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Steinpreis, Rhea E.; Anders, Katie; Ritzke, Dawn M.

doi:10.1023/a:1018839203698

Cited by 625 publications

(153 citation statements)

References 43 publications

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“…Regardless of the gender of the employer, the bias against female training and STEM experience has the same result such that women may not have the same opportunities or encouragement for moving into faculty positions at LGIs. There is also potential for gender discrimination to exist at a higher level of hiring-men and women faculty were found to be biased against hiring or tenuring faculty with curricula vitae that indicated an origin from a female applicant nearly two decades ago (Steinpreis et al, 1999). However, one current study shows this may no longer be the case, indicating the lack of a barrier for women at the faculty hiring stage in STEM (Williams and Ceci, 2015).…”

Section: Discussionmentioning

confidence: 60%

Gender Representation in Faculty and Leadership at Land Grant and Research Institutions

2017

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A gronomy J our n al • Volume 10 9, I ssue 1 • 2 017 I t could be argued that the ongoing concern about recruiting and retaining women in science, technology, engineering, and mathematics (STEM) has roots back to the fi rst formative years of the Land Grant Institutions (LGIs) in the United States, aft er their establishment in 1862 and 1890. One of the primary missions of the LGIs was to increase the proportion of women at their institutions (Bowman, 1962), in an eff ort to improve the numbers of women receiving higher education since their fi rst permissible admittance to U.S. colleges in 1837 (begun at Oberlin College in 1837; Graham, 1978). While most educational training programs for women focused primarily on "home economics", LGIs found that most female students preferred more STEM oriented subjects that had been intended for males-resulting in the employment of women in a broad range of jobs that were not in any way related to home economics, including participating in and teaching STEM subjects (Bowman, 1962). Despite this promising beginning over 150 yr ago, the number of women in STEM professions has continued to lag well behind men.Th ere has been much consternation, targeted recruitment, creation of focused support programs, and academic study into increasing the numbers of women in STEM (McGuire et al., 2012). Some progress has been made, particularly at institutions other than LGIs. Th e training of women in some STEM disciplines has shown improvement; for example, women earned bachelor's degrees in STEM in equal numbers to men by 1996 (Luckenbill-Edds, 2002), and doctoral degrees in biology also reached equality between men and women (McGuire et al., 2012). In fact, the stages where the numbers of women decrease during the academic training process, were considered gone at the bachelor's and master's levels by the 1990s, such that the number of women and men at these academic stages reached equal numbers (LuckenbillEdds, 2002). Despite the equal numbers of women and men obtaining degrees at these levels, there is still evidence of fewer women in the sciences at many levels, from doctoral training programs to eventual career placement. In fact, for engineering and natural sciences, at each successive stage in the academic and career pathways (bachelor's, master's, doctorate, faculty, administration) the retention of women drops in comparison to the previous stage (Goldberger and Crowe, 2010;Kaminski and Geisler, 2012 ABSTRACTRepresentation of women in agricultural science was 5% in 1979, increasing to 12% by 2005. Th e near equal numbers of women and men receiving Ph.D. degrees in agricultural science in 2012 (44 to 56%, respectively) would suggest an upward trend of women scientists above 12% should be occurring over time.To monitor possible trends in the representation of women in agricultural science, we quantifi ed the numbers of women at land grant institutions at the faculty and higher administration level and in leadership positions within scientifi c societies, industry boards, and govern...

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Section: Discussionmentioning

confidence: 60%

Gender Representation in Faculty and Leadership at Land Grant and Research Institutions

2017

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“…These fields, like many others in science, suffer from a diversity crisis (Pearson and Schuldt, 2014). Most attention to the problem-and progress-to date has focused on issues surrounding gender inequality (e.g., Steinpreis et al, 1999;Murphy et al, 2007;Ceci and Williams, 2011;Martin, 2012;Moss-Racusin et al, 2012;Cho et al, 2014;Reuben et al, 2014;Taylor, 2014;Conti and Visentin, 2015;Kern et al, 2015;Arismendi and Penaluna, 2016). But there is also a paucity of representation by people from different races and ethnicities (Ginther et al, 2011;Pearson and Schuldt, 2014;Taylor, 2014;Arismendi and Penaluna, 2016), socioeconomic backgrounds (Taylor, 2014;Laurison and Friedman, 2016), geographic regions (Burgman et al, 2015;Meijaard et al, 2015), and other groupings.…”

Section: The Diversity Crisis In Conservationmentioning

confidence: 99%

“…In particular, significant social hurdles (e.g., gender, economic, systemic, and/or implicit institutional biases) persist in many countries to entering science careers in general, and conservation science careers in particular (Steinpreis et al, 1999;Ginther et al, 2011;Taylor, 2014;Laurison and Friedman, 2016). For example, many field assistant positions in wildlife ecology and conservation-which provide valuable experience that can improve a student's chances of being admitted to a graduate program or secure research funding-offer little or no pay (Fournier and Bond, 2015).…”

Section: Box 1 | Dimensions Of Diversitymentioning

confidence: 99%

Diversity and Inclusion in Conservation: A Proposal for a Marine Diversity Network

et al. 2017

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“…Referring to this early work Rossiter (1993) looked specifi cally into the inherent under-recognition of women researchers and coined the term the 'Matilda Effect'. Since then research has unequivocally shown that the work of men is consistently judged as superior, by both men and women, even when the only thing that differs is the name (Reuben, Sapienza, Zingales 2014;Steinpreis, Anders, Ritzke 1999). With their pivotal study of postdoctoral grants from the Swedish Medical Research Council, Wenneras and Wold (1997) demonstrated that women needed to publish signifi cantly more than men in the most prestigious journals in order to be evaluated equally (for similar results in the Dutch system, see Benschop, Brouns 2003).…”

Section: Introduction: Quality Assessment Gender Bias and The Rise mentioning

confidence: 99%

Academic Excellence and Gender Bias in the Practices and Perceptions of Scientists in Leadership and Decision-making Positions

Linková¹

2017

GaV

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Abstract:How to assess quality has become one of the central concerns for contemporary research, not least because of the proliferation of research assessment systems around the globe. Concomitant with this has been the growing attention to factors that compromise the credibility of assessment, especially gender, ethnic, racial and geopolitical bias. In this paper I analyse how lab leaders and research managers in the natural sciences specifi cally construct excellence and relatedly the demands of the research profession, and how gender bias plays out in these imaginaries. The material for the study comes primarily from two highly successful public research institutes of the Czech Academy of Sciences and specifi cally from individual and group interviews with lab leaders and research managers on topics of research governance, assessment, and quality. The focus is on the natural sciences because the discipline has driven the introduction of research assessment in the country as well as research and innovation reforms more broadly since the new millennium. Building on the distinction between the logic of choice and the logic of care developed by Annemarie Mol (2008), I explore the limits of individual choice for conceiving excellence and the gendered outcomes it produces.

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Untitled

Cited by 625 publications

References 43 publications

Gender Representation in Faculty and Leadership at Land Grant and Research Institutions

Gender Representation in Faculty and Leadership at Land Grant and Research Institutions

Diversity and Inclusion in Conservation: A Proposal for a Marine Diversity Network

Academic Excellence and Gender Bias in the Practices and Perceptions of Scientists in Leadership and Decision-making Positions

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