Gender Construction in Neoliberal Higher Education Reforms in Germany and France

This paper deals with the effects of neoliberal higher education reforms in Germany and France on gender equality development. Besides quantitative data, the analysis draws on qualitative empirical data, in particular semi-structured interviews with academics in both countries. Following a Foucauldian feminist framework the deconstruction of interpellations of the academic subjects show, how at the macro, meso and micro level gendered stereotypes are (re)produced. In public discourse new identification models for women reflect neoliberal governance reforms of science production, demanding high efficiency and competitiveness in order to meet performance indicators. These are considered to be meritocratic and gender-neutral. Yet, as our qualitative interviews show, the traditional female role in the family and as housekeeper remains at the same time more or less untouched instead of changing it radically (McRobbie 2010, 119). This results in a new gender regime constructing women as subjects of (super)performance and at the same time as care takers (op. cit., 120). On the other hand, in Germany female losers of the performance game are declared as deficient subjects in need of special coaching and mentoring. In comparison to Germany France still has higher female participation rates in academic positions with unlimited work contracts, however the implementation of New Public Management in universities and research institutions shows a “remasculinization” in the construction of gendered stereotypes concerning the work-life-balance and leadership positions.