“Flying under the radar”: Postfeminism and teaching in academic science

Neoliberal academia is marked by vertical and horizontal gender segregation, and science, technology, engineering and mathematics (STEM) is a particularly concerning case. Women with PhDs are underrepresented, and when they do participate, they are more likely than men to be in teaching‐intensive roles. Beyond equality concerns, this is problematic because when women are interpreters rather than producers of disciplinary knowledge, the STEM enterprise remains gender‐biased. Using data from a 2‐year ethnography with physical science faculty in teaching‐intensive roles, this paper argues that gender inequity is reproduced through postfeminist discourses of work‐life balance. Participants who are mothers say they are flying under the radar at work. They self‐surveille as they engage in both paid labor as university educators and unpaid carework at home. Importantly, when participants challenge hegemonic gender norms, they attract the radar's attention and are sanctioned. This study contributes to a growing understanding of how and why women are marginalized in STEM careers. Women with science PhDs fulfill their university's teaching mission with minimal support for the implied compensation of work‐life balance, leaving the institutional structures which privilege men's participation in STEM research intact.