Diversity in geoscience: Participation, behaviour, and the division of scientific labour at a Canadian geoscience conference

King, Leonora; MacKenzie, Lucy G.; Tadaki, Marc; Cannon, Sara E.; MCFARLANE, K. B.; Reid, David; Koppes, Michèle

doi:10.1139/facets-2017-0111

Cited by 63 publications

(89 citation statements)

References 43 publications

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“…In contrast, men are more than twice as likely as women (69.2% and 32.9%, respectively) to feel not at all or not really affected by gender imbalance at scientific meetings. These results align well with recent findings reported by King et al () who observed at two Canadian geoscience meetings that only 20% of questions were asked by women and women were more likely to ask questions in female‐dominated sessions. Our findings further demonstrate the possibility of an exclusionary and sexist climate for women at geoscience conferences—a phenomenon that has been reported for other scientific disciplines before (Settles & O'Connor, ).…”

Section: Resultssupporting

confidence: 92%

“…Our data show the prevalence of gender inequality in scientific institutions (i.e., workplaces), organizations (i.e., professional societies such as the EGU), and meetings (e.g., conferences). Beyond everyday work, scientific organizations and conferences play an important role in supporting researchers as they provide scientific journals and grants, are gateways to academic careers, and show where and how scientists participate in the geoscience community (Biggs et al, ; Ford et al, ; King et al, ; Potvin et al, ).…”

Section: Resultsmentioning

confidence: 99%

“…Holmes et al () categorized the reasons into three overlapping groups of individual, interactional, and institutional barriers, with the lack of role models and implicit (unconscious) gender bias lying at the heart of their overlap. Gender bias manifests itself in unequal opportunities in research funding (van der Lee & Ellemers, ) and collaborations (National Research Council, ), underrepresentation in prestigious scientific roles (e.g., journal editorial board members) (Vila‐Concejo et al, ), men‐exclusive networks (Massen et al, ), unequal pay and less prospects of research positions (Moss‐Racusin et al, ), lower acceptance and citation rates for research papers (Fox & Paine, ), fewer invitations to review manuscripts (Lerback & Hanson, ) and write commentaries or commissioned articles (Conley & Stadmark, ; Editorial, ), fewer opportunities to speak at conferences and colloquiums (Ford et al, ; King et al, ; Nittrouer et al, ), weaker recommendation letters (Dutt et al, ), and fewer research grants and academic prizes (Lincoln et al, ; Tamblyn et al, ). These examples indicate that gender bias is widespread and potentially impacts a woman's professional trajectory in academia.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Global Survey on the Perceptions and Impacts of Gender Inequality in the Earth and Space Sciences

Popp

Lutz

Emmerik

et al. 2019

Earth and Space Science

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The leaky pipeline phenomenon refers to the disproportionate decline of female scientists at higher academic career levels and is a major problem in the natural sciences. Identifying the underlying causes is challenging, and thus, solving the problem remains difficult. To better understand the reasons for the leaky pipeline, we assess the perceptions and impacts of gender bias and imbalance—two major drivers of the leakage—at different academic career levels with an anonymous survey in geoscience academia (n=1,220). The survey results show that both genders view male geoscientists as substantially more gender biased than female scientists. Moreover, female geoscientists are more than twice as likely to experience negative gender bias at their workplaces and scientific organizations compared to male geoscientists. There are also pronounced gender differences regarding (i) the relevance of role models, (ii) family‐friendly working conditions, and (iii) the approval of gender quotas for academic positions. Given the male dominance in senior career levels, our results emphasize that those feeling less impacted by the negative consequences of gender bias and imbalance are the ones in position to tackle the problem. We thus call for actions to better address gender biases and to ensure a balanced gender representation at decision‐making levels to ultimately retain more women in geoscience academia.

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Section: Resultssupporting

confidence: 92%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Global Survey on the Perceptions and Impacts of Gender Inequality in the Earth and Space Sciences

Popp

Lutz

Emmerik

et al. 2019

Earth and Space Science

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“…For instance, in their report, Munar et al (2015) note that women are subject to unequal treatment and social status at tourism conferences, especially concerning who can be the keynote speakers and hold honorary chair positions. Studies from other fields have also discussed gender inequality at academic conferences, noting that female participants are not as included or listened to compared to their male peers (King et al, 2018). The phenomena as such pose a question of what conference space can enable and dis-enable for long-term knowledge-making.…”

Section: Knowledge Production/distributionmentioning

confidence: 99%

Ontological mingling and mapping: Chinese tourism researchers’ experiences at international conferences

Zhang

Xiaoyue

2020

Tourism Geographies

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Within tourism studies, the 'critical turn' has evoked growing reflective and critical perspectives on the role of the researcher in producing knowledge. This has also led to calls for building an inclusive research community, particularly through including non-Western and non-positivist methodologies. While it is noted that non-Western scholarship has gained more visibility in the international tourism research community through publications in prestigious academic journals, few studies discuss non-Western scholars' interactions with other scholars in a qualitative and individual manner. Based on in-depth interviews with nineteen Chinese tourism scholars, we explore how their experiences at international conferences have shaped their positionality as 'Chinese researchers' in the international scientific community and thus contributed to their knowledge making. A process of mingling and mapping is shown in the narratives, where Chinese scholars attempt to find meanings of being at an academic conference and to understand the relations embedded in the conference space. Dynamics and reflexivity are seen in terms of how one goes around certain constructed binaries, such as 'Western/ non-Western', 'male/female' and 'junior/senior'. Finally, such a process of mingling and mapping affects the participants' views on who will make the non-Western knowledge and how. With these voices from Chinese tourism scholars, we therefore contribute to the discourse of non-Western knowledge-making.

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“…Women are also less likely to receive prizes and awards, and are less invited to conference talks (Holmes et al, 2011;Ford et al, 2019). In addition, King et al (2018) 2 https://doi.org/10.5194/gc-2020-12 Preprint. Discussion started: 7 April 2020 c Author(s) 2020.…”

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confidence: 99%

Theatre, labs and gender: an education package to improve STEM working environment

Maciel

Gomide

Silva

et al. 2020

Preprint

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<p><strong>Abstract.</strong> Gender affects all aspects of life, and the working and learning environment of science, technology, engineering and geosciences presents no exception. Gender issues concerning access, permanence and ascension of women in exact and earth sciences careers, in general, relates between other causes, to the underrepresentation of women in science communications, sexual or moral harassment caused by professors and colleagues during undergraduate and graduate ages, or the overload of housework for girls, when compared to boys, during early school ages. In other words, gender imbalance in science and technology careers may be seen as the result of a series of structured oppression suffered by women of all ages. In this context, we propose the development of an education package designed to understand these processes at different levels. One of the tools of this package is known as the Theatre of the Oppressed. Elaborated by Augusto Boal in the 1970s, the Theatre of the Oppressed uses theatre techniques as means of promoting social and political changes. Usually, a scene takes place, revealing an oppression situation. The audience becomes what is called <q>spect-actors</q>, where they become active by exploring, showing, and transforming the reality in which they are living. In the context of gender issues in exact sciences careers, the students can stage situations that reveal subtle actions of power relations that usually put women in subservience places. Our experience showed that even though the acting is fiction, the spectators learn much from the enactment, because the simulation of real-life situations, problems, and solutions stimulates the practice of resistance to oppression in reality, within a condition that offers a <q>safe space</q> for practising making a change. The package also includes a set of laboratory routines based on the work of female scientists, directed to students from 12 to 18 years old. The idea of the labs is to work as a school reinforcement on natural sciences disciplines, and to give visibility to women in science, improving issues such as underrepresentation and mistrust in women work. We show the evaluation of learning efficiency by assessing the results of a quiz.</p>

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Diversity in geoscience: Participation, behaviour, and the division of scientific labour at a Canadian geoscience conference

Cited by 63 publications

References 43 publications

A Global Survey on the Perceptions and Impacts of Gender Inequality in the Earth and Space Sciences

A Global Survey on the Perceptions and Impacts of Gender Inequality in the Earth and Space Sciences

Ontological mingling and mapping: Chinese tourism researchers’ experiences at international conferences

Theatre, labs and gender: an education package to improve STEM working environment

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