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Start date: 2021Subject: search.filters.subject.Biology

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  • 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,
    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).