Doctoral student experiences in gender-balanced and male-dominated graduate programs.

Ülkü-Steiner, Beril; Kurtz‐Costes, Beth; Kinlaw, C. Ryan

doi:10.1037/0022-0663.92.2.296

Cited by 78 publications

(67 citation statements)

References 33 publications

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“…2 Experimental work by Gneezy et al (2003) shows that women are less effective than men in competitive environments, although no significant gender differences are observed in noncompetitive environments. These experimental findings are perfectly in line with survey results obtained by Ülkü-Steiner et al (2000) on 341 doctoral students that "women in male-dominated programs expressed lower academic self-concept, (…) and lower career commitment compared with all other students" (p.296).…”

Section: Introductionsupporting

confidence: 80%

Are All High-Skilled Cohorts Created Equal? Unemployment, Gender, and Research Productivity

2012

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Using life cycle publication data of 9,368 economics PhD graduates from 127 U.S. institutions, we investigate how unemployment in the U.S. economy prior to starting graduate studies and at the time of entry into the academic job market affect economics PhD graduates' research productivity. We analyze the period between 1987 and 1996 and find that favorable conditions at the time of academic job search have a positive effect on research productivity (measured in numbers of publications) for both male and female graduates. On the other hand, unfavorable employment conditions at the time of entry into graduate school affects female research productivity negatively, but male productivity positively. These findings are consistent with the notion that men and women differ in their perception of risk in high skill occupations. In the specific context of research-active occupations that require high skill and costly investment in human capital, an ex post poor return on undergraduate educational investment may cause women to opt for less risky and secure occupations while men seem more likely to "double down" on their investment in human capital. Further investigation, however, shows that additional factors may also be at work. Keywords:Research Productivity, Human Capital, Graduate Education, Gender Differences JEL Codes: J16, J24 1 We would like to thank John Siegfried and the AEA staff for making JEL publication data available to us, as well as Jonathan Lee, Peter Kozciuk, and Ho Fai Chan for excellent research assistance. We thank Mario J. Crucini and Robert A. Driskill for valuable comments and earlier collaborations using this dataset. We take responsibility for any errors that

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Section: Introductionsupporting

confidence: 80%

Are All High-Skilled Cohorts Created Equal? Unemployment, Gender, and Research Productivity

2012

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“…For female students, university STEM programs are particularly "gendered organizations" given the high proportion of males in high-ranking positions (Britton et al 2012;Fox et al 2011;White and Ivie 2013), especially at the graduate level where the proportion of female students and faculty drops (White and Ivie 2013). Female doctoral students, even after already demonstrating competence as undergraduates, experience lower academic self-concept and low career commitment in male-dominated environments that lack mentor support and reflect insensitivity to family issues (Ülkü-Steiner et al 2000). They perceive others as doubting whether their accomplishments are due to advantaged treatment rather than merit, while attributing their failures to individual deficiencies.…”

Section: The Gendered Culture Of Stem Graduate Educationmentioning

confidence: 99%

Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs

Cabay¹,

Bernstein

Rivers

et al. 2018

Social Sciences

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Women in doctoral programs in Science, Technology, Engineering and Math (STEM) leave without finishing at higher rates than men and, as with men, turn away from academic and research careers. This qualitative study examines the day-to-day influences on female doctoral students during their third or fourth year in physical science and engineering programs. Ethnographic cognitive interviewing and online incident reports document the specific experiences and reactions of 28 participants over a six-month period. The data were analyzed to identify key incidents, categories and recurring themes. Some incidents contributed to women's growing sense of competence, recognition and identification of oneself as a scientist. Others fit a model of microaggressions and gender barriers in a predominantly masculine culture. Problems of work-life balance were demonstrated for some women. Incidents generated responses by some participants that they would disengage from a research-intensive career trajectory toward alternate career interests outside of academic research. The findings provide information about the lived experiences of women in doctoral programs and suggest that the metaphor of career pathways may be more useful than pipelines in explaining the direction of women who are advanced doctoral students in research-intensive fields.Keywords: women; graduate students; science and engineering; STEM; gender inequity Gaps between men and women persist in the pursuit and outcomes of degrees in science, technology, engineering, and math (STEM) (Shauman 2017; Turk-Bicakci and Berger 2014). In the life and social sciences, women have closed the gap in undergraduate majors and admission to graduate programs and now exceed men in completion of doctoral programs (National Science Foundation 2017). Yet women are awarded fewer than 25% of the doctoral degrees in the physical sciences and engineering, and hold disproportionately fewer tenured faculty positions in STEM and far fewer positions of prestige and power (Bernstein 2011;Handelsman et al. 2005;Fox 2001; National Science Foundation 2017).The "leaky pipeline" metaphor commonly refers to the disproportionate exit of women from STEM at transitions from one educational or career level to another, the consequence of which is fewer and fewer women remaining in the "pool" for subsequent advancement in STEM ). The pipeline metaphor relies on a somewhat linear conception of careers with certain specified outcomes, such as moving from an undergraduate major in STEM, through PhD degrees and postdocs, to faculty positions, to tenure, and eventually to full rank in research universities. Previous research on why women leave STEM fields at a greater rate than their male counterparts has examined the motivation of women to pursue STEM undergraduate degrees (Beyer 2014;Griffith 2010;Grunert and Bobnerb 2011;London et al.

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“…Ülkü-Steiner, Kurtz-Costes, and Kinlaw (2000) found that it was the presence of female faculty in a department and not the gender of the student's mentor that is most important for enhancing doctoral students' academic experience in male-dominated graduate programs. The number of women faculty mentors in the IT programs surveyed in this study is highly outnumbered by males.…”

Section: Discussionmentioning

confidence: 99%

Being the Same Isn't Enough: Impact of Male and Female Mentors on Computer Self-Efficacy of College Students in It-Related Fields

Goh

Ogan

Herring

et al. 2007

Journal of Educational Computing Research

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This study investigates the relationship between computer self-efficacy, mentoring, and the gender of mentors and students. The decline of women in IT-related programs of U.S. universities has led scholars to suggest that making more female faculty mentors available could raise female students' computer self-efficacy. This could address women's computational reticence and encourage more women to enter and remain in the programs. A survey of students from IT-related programs in five U.S. universities shows that extent of mentoring received, gender of students, and time students spent on computers as teenagers were significant predictors of computer self-efficacy. Extent of mentoring, gender of students, and gender of mentors have significant main effects on computer self-efficacy. Students with male mentors reported significantly higher computer self-efficacy while students with female mentors reported lower computer self-efficacy. Female students with no mentors reported the lowest level of computer self-efficacy.

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Doctoral student experiences in gender-balanced and male-dominated graduate programs.

Cited by 78 publications

References 33 publications

Are All High-Skilled Cohorts Created Equal? Unemployment, Gender, and Research Productivity

Are All High-Skilled Cohorts Created Equal? Unemployment, Gender, and Research Productivity

Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs

Being the Same Isn't Enough: Impact of Male and Female Mentors on Computer Self-Efficacy of College Students in It-Related Fields

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