PUBBLICAZIONE/PUBLICATION

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Start date: 2020Discipline: search.filters.discipline.Biology

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Now showing 1 - 10 of 17
  • Item type:Publication,
    Monitoring the gender gap in the coverage of biology professors on Wikipedia Open PDF 
    (The Royal Society, 2026-05-27)
    Alvarez-Ponce, David
    ;
    Iyengar, Niveda
    Women are under-represented in science, technology, engineering and mathematics (STEM) fields, especially in senior positions. One known reason is the limited visibility of female scientists, which discourages young women from entering STEM fields, thus perpetuating the gender gap. A number of studies have shown that women, including those in academia, are less likely to have a Wikipedia biography than their male counterparts, and that, when they have a biography, it tends to be underdeveloped. Since Wikipedia informs a large portion of society on a daily basis-especially young people-who is covered on the platform, and who is excluded from it, matters. Therefore, a number of projects have been created to increase women's coverage on Wikipedia. Using a recently generated census of 2104 female and 3721 male tenured and tenure-eligible faculty members affiliated with the biology departments of all United States R1 universities, we examined the extent to which biology faculty are covered on Wikipedia. Women in the census were significantly less likely to be featured on the platform than their male peers until 2018. However, the trend reversed in 2022, and women were 25% more likely than men to have a Wikipedia biography in 2024. In addition, women's biographies tend to be longer than those of men. Our results highlight the importance and effectiveness of projects aimed at improving women's coverage on Wikipedia.
  • Item type:Publication,
    Racism, sexism, and classism: The uneven terrain of student belonging in introductory biology classrooms Open PDF 
    (American Society for Cell Biology (ASCB), 2026-06-01)
    Donham, Cristine
    ;
    Madison, Matthew J.
    ;
    Andrews, Tessa C.
    ;
    Eddy,, Sarah L
    Sense of belonging supports student success in science, technology, engineering, and mathematics (STEM), yet prior research indicates that systemic inequities shape who feels included in college classrooms. Racism, sexism, and classism can shape students' belonging, which then can impact their outcomes. We studied students' sense of belonging in 56 large introductory biology courses that used active learning, reaching more than 4900 students. We used a QuantCrit methodological framework and hierarchical linear models to examine how the intersection of racism and sexism, and racism and classism, related to three components of students' belonging. Racism impacted groups differently, and its impact varied across intersecting identities and components of belonging. Sexism undermined women's comfort sharing ideas in class and seeking instructor help across racial/ethnic groups. Women in some racial/ethnic groups experienced greater connectedness to classmates than men. Classism diminished students' sense of belonging across most racial/ethnic groups. Disaggregating students into more racial/ethnic groups revealed important differences in the experiences of Native American, Latiné, Black/African, and two groups of Asian students. These findings demonstrate that within the same classroom, students can have profoundly different experiences and challenge us to recognize the influence of intersecting forms of oppression on our students.
  • Item type:Publication,
    Who is publishing journal articles during graduate school? Racial and gender inequalities in biological sciences over time. Open PDF 
    (American Psychological Association (APA), 2022-02)
    Roksa, Josipa
    ;
    Wang, Yapeng
    ;
    Feldon, David
    ;
    Ericson, Matthew
    Despite increased enrolment of women and students from underrepresented racial/ethnic groups in doctoral programs, notable inequalities in academic careers persist. We investigate one potential source of these inequalities: publication rates during graduate school. Results, based on a sample of doctoral students in biological sciences across 53 institutions, indicate that both white women and students from underrepresented racial/ethnic groups (African American and Latinx) have lower publication rates than white men. Notably, these gaps grow over time and are not explained by background factors, socialization experiences, or family obligations. The same patterns persist for first-authored publications for African American and Latinx students, but not white women, suggesting potentially differential mechanisms of exclusion. Implications for research and practice are discussed. © 2021 National Association of Diversity Officers in Higher Education
  • Item type:Publication,
    Replication of an Intervention to Mitigate Gender Bias in Student Evaluations of Teaching Yields Variable Results Across a Biology Department Open PDF 
    (American Society for Cell Biology (ASCB), 2025-09-01)
    Mitchem, Lisa D.
    ;
    Rupnow, Rachel L.
    ;
    Jaeger, Collin P.
    ;
    Pezdek, Marissa N.
    ;
    Ganeng, Brenda K. Anak
    Student evaluations of teaching (SET) have repeatedly been shown to be biased against women instructors. Although few have been able to mitigate these biases, one team reported success in two courses by adding a short AntiBias statement to the beginning of SETs. We conducted a conceptual replication of that study to investigate the effectiveness of the AntiBias statement across a Department of Biological Sciences over three semesters. The AntiBias treatment inconsistently affected the SETs, sometimes improving women's scores but often not having any effect. Qualitative analysis showed that the types of comments students gave were mostly not affected by the conditions of treatment or instructor gender and were most frequently framed in positive connotation, implicitly about the instructor, and about course characteristics such as the logistics of the course. Our findings do not support the consistent replicability of the original work scaled to the department level yet shine an important light on SETs in the biology context. Moreover, this work suggests that a simple intervention to mitigate gender bias in teaching evaluations is not sufficient to remedy the multitude of issues with SETs. We discuss differences among studies and suggestions from the literature on ways to improve the evaluation of teaching.
  • Item type:Publication,
    Gender Bias in the Study of Genital Evolution: Females Continue to Receive Less Attention than Males Open PDF 
    (2022)
    Orbach, D. N.
    The evolution of female genitalia has historically received less attention than male reproductive organs. Several papers have underscored the disparities in research efforts, but have calls for change resonated with the scientific community and rectified the skew? A literature review was conducted of journal articles published between 2013 through 2021 that explore genital evolution to determine if gender bias (sex of research subject) and imbalance (sex of researcher) have changed. Of the 334 articles that specifically explored genital evolution, first authors of both sexes published on female genitalia less than half as often as male genitalia, although the majority of authors published on genitalia of both sexes. First authors of both sexes mentioned females after males substantially more often than females before males. Female first authors published the most about genital evolution in all taxa except for insects and arachnids. Female first authors published in high impact journals marginally less often than male first authors. Articles about genital evolution across taxa generally had high impact factors, but how impact factors and number of citations varied by the sex of the subject was not clear. Although the number of studies exploring genital co-evolution between the sexes has increased across taxa and years, female genitalia continue to be researched less often than male genitalia when only one sex is investigated. Both female and male scientists are publishing in the field of genital evolution, although research on female subjects continue to lag behind males, demonstrating continued bias within the discipline.
  • Item type:Publication,
    Evaluating the research performance of women scientists in Indian research laboratories based on Scopus citation database: A bibliometric analysis
    (2022)
    Mukherjee, B.
    This study examines the contributions of women scientists currently working in various research organizations under the Ministry of Science and Technology, India. Women scientists were identified through the official websites of the research laboratories and their publication performance has been tracked using the Scopus database. There are 901 women scientists working in 78 research organizations under the Ministry and have published 21810 publications up to December 2019, almost 65 percent of which has been appeared during 2010 to 2019. The publication per scientist has risen from 6.85 article per year before 2000 to 10.45 paper in 2015-2019 which indicates increasing participation of women in science from India. Women scientists are primarily engaged in biological sciencesresearch, however fields such as materials sciences, nano-technology, and astrophysics are also becoming the preferred subject choices among women. Women scientists mostly published their articles as a member of a team of utmost 10 authors, however, their position in multi-authored articles is mostly as co-authors than that of principal authors. Women in the age group ofbetween31 to 40 produced maximum publications, and almost 98 percent of publications appeared in collaboration with other scientists.This study confirms that publication productivity does not decline with age. There are women scientists who stay active in research and keep their productivity at a high level until their retirement. The study suggests that the increasing participation of women in Indian science is encouraging, as such more funding opportunities to younger women researchers may be important to give them more lead time to build a strong career. © 2022
  • Item type:Publication,
    Gender, coauthorship and impact: publications of Peruvian biology researchers (1994-2017) Open PDF 
    (2021)
    Málaga-Saboga, L.
    ;
    Sagasti, F.
    This study explores the role of gender in the networks of co-authorship publications, the impact of articles written by two or more authors, and the influence of high-impact articles on the academic careers. We analyze Peruvian biology researchers with publications in Web of Science Core Collection and SciELO Citation Index, as well as the curricula of the authors of greatest impact publications. A significant imbalance has been found in the number of male and female researchers as well as a significant disproportion of the number of documents published. The co-authorship network formation is not affected by gender, but women have high betweenness levels less frequently, which probably affects their effect on information flow. Finally having published a high impact research is related to promotion for junior researchers, both men and women. © 2021 CSIC. Este es un artículo de acceso abierto bajo los términos de la licencia de uso y distribución Creative Commons Reconocimiento 4.0 Internacional (CC BY 4.0).
  • Item type:Publication,
    Author-level data confirm the widening gender gap in publishing rates during COVID-19 Open PDF 
    (2022)
    Madsen, Emil Bargmann
    ;
    Nielsen, Mathias Wullum
    ;
    Bjørnholm, Josefine
    ;
    Jagsi, Reshma
    ;
    Andersen, Jens Peter
    Publications are essential for a successful academic career, and there is evidence that the COVID-19 pandemic has amplified existing gender disparities in the publishing process. We used longitudinal publication data on 431,207 authors in four disciplines - basic medicine, biology, chemistry and clinical medicine - to quantify the differential impact of COVID-19 on the annual publishing rates of men and women. In a difference-in-differences analysis, we estimated that the average gender difference in publication productivity increased from -0.26 in 2019 to -0.35 in 2020; this corresponds to the output of women being 17% lower than the output of men in 2109, and 24% lower in 2020. An age-group comparison showed a widening gender gap for both early-career and mid-career scientists. The increasing gender gap was most pronounced among highly productive authors and in biology and clinical medicine. Our study demonstrates the importance of reinforcing institutional commitments to diversity through policies that support the inclusion and retention of women in research.
  • Item type:Publication,
    Are women publishing less during the pandemic? Here’s what the data say Open PDF 
    (2020)
    Viglione, Giuliana
    Early analyses suggest that female academics are posting fewer preprints and starting fewer research projects than their male peers.
  • Item type:Publication,
    Gender Gap in the Authorship of Scientific Publications: An Analysis Based on Revista Chilena de Fonoaudiología
    (2024)
    Toledo-Rodríguez, L.
    ;
    Torres-Morales, F.
    ;
    Escobar, C.Á.
    ;
    Jara, C.
    ;
    Jiménez-Moya, G.
    Gender inequality is present in various social contexts, including academia and scientific practices, as reflected in the authorship of publications. The aim of this study is to determine whether differences exist between men and women regarding first authorship, the thematic areas investigated, and the effect of the first author's gender on team composition in articles published in Revista Chilena de Fonoaudiología between 1999 and 2020. An analytical and retrospective study was conducted using univariate Generalized Linear Models (GLM) with a log link, Poisson family, and robust estimation. The results showed that 53.4% of the articles had a woman as the first author, which dropped to 43.8% between 2016 and 2020. Men predominated in areas such as swallowing and voice, while women were more prominent in child communication and language (61.9%). Additionally, the probability of women being co-authors decreases when men are the first authors. These results indicate that, despite the relevant role of female scientists, the gender gap in publications persists. © 2024, Universidad de Chile, Departamento de Fonoaudiologia. All rights reserved.