Subfield prestige and gender inequality among U.S. computing faculty

LaBerge, Nicholas; Wapman, K. Hunter; Morgan, Allison C.; Zhang, Sam; Larremore, Daniel B.; Clauset, Aaron

doi:10.1145/3535510

Cited by 9 publications

(7 citation statements)

References 23 publications

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“…Both structural and individual workplace climate factors can push women out of their positions. For example, in computer science, women are more likely to be employed in subfields that are relatively less prestigious ( 78 ), and such systemic devaluation can influence a faculty member’s sense of belonging, leading them to consider leaving their position. In contrast to past work’s investigation of work-life balance factors, climate factors that influence a professor’s sense of belonging or decision to leave academia can be more difficult to measure, even when they relate to specific events such as gender discrimination (e.g., in hiring, publishing, grant applications, and tenure decisions).…”

Section: Discussionmentioning

confidence: 99%

Gender and retention patterns among U.S. faculty

Spoon,

LaBerge,

Wapman

et al. 2023

Sci. Adv.

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Women remain underrepresented among faculty in nearly all academic fields. Using a census of 245,270 tenure-track and tenured professors at United States–based PhD-granting departments, we show that women leave academia overall at higher rates than men at every career age, in large part because of strongly gendered attrition at lower-prestige institutions, in non-STEM fields, and among tenured faculty. A large-scale survey of the same faculty indicates that the reasons faculty leave are gendered, even for institutions, fields, and career ages in which retention rates are not. Women are more likely than men to feel pushed from their jobs and less likely to feel pulled toward better opportunities, and women leave or consider leaving because of workplace climate more often than work-life balance. These results quantify the systemic nature of gendered faculty retention; contextualize its relationship with career age, institutional prestige, and field; and highlight the importance of understanding the gendered reasons for attrition rather than focusing on rates alone.

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Section: Discussionmentioning

confidence: 99%

Gender and retention patterns among U.S. faculty

Spoon,

LaBerge,

Wapman

et al. 2023

Sci. Adv.

Self Cite

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“…We acknowledge the complex history of the US Census classifications of race (Zuberi, 2000) and the assumption of within group homogeneity that is implied (e.g., Black and African American). Given the assumption of equivalence between the US Census population and the Web of Science population, our method potentially overestimates the proportion of Black and Latinx authors (LaBerge et al, 2022). Furthermore, we acknowledge that there are several additional and important dimensions of intersectionality, such as class, sexual orientation, disability, immigration/citizenship status, and language, in addition to other minoritized and marginalized identities, that are not analyzed in this study.…”

Section: Methodsmentioning

confidence: 99%

“…Faculty at prestigious institutions tend to accumulate other benefits, such as higher funding and access to larger doctoral student labor markets (Zhang et al, 2022). These benefits lead to higher productivity and recognition (Way et al, 2019), which reinforces hiring inequalities, particularly for women (Clauset et al, 2015; LaBerge et al, 2022). The scientific consequences are critical: scientific ideas spread more quickly and with greater impact when they come from prestigious institutions (Morgan et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Howard‐Harvard effect: Institutional reproduction of intersectional inequalities

Kozlowski,

Monroe‐White,

Larivière

et al. 2024

Asso for Info Science & Tech

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The production of research and faculty in the US higher education system is concentrated within a few institutions. Concentration of research and resources affects minoritized scholars and the topics with which they are disproportionately associated. This paper examines topical alignment between institutions and authors of varying intersectional identities, and the relationship between research topics and identities with institutional prestige and scientific impact. Our results show statistically significant differences between minoritized scholars and White men in citations and journal impact. The aggregate research profile of prestigious US universities is highly correlated with the research profile of White men, and negatively correlated with the research profile of minoritized women. Furthermore, authors affiliated with more prestigious institutions are associated with increasing inequalities in both citations and journal impact. These results suggest a relationship—which we coin as the Howard‐Harvard effect—in which the topical profile of minoritized scholars is further marginalized in prestigious institutions as compared to mission‐driven institutions. Academic institutions and funders should create policies to mitigate the systemic barriers that prevent the United States from achieving a fully robust scientific ecosystem.

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“…Regarding SDG 5 (gender inequality), many papers report gender inequality evidence. Laberge et al (2022) focus on gender inequality among U.S. computer faculty. The gender wage gap in the Tech industry was discussed by Mickey (2022).…”

Section: Literature Reviewmentioning

confidence: 99%

The Interconnectedness of the Level of Education and Gender Equality in Selected Countries

Górska

2023

Economics and Business

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The Sustainable Development Goals (SDGs) cover different human and planet well-being areas, and their achievement is interdependent. Which of the goals are crucial and leading in this process is a question that often arises. Quality education is considered a cornerstone for all the SDGs. On the other hand, gender equality is very connected with other goals, as most of them have gender-specific indicators. Quality education and gender equality are two of the SDGs in the social dimension that can reinforce the achievement of all other SDGs. However, quantitative research on the relationship between these two phenomena, taking into account other factors, is rarely taken in the literature. This article aims to fill this gap and investigate the nature of the interconnectedness of quality education and gender inequality in selected countries. We also examined other factors (i.e., economic, political, and cultural) that may influence the education level, gender equality problems, and the relationship between them. The methodology used in the research is the propensity score method, and the data cover 153 countries in the world. The results confirm the undisputable relationship between the level of education and gender equality but also identify other factors influencing the variables of interest. These are GDP per capita, level of democracy, and major religion, to name a few. The influence of these factors differs in strength and direction.

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Subfield prestige and gender inequality among U.S. computing faculty

Abstract: A study of the intersections of gender, race, socioeconomic status, prestige, and subfield structure in computing.

Cited by 9 publications

References 23 publications

Gender and retention patterns among U.S. faculty

Gender and retention patterns among U.S. faculty

The Howard‐Harvard effect: Institutional reproduction of intersectional inequalities

The Interconnectedness of the Level of Education and Gender Equality in Selected Countries

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