The New STEM Faculty Profile: Balancing Family and Dual Careers

Hill, Patricia Wonch; Holmes, Mary Anne; McQuillan, Julia

doi:10.1108/s1529-212620140000019001

Cited by 11 publications

(12 citation statements)

References 31 publications

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“…The dichotomy of the spheres could be changed by designing a message "science is not what you think" showing a person (men/women in different ads) working on a computer at home. Today, the STEM fields offer greater flexibility in working from home than before (Hill et al, 2014) by measuring performance or meeting work objectives not hours (OECD, policy brief, 2000). Working remotely enables greater CWFO (Salaff, 2002).…”

Section: Discussionmentioning

confidence: 99%

Increasing women’s participation in the STEM industry

Friedmann

2018

JSOCM

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Purpose The purpose of this study is to investigate women and men’s differences in perceived importance of various job attributes. Analyzing the job attributes that derive value might help to form intervention ideas for promoting greater participation of women in Science, Technology, Engineering and Mathematics (STEM) industries. Current research has primarily focused on this issue from educational, sociological and gender-based approaches, suggesting interventions such as enriching women’s science literacy and skills, increasing their science self-confidence and changing stereotypical views of the STEM field as masculine (perceived as lacking altruistic or communal values). Other have suggested policy interventions that include workplace family supportive programs. Design/methodology/approach Choice-based conjoint and choice model analyses were conducted to examine the importance of different job attributes for women and men. Findings Salary and the ability to combine work and family obligations were the most important determinants of women’s career choices. Practical implications This study is a first step to inform future intervention designs based on social marketing strategy. Focusing on the attributes related to women’s career choices is suggested to facilitate women’s entry into the STEM industry. Social implications Increasing the value of STEM careers might lead to more equal representation of women in the STEM field. Originality/value For the first time, initial principals of a social marketing intervention is suggested after an examination of the core attributes related to women’s career choices.

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Section: Discussionmentioning

confidence: 99%

Increasing women’s participation in the STEM industry

Friedmann

2018

JSOCM

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“…Those who are committed to transformation, such as feminist scholars, navigate these incongruences, make them visible, and work for change. The lived reality of faculty in the contemporary university no longer resembles the ideal or appropriate worker, who can prioritize work over family and other non-work responsibilities (P. W. Hill, Holmes, and McQuillan 2014; Wooten and Branch 2012).…”

Section: Navigating Individual Experiences Through Uniquely Gendered Structuresmentioning

confidence: 99%

“…W. Hill, Holmes, and McQuillan 2014; Wooten and Branch 2012). P. W. Hill, Holmes, and McQuillan (2014), for example, find that just 13 percent of the STEM (science, technology, engineering, mathematics) faculty at one large Midwestern research university fit the “ideal” worker model with an unemployed partner who takes care of the home and family.…”

Section: Navigating Individual Experiences Through Uniquely Gendered Structuresmentioning

confidence: 99%

Outsiders Within Transforming the Academy: The Unique Positionality of Feminist Sociologists

Laube

2021

Gender & Society

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Several initiatives recognize the importance of transforming institutions, not just changing individuals, to diversify STEM (science, technology, engineering, mathematics) fields. Universities and colleges are distinctive gendered work organizations because workers (faculty) are highly educated and have authority in hiring, evaluation, and policy (shared governance). This article explores whether feminist sociologists are particularly well suited to guide institutional change to diversify the academy. Drawing on data from in-depth interviews with 24 feminist academic sociologists at the rank of associate or full professor, I analyze how their feminist and sociological identities intersect with institutional locations to create opportunities to transform the academy. Outsiders within, feminist sociologists revise and use the master’s tools to produce knowledge that improves recognition of, and ability to reduce, structural inequalities. Proficiency with these tools confers insider legitimacy and access to a “seat at the table” where disciplinary expertise and political commitments contribute to institutional change. Inevitably, these professors confront resistance, and in response develop strategies to advance their goals. Insights from feminist sociologists suggest that to transform universities to reflect the diversity of institutions and lived reality of contemporary faculty, it may be more useful to identify a set of commitments and principles that inform policies and practices, rather than specifying actions to support culture change.

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“…Importantly, despite the fact that some universities have implemented more favourable maternal leave and childcare policies, the perceived stigma associated with needing extra time or help may dissuade many women and men from utilizing them (Lundquist et al, 2012;Williams et al, 2013). This is an example of cultural changes lagging behind demographic and policy changes (Budig et al, 2012;Hill et al, 2014). As long as the cultural expectation of total devotion remains standard (and its gendered consequences invisible to most men), and until women and men share the work of childcare and family responsibilities equally, the gender gap will remain.…”

Section: Interventions Students May Supportmentioning

confidence: 99%

Framing the Faculty Gender Gap: A View from STEM Doctoral Students

Hughes¹,

Schilt²,

Gorman³

et al. 2017

Gender, Work & Organization

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Drawing on 48 interviews with science, technology, engineering and mathematics (STEM) doctoral students at a private research university in the United States (US), we examine how students make sense of the preponderance of men at the faculty level despite increasing gender parity among students. Students' primary explanatory frame, historical bias, suggests that the gender gap will disappear when enough women attain their doctorates (PhDs). Competing frames include innate and constructed gender difference and the perceived incompatibility between a woman's body clock and an academic tenure clock. We argue that the frames that students use to explain the gender gap shed light on the cultural context of STEM, which is characterized by a tension between the belief in a meritocratic system and the acknowledgement of structural inequality. We suggest that men and women's preference for explanations that preclude bias, in light of women students' own experiences with sexism in graduate school, contributes to the reproduction of inequality by rendering invisible structural barriers to gender equality.

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The New STEM Faculty Profile: Balancing Family and Dual Careers

Cited by 11 publications

References 31 publications

Increasing women’s participation in the STEM industry

Increasing women’s participation in the STEM industry

Outsiders Within Transforming the Academy: The Unique Positionality of Feminist Sociologists

Framing the Faculty Gender Gap: A View from STEM Doctoral Students

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