Advancing Women: Annotated Bibliography (original) (raw)
Related papers
2009
Abstract: Many studies have shown that women are under-represented in tenured ranks in the sciences. We evaluate whether gender differences in the likelihood of obtaining a tenure track job, promotion to tenure, and promotion to full professor explain these facts using the 1973-2001 Survey of Doctorate Recipients. We find that women are less likely to take tenure track positions in science, but the gender gap is entirely explained by fertility decisions. We find that in science overall, there is no gender difference in promotion to tenure or full professor after controlling for demographic, family, employer and productivity covariates and that in many cases, there is no gender difference in promotion to tenure or full professor even without controlling for covariates. However, family characteristics have different impacts on women's and men's promotion probabilities. JEL Codes: J4, J71
Does Science Promote Women? Evidence from Academia 1973-2001
2006
Many studies have shown that women are under-represented in tenured ranks in the sciences. We evaluate whether gender differences in the likelihood of obtaining a tenure track job, promotion to tenure, and promotion to full professor explain these facts using the 1973-2001 Survey of Doctorate Recipients. We find that women are less likely to take tenure track positions in science,
Does Science Discriminate Against Women? Evidence from Academia, 1973-1997
SSRN Electronic Journal, 2000
This study uses data from the Survey of Doctorate Recipients to evaluate differences in employment outcomes for academic scientists by gender. A decomposition of estimated salary differences shows that over time, gender salary differences can partly be explained by differences in observable characteristics for faculty at the assistant and associate ranks. Substantial gender salary differences for full professors are not explained by observable characteristics. Probit and duration model estimates indicate gender differences in the probability of promotion, making it less likely for women to be promoted to tenure. Between 1973 and 1997, very little changed in terms of gender salary and promotion differences for academics in science. After evaluating potential explanations, the author concludes that gender discrimination similar to that observed at the Massachusetts Institute of Technology accounts for unexplained gender disparities. JEL classification: J4, J71
Is MIT an Exception? Gender Pay Differences in Academic Science
Bulletin of Science, Technology and Society, 2003
This study uses data from the Survey of Doctorate Recipients to evaluate gender differences in salaries for academic scientists. Over time gender salary differences can partly be explained by differences in observable characteristics for faculty at the assistant and associate ranks. Substantial gender salary differences for full professors are not explained by observable characteristics. Between 1973 and 1997, very little has changed in terms of gender salary and promotion differences for academics in science. After evaluating potential explanations, the author concludes that gender discrimination similar to that observed at MIT accounts for unexplained gender disparities.
Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty presents new and surprising findings about career differences between female and male full-time, tenure-track, and tenured faculty in science, engineering, and mathematics at the nation's top research universities. Much of this congressionally mandated book is based on two unique surveys of faculty and departments at major U.S. research universities in six fields: biology, chemistry, civil engineering, electrical engineering, mathematics, and physics. A departmental survey collected information on departmental policies, recent tenure and promotion cases, and recent hires in almost 500 departments. A faculty survey gathered information from a stratified, random sample of about 1,800 faculty on demographic characteristics, employment experiences, the allocation of institutional resources such as laboratory space, professional activities, and scholarly productivity. This book paints a timely picture of the status of female faculty at top universities, clarifies whether male and female faculty have similar opportunities to advance and succeed in academia, challenges some commonly held views, and poses several questions still in need of answers. This book will be of special interest to university administrators and faculty, graduate students, policy makers, professional and academic societies, federal funding agencies, and others concerned with the vitality of the U.S. research base and economy.
Academic Careers and Gender Equity: Lessons Learned from MIT1
Gender, Work and Organization, 2003
This article describes the experience at the Massachusetts Institute of Technology after the publication of its report A Study on the Status of Women Faculty in Science at MIT. It starts by describing aspects of the academic career that make it difficult for women, or anyone with responsibilities outside of their academic work. It then outlines three definitions of gender equity based on equality, fairness, and integration, and probes the reasons behind persisting inequities. The MIT results fit well into the first two definitions of gender equity, but fall short on the last. Finally, the article analyses the factors that came together at MIT to produce the outcome described and indicates the lessons learned and those still to be learned.
Gender & Society, 2001
In the study of gender and society, science is a strategic analytic research site—because of the hierarchical nature of gendered relations, generally, and the hierarchy of science, particularly. Academic science, especially, is crucial to, and revealing of, status in science and society. This article focuses on three questions: What is the status of women in scientific careers and the role of graduate education in these careers? What are the implications for the analysis of gender? Where can we intervene, and how? In addressing these questions, the arguments concentrate on the social and organizational context of science and its relationship to gender and status.
2010
You may browse and search the full, authoritative version for free; you may also purchase a print or electronic version of the book. If you have questions or just want more information about the books published by the National Academies Press, please contact our customer service department toll-free at 888-624-8373. Assessing Gender Differences in the Careers of Science, Engineering, and Mathematics Faculty presents new and surprising findings about career differences between female and male full-time, tenure-track, and tenured faculty in science, engineering, and mathematics at the nation's top research universities. Much of this congressionally mandated book is based on two unique surveys of faculty and departments at major U.S. research universities in six fields: biology, chemistry, civil engineering, electrical engineering, mathematics, and physics. A departmental survey collected information on departmental policies, recent tenure and promotion cases, and recent hires in almost 500 departments. A faculty survey gathered information from a stratified, random sample of about 1,800 faculty on demographic characteristics, employment experiences, the allocation of institutional resources such as laboratory space, professional activities, and scholarly productivity. This book paints a timely picture of the status of female faculty at top universities, clarifies whether male and female faculty have similar opportunities to advance and succeed in academia, challenges some commonly held views, and poses several questions still in need of answers. This book will be of special interest to university administrators and faculty, graduate students, policy makers, professional and academic societies, federal funding agencies, and others concerned with the vitality of the U.S. research base and economy.
A Summary Report from the Research Partnership on Women in Science Careers
Journal of general internal medicine, 2018
In response to the landmark report "Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering," the NIH Office of Research on Women's Health issued a request for applications that funded 14 R01 grants to investigate causal factors to career success for women in STEM. Following completion of the 4-year grants, the grant PIs formed a grassroots collaborative, the Research Partnership on Women in Science Careers. To summarize the work of the Research Partnership, which resulted in over 100 publications. We developed six themes to organize the publications, with a "Best Practices" for each theme at the end of each section: Barriers to Career Advancement; Mentoring, Coaching, and Sponsorship; Career Flexibility and Work-Life Balance; Pathways to Leadership; Compensation Equity; and Advocating for Change and Stakeholder Engagement. Women still contend with sexual harassment, stereotype threat, a disproportionate burden of famil...