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1. U.S. Women Faculty in the Social Sciences Also Face Gender Inequalities

   https://doi.org/10.3389/fpsyg.2022.792756  

   Casad, Bettina J.; Garasky, Christina E.; Jancetic, Taylor R.; Brown, Anne K.; Franks, Jillian E.; Bach, Christopher R. (May 2022, Frontiers in Psychology)

   There is a national interest in United States women’s underrepresentation in science, technology, engineering, and mathematics (STEM); however, gender inequality in the social sciences has not received similar attention. Although women increasingly earn postgraduate degrees in the social sciences, women faculty still experience gender inequities. Consistent gender inequities include slower career advancement, blunted salaries, unequal workloads, work-life conflict, systemic gender biases, underrepresentation in positions of power, and hostile work environments. Cultural biases suggest that once women have achieved parity, gender bias no longer exists. This review challenges that notion by providing evidence from social science domains in which women are well-represented but continue to face systemic gender biases. We examine cultural influences on gender representation and career advancement in psychology, economics, political science, sociology, and anthropology. We make interdisciplinary comparisons of career trajectories and salaries using national data, documenting patterns across the social sciences. For example, women economists face gendered standards in publishing, and women political scientists are less likely to have their work cited than men. Furthermore, data show that salaries become stagnant as the representation of women in these fields increases. These disparities reflect cultural biases in perceptions of women’s competence stemming from social role theory. We discuss best practices to address these problems, focusing on the ADVANCE organizational change programs funded by the National Science Foundation that target (a) improving academic climate, (b) providing professional development, and (c) fostering social networking. Federally supported interventions can reveal systemic gender biases in academia and reduce gender disparities for women academics in the social sciences. 

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2. Cultural stereotypes and sense of belonging contribute to gender gaps in STEM.

   Master, Allison; Meltzoff, Andrew N. (January 2020, International journal of gender science and technology)

   There is a need to help more students succeed in science, technology, engineering, and mathematics (STEM) education, with particular interest in reducing current gender gaps in motivation and participation. We propose a new theoretical model, the STEreotypes, Motivation, and Outcomes (STEMO) developmental model, to account for and integrate recent data emerging in social and developmental psychology. Based on this model, we synthesize research suggesting that social factors, such as stereotypes and self-representations about “belonging,” are powerful contributors to observed gender differences in STEM interest and academic outcomes. The review has four parts. First, we examine how cultural stereotypes specific to STEM contribute to gender gaps by negatively impacting interest and academic outcomes. Second, we review the central role of the self-representations affected by those stereotypes, including the particular importance of a sense of belonging. Third, we discuss various interventions that buffer against stereotypes and enhance a sense of belonging to reduce gender gaps in STEM interest and academic outcomes. Finally, we suggest theory-driven directions for future research. By organizing the research in this way, our review and theoretical analysis clarify key factors contributing to current gender gaps in STEM and mechanisms by which psychological interventions can help address STEM gender gaps. 

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3. Perceptions of Barriers to Career Progression for Academic Women in STEM

   https://doi.org/10.3390/soc11020027  

   O’Connell, Christine; McKinnon, Merryn (June 2021, Societies)

   null (Ed.)

   Gender equity in academia is a long-standing struggle. Although common to all disciplines, the impacts of bias and stereotypes are particularly pronounced in science, technology, engineering and mathematics (STEM) disciplines. This paper explores what barriers exist for the career progression of women in academia in STEM disciplines in order to identify key issues and potential solutions. In particular, we were interested in how women perceive the barriers affecting their careers in comparison to their male colleagues. Fourteen focus groups with female-identifying academics showed that there were core barriers to career progression, which spanned countries, disciplines and career stages. Entrenched biases, stereotypes, double standards, bullying and harassment all negatively impact women’s confidence and sense of belonging. Women also face an additional biological burden, often being pushed to choose between having children or a career. Participants felt that their experiences as STEM academics were noticeably different to those of their male colleagues, where many of the commonly occurring barriers for women were simply non-issues for men. The results of this study indicate that some of these barriers can be overcome through networks, mentoring and allies. Addressing these barriers requires a reshaping of the gendered norms that currently limit progress to equity and inclusion. 

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4. Collaboration and Gender Equity among Academic Scientists

   Misra, Joya; Smith-Doerr, Laurel; Dasgupta, Nilanjana; Weaver, Gabriela; Normanly, Jennifer (January 2017, Social sciences)

   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. Keywords: collaboration; gender equity; academic STEM careers 

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5. Overcome Gender Discrimination in STEM Using the Case Study Method

   Carrigan, C.; Folks, L.; Tumiel Berhalter, L.; Schiller, N. (January 2022, PEER)

   N/A (Ed.)

   In 2019, women made up about half of the U.S. workforce but only 27% of the science, technology, engineering and math (STEM) workforce, according to the U.S. Census Bureau. Women pursuing careers in STEM workforces often face gender bias, discrimination, and harassment, yet seldom receive instruction on how to best handle such issues. The National Science Foundation-funded NAVIGATE Project aims to address this situation by providing women STEM graduate students with educational materials on how to recognize and confront discrimination, both interpersonally and organizationally. The skills-based program uses a case study approach, which promotes the internalization of learning and the development of analytical and decision-making skills, as well as proficiency in oral communication and teamwork. Each case study is coupled with discussion questions for individual and group reflection, as well as a complete facilitation guide with possible answers for those leading the training, to promote meaningful engagement with the material. The NAVIGATE facilitators will lead workshop participants through this novel case study approach to supporting the career persistence by women in STEM. The session will include research on the role change agents play in retaining women in STEM. It will also give participants opportunities to work collectively to strategize on how to impart graduate students with the skills necessary to (1) recognize gender bias, harassment and discrimination when encountered, and (2) act to overcome career adversity created by gender bias, harassment, and discrimination to persist in their STEM careers and become transformational leaders in their fields. 

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