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Start date: 2020Subject: search.filters.subject.Science

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  • Item type:Publication,
    Female Authorship in “Women in STEM” fields: A bibliometric Analysis Open PDF 
    (Oxford University Press (OUP), 2026)
    Swanson, Morgan E
    ;
    Liebl, Andrea L
    Women in STEM and STEM-related fields face many issues preventing their sustained inclusion and success, from as early as childhood. Many issues persist into adulthood and careers, including pay disparities, hostile workplace interactions, workload imbalances, and uneven expectations in domestic roles. A growing body of literature seeks to address and analyze female disparities by studying and publishing research related to societal and cultural issues faced by women in STEM. However, the gender of the authors of literature focusing on this type of research also matters as a woman's experience in STEM might provide a different context; equally, male allyship is imperative to furthering gains made in the field. To determine what proportion of authors publishing on female disparity in STEM fields are women, we employed a large-scale bibliometric study to examine the trends in the proportion of three metrics of female authorship on publications related to "Women in STEM" topics; specifically, we analyzed the total female authors, female first authors, and female last authors of 7240 published manuscripts. Literature published between 2000 and 2024 was accessed using a search engine with nine search terms related to issues facing women in STEM, including terms about gender parity, gender inequity, gender attrition, pay gaps, the leaky pipeline, student gender bias, and motherhood in STEM. Overall, the proportion of female authors in any position, including specifically as both first and last author, increased over the period of our study. Our results also indicate a sustained overrepresentation of female authors during the latter portions of our analysis. These results highlight an increase in female authorship on "Women in STEM" literature and demonstrate that female researchers are becoming more central in studying these topics. Although increasing female participation in subjects related to women in STEM is important for perspective, context, and solutions, male inclusion is also important to ensure buy-in in the workplace and allow an equal distribution of labor.
  • Item type:Publication,
    Global patterns of gender disparities in STEM and explanations for their persistence Open PDF 
    (Springer Science and Business Media LLC, 2024-11-18)
    Cheryan, Sapna
    ;
    Lombard, Ella J.
    ;
    Hailu, Fasika
    ;
    Pham, Linh N. H.
    ;
    Weltzien, Katherine
    Women and girls are underrepresented in many, though not all, STEM (science, technology, engineering and mathematics) fields around the world. In this Review, we describe four key factors that help explain the continued underrepresentation of women in STEM. In many parts of the world, women lack access to education and job opportunities, preventing them from pursuing STEM. In places where women do have educational and professional opportunities, masculine cultures — shaped by both masculine defaults and differential treatment — can hinder entry and retention of women in STEM fields. Addressing masculine cultures is important to increase the representation of women, and research has identified multiple promising avenues for intervention. When masculine cultures remain, gender disparities can be reduced by increasing the positive experiences of women and girls in STEM. Finally, choices made by men to enter some STEM fields also contribute to the underrepresentation of women in these fields. We conclude by reviewing promising future directions for research on gender disparities in STEM, including examining the intersections of these factors, sociopolitical and economic contexts, and the experiences of trans and non-binary individuals and people with multiple marginalized identities in STEM.
  • Item type:Publication,
    Women in Science. Experiences of Academics in Switzerland
    (Transcript, 2025-08-12)
    De Cia Annalisa
    ;
    Hellmüller, Sara
    ;
    Mesok Khan, Elizabeth
    Women in science face particular challenges, such as structural inequalities, highly competitive work environments, and at times toxic cultures. This collection conveys the experiences of women academics in Switzerland, featuring insights from twelve scholars across various universities and disciplines. Each contributor shares their unique journey in pursuit of a professorship, illustrating the rich diversity of the Swiss scientific community. This volume offers hope for those struggling with finding their place in science, emphasizing the joys and privileges that can be found in an academic career and the passion and perseverance of those pursuing it.
  • Item type:Publication,
    The impact of gender diversity on scientific research teams: a need to broaden and accelerate future research Open PDF 
    (Palgrave, 2022)
    Love, Hannah B.
    ;
    Stephens, Alyssa
    ;
    Fosdick, Bailey K.
    ;
    Tofany, Elizabeth
    ;
    Fisher, Ellen R.
    Multiple studies from the literature suggest that a high proportion of women on scientific teams contributes to successful team collaboration, but how the proportion of women impacts team success and why this is the case, is not well understood. One perspective suggests that having a high proportion of women matters because women tend to have greater social sensitivity and promote even turn-taking in meetings. Other studies have found women are more likely to collaborate and are more democratic. Both explanations suggest that women team members fundamentally change team functioning through the way they interact. Yet, most previous studies of gender on scientific teams have relied heavily on bibliometric data, which focuses on the prevalence of women team members rather than how they act and interact throughout the scientific process. In this study, we explore gender diversity in scientific teams using various types of relational data to investigate how women impact team interactions. This study focuses on 12 interdisciplinary university scientific teams that were part of an institutional team science program from 2015 to 2020 aimed at cultivating, integrating, and translating scientific expertise. The program included multiple forms of evaluation, including participant observation, focus groups, interviews, and surveys at multiple time points. Using social network analysis, this article tested five hypotheses about the role of women on university-based scientific teams. The hypotheses were based on three premises previously established in the literature. Our analyses revealed that only one of the five hypotheses regarding gender roles on teams was supported by our data. These findings suggest that scientific teams may create ingroups, when an underrepresented identity is included instead of excluded in the outgroup, for women in academia. This finding does not align with the current paradigm and the research on the impact of gender diversity on teams. Future research to determine if high-functioning scientific teams disrupt rather than reproduce existing hierarchies and gendered patterns of interactions could create an opportunity to accelerate the advancement of knowledge while promoting a just and equitable culture and profession.
  • Item type:Publication,
    Gender Distribution Associated With the Journal Wilderness & Environmental Medicine Open PDF 
    (2022)
    Keyes, Linda E.
    ;
    Schlein, Sarah M.
    ;
    Brown, Alainna B.
    ;
    Polukoff, Natalya E.
    ;
    Byrne, Alicia
    INTRODUCTION: Publication and peer review are fundamental to career advancement in science and academic medicine. Studies demonstrate that women are underrepresented in science publishing. We evaluated the gender distribution of contributors to Wilderness & Environmental Medicine (WEM) from 2010 through 2019. METHODS: We extracted author data from ScienceDirect, reviewer data from the WEM Editorial Manager database, and editorial board data from journal records. Gender (female and male) was classified using automated probability-based assessment with Genderize.io software. RESULTS: A total of 2297 unique authors were published over the 10-y span, generating 3613 authorships, of which gender was classified for 96% (n=3480). Women represented 26% (n=572) of all authors, which breaks down to 22% of all, 19% of first, 28% of second, and 18% of last authorships. Women represented 20% of peer reviewers (508/2517), 20% of reviewers-in-training (19/72), and 16% of editorial board members (7/45). The proportion of female authors, first authors, and reviewers increased over time. Women received fewer invitations per reviewer than men (mean 2.1 [95% CI 2.0-2.3] vs 2.4 [95% CI 2.3-2.5]; P=0.004), accepted reviews at similar rates (mean 73 vs 71%; P=0.214), and returned reviews 1.4 d later (mean 10.4 [CI 9.5-11.3] vs 9.0 d [95% CI 8.5-9.6]; P=0.005). CONCLUSIONS: While female representation increased over the study period, women comprise a minority of WEM authors, peer reviewers, and editorial board members. Gender equity could be improved by identifying and eliminating barriers to participation, addressing any potential bias in review processes, implementing strategies to increase female-authored submissions, and increasing mentorship and training.
  • Item type:Publication,
    Addressing the gender gap in science: Lessons from examining international initiatives Open PDF 
    (De Gruyter Open Ltd, 2021)
    Goos, M.
    ;
    Kelly, R.
    From 2017 to 2019 the International Science Council funded a project investigating the gender gap in science disciplines. The aim of the project was to collect and analyse data on the gender gap and to create a database of good practices for encouraging girls and young women to study and pursue education and careers in the mathematical, computing, and natural sciences. In this article, we draw on our work in the Gender Gap in Science project to (1) explain the nature of the gender gap problem, (2) give examples of initiatives that scientists can take to help solve the gender gap problem, and (3) offer guidelines on how to evaluate the effectiveness of interventions designed to address the gender gap in science. © 2021 IUPAC & De Gruyter. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. For more information, please visit: http://creativecommons.org/licenses/by-nc-nd/4.0/.
  • Item type:Publication,
    Gender bias in the allocation of student grants Open PDF 
    (2021)
    Wijnen, M.N.
    ;
    Massen, J.J.M.
    ;
    Kret, M.E.
    Multiple studies have shown that women’s likelihood of receiving research funding is lower than that of their male colleagues. Thus far, all research on this gender gap in academia has focused on post-PhD academics, making it difficult to discern whether the female disadvantages in number of publications, previous grants, maternity leave, and h-indexes are at the root of the gender gap in received funding, or whether it is due to a more fundamental gender bias in academia. Therefore, we investigated whether female university students are already disadvantaged in receiving their first grant in their scientific career. We analysed data on applications (N = 2651) from 1995 to 2018 to the Leiden University International Study Fund (LISF), a fund dedicated to support students to study or conduct research abroad. We found that men and women applied equally often to the LISF. However, women had a lower success rate, which seemed to only get worse over recent years. Furthermore, male and female applications were assessed to be equal in quality when gender-related information was removed from them. The current study demonstrates that the factors that were assumed to contribute the most to the gender gap in more senior academics (e.g. previous grants, h-index) do not explain it fully: even when those factors do not yet play a role, such as in our student sample, women were found to have lower success rates than men. This underscores the importance of attacking gender biases at its roots. © 2021, The Author(s).
  • Item type:Publication,
    Gender parity perspectives in Asia Pacific: a descriptive analysis of Philippine rheumatology conferences Open PDF 
    (2023)
    Traboco, LS
    ;
    Zamora-Abrahan, G
    ;
    Reyes, SM
    ;
    Ovseiko, PV
    ;
    Sandhu, NK
    Gender parity at conferences can facilitate progress in academia towards the attainment of gender equality as emphasized in the United Nations' Sustainable Development Goals. The Philippines is a low to middle-income country in the Asia Pacific with relatively egalitarian gender norms experiencing significant growth in rheumatology. We examined the Philippines as a case study to analyze the impact of divergent gender norms on gender equity in rheumatology conference participation. We used publicly available data from PRA conference materials from 2009 to 2021. Gender was identified from information provided by organizers, online science directory networks, and a name-to-gender inference platform, the Gender application program interface (API). International speakers were identified separately. The results were then compared to other rheumatology conferences around the world. The PRA had 47% female faculty. Women were more likely to be the first authors in abstracts at the PRA (68%). There were more females among new inductees in PRA with the male: female ratio (M:F) of 1:3. The gender gap among new members declined from 5:1 to 2.7:1 from 2010 to 2015. However, low female representation was observed among international faculty (16%). Gender parity at the PRA was found to be considerably better when compared to other rheumatology conferences in the USA, Mexico, India, and Europe. However, a wide gender gap persisted among international speakers. Cultural and social constructs may potentially contribute to gender equity in academic conferences. Further research is recommended to assess the impact of gender norms on gender parity in academia in other Asia-Pacific countries.
  • Item type:Publication,
    Gender Gaps in Science: Systematic Review of the Main Explanations and the Research Agenda
    (2021)
    Tomassini, C.
    Despite improvements in incorporating women in tertiary education and science, several gender gaps persist today in some scientific and technological areas worldwide. Understanding the factors that determine these gaps is essential to incorporating women into knowledge societies on equal terms. The present research sought to explore and systematize the explanations given to this phenomenon by the international literature in the last four decades. The objectives were: (1). Analyze the evolution of the leading research agendas and categorize these into groups (or clusters) of explanations, and (2) discuss the challenges that research agendas face in addressing the phenomenon in a multi-causal way. The data were obtained from the articles contained in the Web of Science (WoS) and were subjected to a systematic review using bibliometric and qualitative techniques. The analysis reveals an essential growth of research in this area within the social sciences, which is grouped into five main types of explanation: (1) student performance in STEM areas, (2) influence of gender stereotypes and models, (3) interests and educational-learning experiences, (4) educational-occupational expectations and choices, and (5) uneven advancement and performance in scientific careers. Evolution shows that explanations about performance and individual choice have diminished noticeably in the present, giving rise to explanations regarding the influence of gender stereotypes and models within educational systems and socialization stages. This study thus contributes to understanding the causal factors that have determined gender gaps in science while identifying some new issues in research agendas. © 2021 Ediciones Universidad de Salamanca. All rights reserved.
  • Item type:Publication,
    Observable and unobservable causes of the gender gap in S&T funding for young researchers Open PDF 
    (2023)
    Suarez, D
    ;
    Fiorentin, F
    ;
    Pereira, M
    The objective of this paper is to study the relationship between academic performance, gender, and science and technology grants. The empirical analysis is based on the Argentinean Fund for Scientific and Technological Research 'Scientific and Technological Research Projects' (FONCYT-PICT). The methodology is based on a multivariate decomposition for non-linear response models, an extension of the Oaxaca-Blinder decomposition. Results confirm the presence of a gender gap. Women have lower probabilities of being awarded with funds than men, even when academic trajectories are alike. Results show that even if the productivity gap is closed, men's and women's trajectories are differently valued against women, and this negatively impacts their probability of being awarded. Therefore, even if women manage to publish more and-somehow-be more cited, the gap will persist. Explicit public policy measures are required to close the current gap and stop reproducing it.