combination of women’s paid work, union participation and family/domestic responsibilities (the ‘triple burden’) affects women’s roles as unionists. Examining the case of Australian teachers, the article finds that while demands of ‘work’ and ‘life’ can stifle union participation, it is specifically the cultural and historical legacies in unions that hinder women’s participation. The findings offer new insights around issues affecting the participation of women in female-dominated unions, and the intersection between union organisation and operation and the member-workers whom they represent.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/142952