This study explores the intricate relationship between gender equity and diversity in academia, arguing that these two goals are not mutually exclusive or independent, but rather intricately intertwined. While existing discourse on gender equity in academia primarily focuses on the obstacles women face within the academic system, and discussions on diversity in academia concentrate on barriers preventing underrepresented groups from entering academia, this study contends that an intersectional framework is crucial for understanding and addressing inequalities within academic institutions.

Drawing on the concept of intersectionality (Crenshaw, 1989), our research applies process mining methodology (van der Aalst, 2016) to examine the inequalities prevalent among tenured academic staff in Israel. We collected data from one university and one college sites, encompassing 371 tenure-track members, and utilized the Celonis software to create a dashboard for comprehensive data analysis and visualization. Building upon prior research (Gigi, Nagar-Ron, Yehuda, and Razi, 2020), which highlighted the importance of intersectional analysis in understanding gender, ethnicity, and nationality dynamics among academic staff, we further expose the ethno-gendered and national-gendered nature of inequality.

By mapping the composition of the academic workforce and their promotion processes based on intersecting factors such as gender, ethnicity, and nationality, our study offers unique insights and demonstrates the potential of new measures in the Israeli context and worldwide. The application of process mining techniques, combined with the use of the Celonis software, enables a detailed review of the collected data, providing measures as advancement path and period of time between ranks in combination with demographic data. It enables comprehensive understanding of the power dynamics and obstacles hindering true and sustainable equality in academic institutions. Additionally, our findings shed light on disparities in representation and advancement between first-tier academic institutions (universities) and second-tier ones (colleges).