Female Faculty Members in University Chemistry Departments: Observations and Conclusions Based on Site Visits

Abstract

Oral interviews in focus groups and written surveys were conducted with 877 men and women, including administrators, faculty members, postdoctoral associates, and graduate students, during one-day site visits to chemistry and chemical engineering departments at 28 Ph.D.-granting institutions. This report is a preliminary review of the perceptions of the situation for female tenured and tenure-track academic chemists based on the data collected during these visits. Some interesting differences are seen in responses at departments with more female faculty members as compared with departments with fewer female faculty members. Although many women are thriving, some feel isolated and marginalized. Gender barriers to success persist on both individual and institutional levels; changing this presents a serious and continuing challenge.

Grassroots Efforts To Quantify and Improve the Academic Climate of an R1 STEM Department: Using Evidence-Based Discussions To Foster Community

“…The successes of this student-led effort has already begun to move the academic culture in the Department of Chemistry in a positive and more inclusive direction. This work highlights the power of student-led efforts; a tailored academic climate survey; and collaborative, department-level initiatives to create lasting cultural change. − We envision that this case study can serve an example to other academic departments seeking an evidence-based approach to address climate concerns and enhance the experiences of all members of their community.…”

Approaching gender equity in academic chemistry: lessons learned from successful female chemists in the UK

“…Their relationships with their supervisors and/or mentors were crucial to securing them a post, and their patient and proactive attitudes towards applying for funding and posts were essential in acquiring a fellowship. At a moment of high female attrition in chemistry (Chapman et al, 2011), the participants were able to persist in their careers through their support networks, active coping, and judicious choices about shifting their research into young and innovative subfields as will be shown in the next section.…”

“…The difference between women in chemistry and women in general science is that, as the discipline approaches gender equity, at the undergraduate level, there is an expectation that female attrition and other problems associated with female retention would cease to exist. This expectation is based on a theory of 'critical mass,' or the minimum proportion of women needed in a department in order to significantly change the gendered dynamics of the department (Chapman et al, 2011;European Commission, 2012;Laursen & Weston, 2014b;Lewis & Richmond, 2010;Wilson et al, 2014). Etzkowitz, et.…”

“…These numbers indicate that there are indeed differences between the fields and it may be beneficial to look at each separately. a gender equity (Chapman et al, 2011;Smith, 2011). The implication is that with an increase in the proportion of women undergraduates in a department, there will be an increase both in recruitment of women to the department and an increase in the proportion of women who persist in their careers to Professor.…”

“…With the (limited) power of their subfaction behind them, they tend to be more conscious of gender bias and active in their demands for equality (Birgeneau, 1999;Chapman et al, 2011;Etzkowitz et al, 1994;Greene, Stockard, Lewis, & Richmond, 2010;Grunert & Bodner, 2011b;Kuck & Marzabadi, 2007). These women tend to be open to mentoring female students, but are not prominent enough in the department/subfield to be a popular choice for students and/or project their new-found understanding of gendered politics (both departmental and in their wider international subfield) onto their students by insisting on student independence and 'toughness,' maleassociated traits (Kuck & Marzabadi, 2007).…”