Using POWRE to ADVANCE: Institutional Barriers Identified by Women Scientists and Engineers

Rosser, Sue V.

doi:10.2979/nws.2004.16.1.50

Cited by 50 publications

(52 citation statements)

References 1 publication

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“…Past research suggests that collaboration in career development, including mentoring, is key to retaining women faculty in STEM [67][68][69]. As Kemelgor and Etzkowitz argue, "Mentors provide an indispensable relationship necessary for every young scientist, to learn the craft, the unwritten rules, and give entrée into social networks crucial to professional growth" ( [70], p. 240).…”

Section: Collaboration In Career Developmentmentioning

confidence: 99%

“…Women, particularly women of color in STEM, may be excluded from collegial interactions, isolated not only socially but also professionally [68,75,76]. Being mentored by a variety of peers can mitigate isolation that is endemic for many STEM women, and may help them develop relationships with other women both within and outside their home department even when numbers are small [68,70,75]. Moreover, finding mentors, including peers, who have had similar gendered experiences is likely to be important to ensuring women's success [68,70,72].…”

Section: Collaboration In Career Developmentmentioning

confidence: 99%

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Collaboration and Gender Equity among Academic Scientists

Misra

Smith‐Doerr

Weaver³

et al. 2017

Social Sciences

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Universities were established as hierarchical bureaucracies that reward individual attainment in evaluating success. Yet collaboration is crucial both to 21st century science and, we argue, to advancing equity for women academic scientists. We draw from research on gender equity and on collaboration in higher education, and report on data collected on one campus. Sixteen focus group meetings were held with 85 faculty members from STEM departments, separated by faculty rank and gender (i.e., assistant professor men, full professor women). Participants were asked structured questions about the role of collaboration in research, career development, and departmental decision-making. Inductive analyses of focus group data led to the development of a theoretical model in which resources, recognition, and relationships create conditions under which collaboration is likely to produce more gender equitable outcomes for STEM faculty. Ensuring women faculty have equal access to resources is central to safeguarding their success; relationships, including mutual mentoring, inclusion and collegiality, facilitate women's careers in academia; and recognition of collaborative work bolsters women's professional advancement. We further propose that gender equity will be stronger in STEM where resources, relationships, and recognition intersect-having multiplicative rather than additive effects.

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Section: Collaboration In Career Developmentmentioning

confidence: 99%

Section: Collaboration In Career Developmentmentioning

confidence: 99%

Collaboration and Gender Equity among Academic Scientists

Misra

Smith‐Doerr

Weaver³

et al. 2017

Social Sciences

View full text Add to dashboard Cite

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“…11 Balancing work with family was the number one response in Rosser's survey distributed to 400 women in research and education. Fox's study on women and men faculty in doctoral-granting departments in computer science, engineering, and science fields in nine research universities found evidence to support work-life balance as an important issue for women faculty.…”

Section: Work-life Balancementioning

confidence: 99%

“…13,18,28,48,51,66 Women also have to deal with additional work-life balance issues and are excluded from networks, both of which significantly hinder their exposure to and practice in academic commercialization and entrepreneurship. 4,11,13,14,34,35,53,64 …”

Section: Experience and Trainingmentioning

confidence: 99%

“…71 Institutions should also consider policies that stop the tenure clock during these types of life transitions so that women faculty do not lose critical time on work that impacts advancement and consideration for tenure. 11 Other suggestions around work family conflict include instituting on site child care and creating policies to facilitate dual-career hiring programs. 42 There are some universities that have created policies that encourage partner hires to attract and retain couples.…”

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confidence: 99%

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Career Advancement Through Academic Commercialization: Acknowledging and Reducing Barriers for Women Engineering Faculty

Turrentine¹

2015 ASEE Annual Conference and Exposition Proceedings

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Although schools of engineering are increasingly considering patenting, licensing, and commercialization in faculty bids for tenure and promotion, women candidates participate in these activities at disproportionately lower rates than their male counterparts. [1][2][3][4][5][6][7] As research has shown that inventions by women are frequently designed to address important social problems, addressing the gap in engagement in academic commercialization activities has growing societal relevance. 2,8 This gender gap can largely be explained by the significant obstacles that women faculty in engineering face as they advance their careers and as they engage in academic commercialization.9-11 Barriers such as gender discrimination, attitudinal and behavioral factors, work-life balance issues, and exclusion from networks impact the ability of women faculty to continue in the field, engage in academic commercialization, and ultimately advance their careers. 3,7,8,[12][13][14][15][16][17] This paper aims to synthesize relevant literature pertaining to impediments to academic commercialization and career advancement for women faculty in engineering and science. The purpose is to not only raise awareness of the likely origins of these issues, but to recommend ways that staff, faculty, departments, and universities can create a more equitable career trajectory for women faculty in engineering and science. Immediate and long term shifts in individual and institutional bias, policy, leadership, and training have the potential to make a significant difference in engineering innovation for social and environmental change.

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