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A Protocol to Assess Contextual Factors During Program Impact Evaluation: A Case Study of a STEM Gender Equity Intervention in Higher Education Open PDF
(2023)
Nobrega, S
;
Edwards, K
;
El Ghaziri, M
;
Giacobbe, L
;
Rice, S
Program evaluations that lack experimental design often fail to produce evidence of impact because there is no available control group. Theory-based evaluations can generate evidence of a program's causal effects if evaluators collect evidence along the theorized causal chain and identify possible competing causes. However, few methods are available for assessing competing causes in the program environment. Effect Modifier Assessment (EMA) is a method previously used in smaller-scale studies to assess possible competing causes of observed changes following an intervention. In our case study of a university gender equity intervention, EMA generated useful evidence of competing causes to augment program evaluation. Top-down administrative culture, poor experiences with hiring and promotion, and workload were identified as impeding forces that might have reduced program benefits. The EMA addresses a methodological gap in theory-based evaluation and might be useful in a variety of program settings.
A “scientific diversity” intervention to reduce gender bias in a sample of life scientists Open PDF
(American Society for Cell Biology, 2016)
Moss-Racusin, C.A.
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van der Toorn, J.
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Dovidio, J.F.
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Brescoll, V.L.
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Graham, M.J.
Mounting experimental evidence suggests that subtle gender biases favoring men contribute to the underrepresentation of women in science, technology, engineering, and mathematics (STEM), including many subfields of the life sciences. However, there are relatively few evaluations of diversity interventions designed to reduce gender biases within the STEM community. Because gender biases distort the meritocratic evaluation and advancement of students, interventions targeting instructors’ biases are particularly needed. We evaluated one such intervention, a workshop called “Scientific Diversity” that was consistent with an established framework guiding the development of diversity interventions designed to reduce biases and was administered to a sample of life science instructors (N=126) at several sessions of the National Academies Summer Institute for Undergraduate Education held nationwide. Evidence emerged indicating the efficacy of the “Scientific Diversity” work-shop, such that participants were more aware of gender bias, expressed less gender bias, and were more willing to engage in actions to reduce gender bias 2 weeks after participating in the intervention compared with 2 weeks before the intervention. Implications for diversity interventions aimed at reducing gender bias and broadening the participation of women in the life sciences are discussed. © 2016 C. A. Moss-Racusin et al. CBE—Life Sciences Education.
Bibliometric studies on gender disparities in science
(2019)
Halevi, G.
Understanding gender related disparities in science is an essential step in tackling these issues. Through the years, bibliometric studies have designed several methodologies to analyze scholarly output and demonstrate that there are significant gaps between men and women in the scientific arena. However, gender identification in itself is an enormous challenge, since bibliographic data does not reveal it. These bibliometric studies not only focused on publication output and impact, but also on cross-referencing output, promotions and tenure data, and other related curriculum vitae (CV) information. This chapter discusses the challenges of tracking gender disparities in science through bibliometrics and reviews the various approaches taken by bibliometricians to identify gender and analyze the bibliographic data in order to point to gender disparities in science. © Springer Nature Switzerland AG 2019.
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.
Gender differences in citation impact for 27 fields and six english-speaking countries 1996–2014 Open PDF
(2020)
Thelwall, M.
Initiatives addressing the lack of women in many academic fields, and the general lack of senior women, need to be informed about the causes of any gender differences that may affect career progression, including citation impact. Previous research about gender differences in journal article citation impact has found the direction of any difference to vary by country and field, but has usually avoided discussions of the magnitude and wider significance of any differences and has not been systematic in terms of fields and/or time. This study investigates differences in citation impact between male and female first-authored research for 27 broad fields and six large English-speaking countries (Australia, Canada, Ireland, New Zealand, the UK, and the USA) from 1996 to 2014. The results show an overall female first author citation advantage, although in most broad fields it is reversed in all countries for some years. International differences include Medicine having a female first author citation advantage for all years in Australia, but a male citation advantage for most years in Canada. There was no general trend for the gender difference to increase or decrease over time. The average effect size is small, however, and unlikely to have a substantial influence on overall gender differences in researcher careers. © 2020 Mike Thelwall. Published under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.
A Cultural Psychological Model of Cross-National Variation in Gender Gaps in STEM Participation Open PDF
(SAGE publications Inc, 2020)
Soylu Yalcinkaya, N.
;
Adams, G.
Gender gaps in Science, Technology, Engineering, and Mathematics (STEM) participation are larger in societies where women have greater freedom of choice. We provide a cultural psychological model to explain this pattern. We consider how individualistic/post-materialistic cultural patterns in WEIRD (Western, Educated, Industrial, Rich, and Democratic) settings foster a self-expressive construction of academic choice, whereby affirming femininity/masculinity and ensuring identity fit become primary goals. Striving to fulfill these goals can lead men toward, and women away from, STEM pursuit, resulting in a large gender gap. In Majority World settings, on the contrary, collectivistic/materialistic cultural patterns foster a security-oriented construction, whereby achieving financial security and fulfilling relational expectations become primary goals of academic choice. These goals can lead both women and men toward secure and lucrative fields like STEM, resulting in a smaller gender gap. Finally, gender gaps in STEM participation feed back into the STEM=male stereotype. We discuss the implications of our model for research and theory, and intervention and policy. © 2020 by the Society for Personality and Social Psychology, Inc.
Who acknowledges who? A gender analysis
(2019)
Paul-Hus, A.
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Mongeon, P.
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Sainte-Marie, M.
;
Larivière, V.
Acknowledgements found in scholarly papers allow for credit attribution among non-authors—from individuals to organizations—that contributed to a piece of research. As such, they are associated with a different kind of recognition than authorship. While several studies have shown that social factors affect authorship and citation practices, few analyses have been performed on acknowledgements. Based on 878,250 acknowledgees mentioned in 291,167 papers published in 2015 retrieved from Web of Science, the objective of this work-in-progress is to better understand such credit attribution practices and how gender may influence them. Our results show that gender disparities generally found in authorship can be extended to acknowledgements, and that women are even more underrepresented in the acknowledgement than in the authors’ list of a paper. Our findings also confirm that women acknowledge proportionally more women. These results suggest that gender plays a role in the entire spectrum of credit attribution practices, from authorships to acknowledgements.
Overcoming the gender bias in ecology and evolution: is the double-anonymized peer review an effective pathway over time? Open PDF
(2023)
Cassia-Silva, C
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Rocha, BS
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Lievano-Latorre, LF
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Sobreiro, MB
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Diele-Viegas, LM
Male researchers dominate scientific production in science, technology, engineering, and mathematics (STEM). However, potential mechanisms to avoid this gender imbalance remain poorly explored in STEM, including ecology and evolution areas. In the last decades, changes in the peer-review process towards double-anonymized (DA) have increased among ecology and evolution (EcoEvo) journals. Using comprehensive data on articles from 18 selected EcoEvo journals with an impact factor >1, we tested the effect of the DA peer-review process in female-leading (i.e., first and senior authors) articles. We tested whether the representation of female-leading authors differs between double and single-anonymized (SA) peer-reviewed journals. Also, we tested if the adoption of the DA by previous SA journals has increased the representativeness of female-leading authors over time. We found that publications led by female authors did not differ between DA and SA journals. Moreover, female-leading articles did not increase after changes from SA to DA peer-review. Tackling female underrepresentation in science is a complex task requiring many interventions. Still, our results highlight that adopting the DA peer-review system alone could be insufficient in fostering gender equality in EcoEvo scientific publications. Ecologists and evolutionists understand how diversity is important to ecosystems' resilience in facing environmental changes. The question remaining is: why is it so difficult to promote and keep this "diversity" in addition to equity and inclusion in the academic environment? We thus argue that all scientists, mentors, and research centers must be engaged in promoting solutions to gender bias by fostering diversity, inclusion, and affirmative measures.
Standing on the Shoulders of (Male) Giants: Gender Inequality and the Technological Impact of Scientific Ideas
(Social Science Research Network, 2022)
Bikard, Michaël
;
Fernandez-Mateo, Isabel
We argue that gender inequality in science and technology means that ideas are less likely to be built upon if their author is a woman versus a man. Testing this empirically is challenging because men and women tend to work on different ideas whose potential is largely unobservable. To address this challenge, we exploit the occurrence of simultaneous discoveries in science – i.e., instances when a man and a woman have published the same idea around the same time – and track the citations to their subsequent publications in patented inventions. We find that scientific publications receive fewer patent citations, that is, they have a lower technological impact, when their main author is a woman. This gap is not driven by women’s lower propensity to produce patented inventions based on their own ideas, but rather by other inventors’ lower likelihood to build on those ideas. Additional analysis suggests that supply-side factors alone, such as the greater saliency of men’s work, are unlikely to drive our results. Rather, inventors seem to pay more attention to men’s ideas. Our research highlights that gender inequality shapes more than individuals’ careers. It also shapes the extent to which their ideas are used to create new technologies.
Accelerating the Bending Arc Toward Equality: A Commentary on Gender Trends in Authorship in Psychiatry Journals Open PDF
(2019)
Bearden, Carrie E.
In this issue of Biological Psychiatry, Hart et al. (1) offer a compelling new analysis of gender trends in authorship in psychiatry journals over the past decade. Hart et al. (1) offer both good news and bad news. Want the good news first? There has been a significant increase in the percentage of women, as both first and last authors, over the past decade. In fact, near parity in gender representation has been achieved for first authors. Now for the bad news: women exhibit slower rates of transition to senior authorship—5 years for men and 9 years for women, on average. Why? There is not an obvious single answer, but there are a few key takeaways.

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