This participatory presentation draws from a project carried out by the authors between 2021- 2025. Understanding and Addressing Everyday Sexisms in Australian Universities aimed to improve the ways in which gender-based discrimination is understood and addressed in Australian universities by employing a creative, feminist, and intersectional approach to researching everyday sexisms. The researchers understand everyday sexisms as slippery and fleeting moments where experiences are shaped in gendered, racialised, sexualised and ableist ways. The term ‘sexisms’ is used to reflect that sexism is understood and experienced differently. Individual incidents can be fleeting and seemingly banal or innocuous. Therefore, situations or outcomes created by everyday sexisms can often be reasoned away as attributable to something else. In addition to academic papers (Gray, et al., 2024a, Gray, et al., 2024b), outputs also included a range of resources made available to universities to supplement gender equity initiatives (Blaise, et al., 2023; Blaise, et al., 2025a, 2025b, 2025c). These creative outputs were produced to equip universities with nuanced insights into how everyday sexisms impact upon the daily lives of their workforce and suggest ways to change the everyday environment of higher education at the individual, discipline and university level. The project’s situated, intersectional and feminist approach to data generation will be presented, as well as how this facilitated the process of making data-driven creative research outputs. The presentation will demonstrate how the project team worked with a creative practitioner to produce the three creative project outputs that this presentation will share: The Oppressive Grind, a research-informed broadsheet developed entirely from the qualitative survey responses to communicate these findings to a diverse audience; Cards Against Everyday Sexisms, a card deck created from direct quotes from participants who completed a range of open-ended survey items. The deck of cards gestures to research done by Carmel Diezmann and Susan Grieshaber (2019) in which luck and playing the “academic game” featured in the responses of women professors working in Australia when asked about their career progression; and finally the presentation will share an online microcredential that is aimed to educate those who take it about everyday sexisms and how they appear in university settings. This microcredential is based on project data and findings and is intended to be used by people of all genders working in Australian universities. The paper therefore provides examples of how feminist creative methodologies and methods enable situated, contextualised, and experiential outputs to be generated.

Blaise, M., Gray, E., Ullman, J., & Fishwick, E. (2023). The Oppressive Grind: Understanding and Addressing Everyday Sexisms in Australian Universities 2021-2024. https://doi.org/10.26183/8dwm-pc13 Blaise, M., Gray, E., Ullman, J., Fishwick, E. & Beardman, G. (2025a). Micro-Credential: Understanding and addressing everyday sexisms. Everyday Sexisms in Australian Universities. https://doi.org/10.25958/wmtz-kk33 Blaise, M., Gray, E., Ullman, J., Fishwick, E. & Beardman, G. (2025b). Cards against everyday sexisms. Everyday Sexisms in Australian Universities. Edith Cowan University. https://doi.org/10.25958/anng-p672 Blaise, M., Gray, E., Ullman, J., Fishwick, E. (2025c). Everyday sexisms take away tote bags: Tools for communicating research findings. Edith Cowan University. https://doi.org/10.25958/p4gg-fd55 Diezmann, C., and Griesbhaber, S. (2019). Women Professors: Who Makes It and How? The Netherlands: Springer. Gray, E. M., Pasley, A., Fishwick, E., Blaise, M., Ullman, J., & Delaney, M. (2024a). Australian university websites as colonialities of gender. Journal of Gender Studies, 1–16. https://doi.org/10.1080/09589236.2024.2429695 Gray, E. M., Pasley, A., Blaise, M., Ullman, J., Fishwick, E. (2024b). Sexisms and Un/welcome Diversity in Australian Universities. The Australian Educational Researcher. 51, 1945–1960. https://doi.org/10.1007/s13384-023-00673-1