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  • Item type:Publication,
    A gender equality paradox in academic publishing: Countries with a higher proportion of female first-authored journal articles have larger first-author gender disparities between fields Open PDF 
    (2020)
    Thelwall, M.
    ;
    Mas-Bleda, A.
    Current attempts to address the shortfall of female researchers in science, technology, engineering, and mathematics (STEM) have not yet succeeded, despite other academic subjects having female majorities. This article investigates the extent to which gender disparities are subject-wide or nation-specific by a first-author gender comparison of 30 million articles from all 27 Scopus broad fields within the 31 countries with the most Scopus-indexed articles 2014–2018. The results show overall and geocultural patterns as well as individual national differences. Almost half of the subjects were always more male (seven; e.g., Mathematics) or always more female (six; e.g., Immunology & Microbiology) than the national average. A strong overall trend (Spearman correlation 0.546) is for countries with a higher proportion of female first-authored research to also have larger differences in gender disparities between fields (correlation 0.314 for gender ratios). This confirms the international gender equality paradox previously found for degree subject choices: Increased gender equality overall associates with moderately greater gender differentiation between subjects. This is consistent with previous United States-based claims that gender differences in academic careers are partly due to (socially constrained) gender differences in personal preferences. Radical solutions may therefore be needed for some STEM subjects to overcome gender disparities. © 2020 Mike Thelwall and Amalia Mas-Bleda. Published under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.
  • Item type:Publication,
    The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. Open PDF 
    (2018)
    Stoet, Gijsbert
    ;
    Geary, David C.
    The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys' science achievement and girls' reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls' and women's engagement with STEM subjects.