Publicado 6 números por año
ISSN Imprimir: 1072-8325
ISSN En Línea: 1940-431X
Indexed in
KEY BARRIERS FOR ACADEMIC INSTITUTIONS SEEKING TO RETAIN FEMALE SCIENTISTS AND ENGINEERS: FAMILY-UNFRIENDLY POLICIES. LOW NUMBERS, STEREOTYPES, AND HARASSMENT
SINOPSIS
At the end of a special meeting held at the Massachusetts Institute of Technology in January 2001, a statement released on behalf of the most prestigious U. S. research universities suggested that institutional harriers have prevented viomen from having a level playing field in science and engineering. In 2001, the National Science Foundation initiated a new awards program, ADVANCE, focusing on institutional rather than individual solutions to empower women to participate fully in science and technology. In this study, the authors evaluate survey responses from almost 400 Professional Opportunities for Women in Research and Education awardees from fiscal years 1997 to 2000 to elucidate problems and opportunities identified by female scientists and engineers. Besides other issues, the respondents identified balancing a career and a family as the most significant challenge facing female scientists and engineers today. Institutions must seek to remove or at least lower these and other harriers to attract and retain female scientists and engineers. Grouping the survey responses into four categories forms the basis for four corresponding policy areas, which could be addressed at the institutional level to mitigate the difficulties and challenges currently experienced by female scientists and engineers.
-
Rosser Sue V., Senior Compared to Junior Women Academic Scientists: Similar or Different Needs?, in Gender Transformation in the Academy, 19, 2014. Crossref
-
Iqbal Hafiz Mohammad, Shahzad Shumaila, Sohail Shahida, Gender differences in Pakistani high school students’ views about science, Procedia - Social and Behavioral Sciences, 2, 2, 2010. Crossref
-
Rosser Sue V., Chameau Jean-Lou, Institutionalization, Sustainability, and Repeatability of ADVANCE for Institutional Transformation, The Journal of Technology Transfer, 31, 3, 2006. Crossref
-
Bird Sharon R., Unsettling Universities' Incongruous, Gendered Bureaucratic Structures: A Case-study Approach, Gender, Work & Organization, 18, 2, 2011. Crossref
-
Howe-Walsh Liza, Turnbull Sarah, Barriers to women leaders in academia: tales from science and technology, Studies in Higher Education, 41, 3, 2016. Crossref
-
Miranti Riyana, McNamara Justine, Tanton Robert, Yap Mandy, A narrowing gap? Trends in the childlessness of professional women in Australia 1986–2006, Journal of Population Research, 26, 4, 2009. Crossref
-
Holmes Mary Anne, Best Practices to Achieve Gender Parity, in Women in the Geosciences, 2015. Crossref
-
Laursen Sandra L., Austin Ann E., Soto Melissa, Martinez Dalinda, Strategic Institutional Change to Support Advancement of Women Scientists in the Academy, in Women in the Geosciences, 2015. Crossref
-
Su Xuhong, Bozeman Barry, Family Friendly Policies in STEM Departments: Awareness and Determinants, Research in Higher Education, 57, 8, 2016. Crossref
-
Bright Liam Kofi, Decision Theoretic Model of the Productivity Gap, Erkenntnis, 82, 2, 2017. Crossref
-
Rosser Sue V., Senior Compared to Junior Women Academic Scientists: Similar or Different Needs?, in Academic Women in STEM Faculty, 2017. Crossref
-
Cervia Silvia, Biancheri Rita, Women in science: The persistence of traditional gender roles. A case study on work–life interface, European Educational Research Journal, 16, 2-3, 2017. Crossref
-
Jones Stephanie J., Taylor Colette M., Work and Life Balance Support of Female Midlevel Noninstructional Staff at Community Colleges, Community College Journal of Research and Practice, 37, 12, 2013. Crossref
-
San Miguel Anitza M., Kim Mikyong Minsun, Successful Latina Scientists and Engineers, Journal of Career Development, 42, 2, 2015. Crossref
-
Leggett-Robinson Pamela M., Villa Brandi Campbell, Navigating the Landscape of the STEM Professoriate, in Women's Influence on Inclusion, Equity, and Diversity in STEM Fields, 2019. Crossref
-
Alexander Joyce M., Johnson Kathy E., Neitzel Carin, Multiple Points of Access for Supporting Interest in Science, in The Cambridge Handbook of Motivation and Learning, 2019. Crossref
-
Amelink Catherine T., Creamer Elizabeth G., Gender Differences in Elements of the Undergraduate Experience that Influence Satisfaction with the Engineering Major and the Intent to Pursue Engineering as a Career, Journal of Engineering Education, 99, 1, 2010. Crossref
-
Su Xuhong, Bozeman Barry, Family Friendly Policies in Stem Departments: Awareness and Determinants, SSRN Electronic Journal, 2015. Crossref
-
Rosser Sue V., Building Two-Way Streets to Implement -Policies that Work for Gender and Science, in GenderChange in Academia, 2010. Crossref
-
Lisnic Rodica, Zajicek Anna, Kerr Brinck, Work–Family Balance and Tenure Reasonableness: Gender Differences in Faculty Assessment, Sociological Spectrum, 39, 5, 2019. Crossref
-
Ginther Donna K, Kahn Shulamit, Women in Economics: Moving Up or Falling Off the Academic Career Ladder?, Journal of Economic Perspectives, 18, 3, 2004. Crossref
-
Kaufman Regina R., Chevan Julia, The Gender Gap in Peer-Reviewed Publications by Physical Therapy Faculty Members: A Productivity Puzzle, Physical Therapy, 91, 1, 2011. Crossref
-
Casad Bettina J., Franks Jillian E., Garasky Christina E., Kittleman Melinda M., Roesler Alanna C., Hall Deidre Y., Petzel Zachary W., Gender inequality in academia: Problems and solutions for women faculty in STEM, Journal of Neuroscience Research, 99, 1, 2021. Crossref
-
McAvoy Jr John P., Thacker Russell, Role strain: a duo-ethnography of fathers in online doctoral education in the United States, Studies in Graduate and Postdoctoral Education, 12, 3, 2021. Crossref
-
Leggett-Robinson Pamela M., Villa Brandi Campbell, Navigating the Landscape of the STEM Professoriate, in Research Anthology on Empowering Marginalized Communities and Mitigating Racism and Discrimination, 2021. Crossref
-
Edwards Lindsay L., Torres Bernal Aníbal, Culver Kevin, Mediators of Gender Wage Disparity in MFT Academia, Journal of Feminist Family Therapy, 34, 1-2, 2022. Crossref
-
Sverdlik Anna, Hall Nathan C., Vallerand Robert J., Doctoral students and COVID-19: exploring challenges, academic progress, and well-being, Educational Psychology, 2022. Crossref
-
Thoman Sarah E., Stephens Amber K., Robnett Rachael D., “Squeezing the Life Out of Each Day”: Emerging Adult Women’s Work-Family Expectations in STEM, Emerging Adulthood, 10, 1, 2022. Crossref
-
Peck Tabitha C., Sockol Laura E., Hancock Sarah M., Mind the Gap: The Underrepresentation of Female Participants and Authors in Virtual Reality Research, IEEE Transactions on Visualization and Computer Graphics, 26, 5, 2020. Crossref
-
Lisnic Rodica, Zajicek Anna, Kerr Brinck, Women Faculty in STEM Disciplines: Experiences with the Tenure Process and Departmental Practices, Humanity & Society, 46, 1, 2022. Crossref
-
McAlister Anne M., Lilly Sarah, Chiu Jennifer L., Exploring factors that impact physical science doctoral student role identities through a multiple case study approach, Science Education, 2022. Crossref
-
Cronshaw Sue, Stokes Peter, McCulloch Alistair, Online communities of practice and doctoral study: working women with children resisting perpetual peripherality, Journal of Further and Higher Education, 46, 7, 2022. Crossref
-
Hall William, Schmader Toni, Cyr Emily N., Bergsieker Hilary B., Collectively constructing Gender-Inclusive work cultures in STEM, European Review of Social Psychology, 2022. Crossref
-
Edwards Lindsay L., Leone Rosemary A., Culver Kevin, An examination of gender difference in advancement and salary for Marriage and Family Therapy faculty members working in public universities, Journal of Marital and Family Therapy, 2022. Crossref