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Feed the Tree: Representation of Australia-based Academic Women at HCI Conferences
(2020)
McKay, D.
;
Buchanan, G.
Conference attendance is an important part of any career in academic computing, facilitating both the citations that are key for academic advancement, and the networking opportunities that result in job and collaboration opportunities. For some authors, though, the barriers to participation in academic conferences are significant: beyond having a paper accepted, logistical considerations around care responsibilities and financial considerations may limit participation. One axis along which these barriers become particularly obvious is gender: barriers to conference participation, particularly in distant locations, are higher for women, resulting in negative career impacts. Previous research established that women make up 41% of the authors for OzCHI in the five years from 2014-19, but how does this compare to other major conferences in HCI, such as CHI and DIS? We use a scientometric analysis to examine this question in this paper, finding that Australia-based women are under-represented in these conferences. This is likely to result in negative effects on the careers of female HCI academics in Australia, whether they remain here or attempt to find work abroad. © 2020 ACM.
Who am I, and who are you, and who are we? A Scientometric Analysis of Gender and Geography in HCI
(2022)
McKay, D.
;
Zhang, H.
;
Buchanan, G.
Conference authorship, attendance and presentation is a key measure of quality in the HCI academic, yet we know conferences are not equally accessible for reasons that have nothing to do with quality. In this paper we examine two axes of diversity: gender, and geographic location (of both authors and conferences) and examine how they affect participation at major HCI conferences. Diversity in a group is associated with better outcomes from its work, and HCI has made numerous contributions to increasing representation in other communities. Reflecting on our own situation can produce recommendations for the planning of future HCI conferences, and identify challenges of representation that the HCI community should endeavor to address. © 2022 ACM.
Gender in 30 Years of IEEE Visualization Open PDF
(2022)
Tovanich, N.
;
Dragicevic, P.
;
Isenberg, P.
We present an exploratory analysis of gender representation among the authors, committee members, and award winners at the IEEE Visualization (VIS) conference over the last 30 years. Our goal is to provide descriptive data on which diversity discussions and efforts in the community can build. We look in particular at the gender of VIS authors as a proxy for the community at large. We consider measures of overall gender representation among authors, differences in careers, positions in author lists, and collaborations. We found that the proportion of female authors has increased from 9% in the first five years to 22% in the last five years of the conference. Over the years, we found the same representation of women in program committees and slightly more women in organizing committees. Women are less likely to appear in the last author position, but more in the middle positions. In terms of collaboration patterns, female authors tend to collaborate more than expected with other women in the community. All non-gender related data is available on https://osf.io/ydfj4/ and the gender-Author matching can be accessed through https://nyu.databrary.org/volume/1301. © 1995-2012 IEEE.
Scientometric Analysis of Interdisciplinary Collaboration and Gender Trends in 30 Years of IEEE VIS Publications Open PDF
(2022)
Sarvghad, A.
;
Franqui-Nadal, R.
;
Reznik-Zellen, R.
;
Chawla, R.
;
Mahyar, N.
We present the results of a scientometric analysis of 30 years of IEEE VIS publications between 1990-2020, in which we conducted a multifaceted analysis of interdisciplinary collaboration and gender composition among authors. To this end, we curated BiblioVIS, a bibliometric dataset that contains rich metadata about IEEE VIS publications, including 3032 papers and 6113 authors. One of the main factors differentiating BiblioVIS from similar datasets is the authors' gender and discipline data, which we inferred through iterative rounds of computational and manual processes. Our analysis shows that, by and large, inter-institutional and interdisciplinary collaboration has been steadily growing over the past 30 years. However, interdisciplinary research was mainly between a few fields, including Computer Science, Engineering and Technology, and Medicine and Health disciplines. Our analysis of gender shows steady growth in women's authorship. Despite this growth, the gender distribution is still highly skewed, with men dominating (~75%) of this space. Our predictive analysis of gender balance shows that if the current trends continue, gender parity in the visualization field will not be reached before the third quarter of the century (~2070). Our primary goal in this work is to call the visualization community's attention to the critical topics of collaboration, diversity, and gender. Our research offers critical insights through the lens of diversity and gender to help accelerate progress towards a more diverse and representative research community. IEEE
Representation of women in HPC conferences
(2021)
Frachtenberg, E.
;
Kaner, R.D.
Women are acutely underrepresented in the HPC workforce. Addressing this gap requires accurate metrics on the representation of women and its associated factors. The goal of this paper is to provide current, broad, and reproducible data on this gender gap. Specifically, this study provides in-depth statistics on women s representation in HPC conferences, especially for authors of peer-reviewed papers, who serve as the keystone for future advances in the field. To this end, we analyzed participant data from nine HPC and HPC-related peer-reviewed conferences. In addition to gender distributions, we looked at post-publication citation statistics of the papers and authors research experience, country, and work sector. Our main finding is that women represent only 10% of all HPC authors, with large geographical variations and small variations by sector. Representation is particularly low at higher experience levels. This 10% ratio is lower than even the 20 30% ratio in all computer science. © 2021 IEEE Computer Society. All rights reserved.
Gender, science, and academic rank: Key issues and approaches Open PDF
(2020)
Fox, M.F.
In the social study of science, gender is a critical research site because relations of gender are hierarchical and inequality is a central feature of science. The focus here is on a key dimension of gender and scientific careers: academic rank, particularly that of full professor. This article concentrates on quantitative and qualitative approaches that have occurred in two focal problem areas related to gender, science, and rank: collaboration patterns and evaluative practices. The approaches encompass analyses of large and small groups and comparative cases, with surveys, bibliometrics, experiments, and interviews. This breadth of approaches reflects a search for explanations of the pervasive and persistent relationships between gender and academic rank. The analyses presented here point to the complexities of gender disparities in collaboration. These appear in team compositions, divisions of labor and power dynamics, integration into departmental units, and international coauthorship. The analyses also reveal ways that limited clarity in evaluation bears on gender disparities. Continuing understandings of gender, science, and rank will result in multi level analyses: those at organizational levels along with those of individual scientists. © 2020 Mary Frank Fox. Published under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.
Underrepresentation of women in computer systems research Open PDF
(2022)
Frachtenberg, E.
;
Kaner, R.D.
The gender gap in computer science (CS) research is a well-studied problem, with an estimated ratio of 15%–30% women researchers. However, far less is known about gender representation in specific fields within CS. Here, we investigate the gender gap in one large field, computer systems. To this end, we collected data from 72 leading peer-reviewed CS conferences, totalling 6,949 accepted papers and 19,829 unique authors (2,946 women, 16,307 men, the rest unknown). We combined these data with external demographic and bibliometric data to evaluate the ratio of women authors and the factors that might affect this ratio. Our main findings are that women represent only about 10% of systems researchers, and that this ratio is not associated with various conference factors such as size, prestige, double-blind reviewing, and inclusivity policies. Author research experience also does not significantly affect this ratio, although author country and work sector do. The 10% ratio of women authors is significantly lower than the 16% in the rest of CS. Our findings suggest that focusing on inclusivity policies alone cannot address this large gap. Increasing women’s participation in systems research will require addressing the systemic causes of their exclusion, which are even more pronounced in systems than in the rest of CS. © 2022 Frachtenberg, Kaner. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Trends in authorship by women at Canadian universities 2006 to 2019 Open PDF
(Canadian Association for Information Science - Association canadienne des sciences de l'information, 2021)
Demaine, Jeffrey
Despite much progress since the mid-20th century, there still exists a disparity in the number of female academics relative to their male colleagues. This gender gap has come under increased focus as universities take steps to foster diversity and inclusiveness. Bibliometrics can provide a window into the gender disparity in research by measuring the metadata of academic publications. By determining the ratio of female to male authors, the gender bias at the level of the institution can be quantified. This study examines the proportion of female authors of academic articles at thirty Canadian universities across five broad fields of research.
Gender inequality in academia: Problems and solutions for women faculty in STEM Open PDF
(2021)
Casad, Bettina J.
;
Franks, Jillian E.
;
Garasky, Christina E.
;
Kittleman, Melinda M.
;
Roesler, Alanna C.
Recently there is widespread interest in women's underrepresentation in science, technology, engineering, and mathematics (STEM); however, progress toward gender equality in these fields is slow. More alarmingly, these gender disparities worsen when examining women's representation within STEM departments in academia. While the number of women receiving postgraduate degrees has increased in recent years, the number of women in STEM faculty positions remains largely unchanged. One explanation for this lack of progress toward gender parity is negative and pervasive gender stereotypes, which may facilitate hiring discrimination and reduce opportunities for women's career advancement. Women in STEM also have lower social capital (e.g., support networks), limiting women's opportunities to earn tenure and learn about grant funding mechanisms. Women faculty in STEM may also perceive their academic climate as unwelcoming and threatening, and report hostility and uncomfortable tensions in their work environments, such as sexual harassment and discrimination. Merely the presence of gender-biased cues in physical spaces targeted toward men (e.g., “geeky” décor) can foster a sense of not belonging in STEM. We describe the following three factors that likely contribute to gender inequalities and women's departure from academic STEM fields: (a) numeric underrepresentation and stereotypes, (b) lack of supportive social networks, and (c) chilly academic climates. We discuss potential solutions for these problems, focusing on National Science Foundation-funded ADVANCE organizational change interventions that target (a) recruiting diverse applicants (e.g., training search committees), (b) mentoring, networking, and professional development (e.g., promoting women faculty networks); and (c) improving academic climate (e.g., educating male faculty on gender bias).

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