Salaries in Higher Education Systems: A System-wide Perspective on Career Advancement and Gender Equity

Liebl, Andrea L.; Rowland, Pam; Kiesow, Alyssa M.; Podhradsky, Ashley L.; Redlin, Meredith; Gaiani, Margeaux; Eduful, Joyce; Anderson, Cynthia D.; Surovek, Andrea; Emery, Mary

doi:10.5399/osu/advjrnl.2.1.3

Cited by 2 publications

(1 citation statement)

References 21 publications

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“…For instance, hiring practices for STEM tenure track jobs can be biased against women with the use of masculine wording in job advertisements [ 9 , 10 ] and biases in the evaluation of job candidates; even when candidates’ qualifications are identical, male candidates are selected for interviews and job offers more often by hiring committees [ 1 , 11 ]. When offered jobs, women are offered lower start-up packages [ 9 , 10 ] and lower salaries than their male counterparts [ 12 ]. Job offers (including start-up packages and salary) are thought to be lower as women are less likely to negotiate [ 13 , 14 ], particularly when they are negotiating with men [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

Comparative analysis of gender disparity in academic positions based on U.S. region and STEM discipline

Galvin,

Anderson,

Marolf

et al. 2024

PLoS ONE

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Despite a move toward gender parity in the United States (U.S.) workforce, a large gender gap persists in the fields of science, technology, engineering, and mathematics (STEM); this is particularly true for academic (i.e., instructor and tenure track) STEM positions. This gap increases as women advance through the traditional steps of academia, with the highest degree of gender disparity in tenured positions. As policies, politics, and culture, which all contribute to gender equity across the world, vary across regions in the United States, we expect that the gender gap in STEM might also vary across geographic regions. Here, we evaluated over 20,000 instructor and tenure track positions in university STEM departments across the U.S. to evaluate whether and how the geographic region of a university might determine its proportion of women in STEM academic positions. Similar to previous research, regardless of geographic region, more men were employed in both tenure track and instructor positions across STEM fields. However, variation existed regionally within the U.S., with the Mountain region employing the lowest proportion of women in tenure track positions and the East North Central and Pacific regions employing the greatest proportion. We expect this regional variation could be caused by differences in state and local policies, regional representation, and mentorship, resulting in inconsistent support for women, leading to differences in work environments, hiring, and job retention rates across the country. A better understanding of which geographic areas within the U.S. have more equal distributions of women in the STEM field will help us to identify the specific mechanisms that facilitate more equal and inclusive opportunities for women and other underrepresented groups across all levels of STEM academia.

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Section: Introductionmentioning

confidence: 99%

Comparative analysis of gender disparity in academic positions based on U.S. region and STEM discipline

Galvin,

Anderson,

Marolf

et al. 2024

PLoS ONE

Self Cite

View full text Add to dashboard Cite

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Addressing inequities in research for early to mid-career women scientists in low- and middle-income countries: “Supporting Women in Science” programme

Das,

Raza,

Padhani

et al. 2024

Front. Glob. Womens Health

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IntroductionThe gender disparities and inequities faced by women in academia are widespread, especially in low- and middle-income countries (LMICs). The scholarly output of women scientists remains significantly lower than that of men due to limited opportunities. This widening gap has significant implications for policy-making and prioritizing agendas. The Supporting Women in Science (SWIS) programme aims to address these barriers by enhancing research capacity among early- and mid-career women scientists from LMIC regions such as South-Central Asia and East Africa, in bespoke areas of health and health-related sustainable development goals (HHSDGs).MethodsThe SWIS programme utilizes online and distance learning with a self-paced approach. Applications are accepted on a rolling basis, through a pre-defined eligibility criterion. Phase I involves online self-learning courses covering a core and elective curriculum over 6 months which is then evaluated in Phase II. Eligible candidates then move to Phase III, a mentored fellowship where they develop research proposals and receive funding for research project development, implementation, and evaluation. The rigorous reporting and monitoring mechanisms track compliance and progress. The online format, offered at no cost, enhances program accessibility, particularly in the post-COVID era. Additionally, SWIS prioritizes mentorship by selecting experienced professionals with strong research backgrounds and mentorship skills to guide participants. The programme evaluation will be based on selected success metrics including program completion ratio, funding opportunities availed by the participants, and generated scholarly output and presentations at key events.Discussion and conclusionSecuring grant funding is pivotal for career advancement, yet women applicants face greater challenges as compared to men. The SWIS programme not only equips participants with knowledge and skills but also facilitates practical application through a simulated process, enabling participants to pursue future funding opportunities. Capacity-building initiatives like SWIS are crucial interventions to empower women scientists, foster equitable representation in academia, and create inclusive research environments and the programme acts as a steppingstone for future global leaders.

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Salaries in Higher Education Systems: A System-wide Perspective on Career Advancement and Gender Equity

Cited by 2 publications

References 21 publications

Comparative analysis of gender disparity in academic positions based on U.S. region and STEM discipline

Comparative analysis of gender disparity in academic positions based on U.S. region and STEM discipline

Addressing inequities in research for early to mid-career women scientists in low- and middle-income countries: “Supporting Women in Science” programme

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