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  • Item type:Publication,
  • Item type:Publication,
    Greater female first author citation advantages do not associate with reduced or reducing gender disparities in academia Open PDF 
    (2020)
    Thelwall, M.
    ;
    Sud, P.
    Ongoing problems attracting women into many Science, Technology, Engineering and Mathematics (STEM) subjects have many potential explanations. This article investigates whether the possible undercitation of women associates with lower proportions of, or increases in, women in a subject. It uses six million articles published in 1996–2012 across up to 331 fields in six mainly English-speaking countries: Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States. The proportion of female first-and last-authored articles in each year was calculated and 4,968 regressions were run to detect first-author gender advantages in field normalized article citations. The proportion of female first authors in each field correlated highly between countries and the female first-author citation advantages derived from the regressions correlated moderately to strongly between countries, so both are relatively field specific. There was a weak tendency in the United States and New Zealand for female citation advantages to be stronger in fields with fewer women, after excluding small fields, but there was no other association evidence. There was no evidence of female citation advantages or disadvantages to be a cause or effect of changes in the proportions of women in a field for any country. Inappropriate uses of career-level citations are a likelier source of gender inequities. © 2020 Mike Thelwall and Pardeep Sud. Published under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.
  • Item type:Publication,
    Gender disparities in UK research publishing: Differences between fields, methods and topics
    (El Profesional de la Informacion, 2020)
    Thelwall, M.
    ;
    Abdoli, M.
    ;
    Lebiedziewicz, A.
    ;
    Bailey, C.
    Gender disparities persist in UK research, with female minorities in most science, technology, engineering and mathematics (STEM) subjects but female majorities in others. The nature of the gender disparity differences between subjects needs to be understood if effective remedial actions are to be targeted at STEM subjects suffering from a lack of women, in contrast to other subjects without shortages. Evidence from the USA suggests that women engage more in people-re-lated subjects, qualitative methods, veterinary science and cell biology and men engage more in thing-related subjects, power/control fields, patient-related research, abstraction and quantitative methods, except surveys. This article inves-tigates gender disparity differences in UK first authorship for journal articles in nearly all of science split into 26 broad and 308 narrow Scopus fields. The results largely replicate the USA but suggest that more life science topics may be fe-male-associated in the UK and patient-related research might not be male-associated. UK STEM gender parity initiatives might therefore emphasise people-oriented, and perhaps socially positive, aspects of currently masculine STEM topics and approaches (e.g., abstraction, mathematical quantitative methods), and promote female-friendly topics, methods and goals within male-dominated fields in addition to tacking implicit and explicit sexism and providing a supportive working environment. © 2020, El Profesional de la Informacion. All rights reserved.
  • Item type:Publication,
    Do females create higher impact research? Scopus citations and Mendeley readers for articles from five countries Open PDF 
    (2018)
    Thelwall, M.
    There are known gender imbalances in participation in scientific fields, from female dominance of nursing to male dominance of mathematics. It is not clear whether there is also a citation imbalance, with some claiming that male-authored research tends to be more cited. No previous study has assessed gender differences in the readers of academic research on a large scale, however. In response, this article assesses whether there are gender differences in the average citations and/or Mendeley readers of academic publications. Field normalised logged Scopus citations and Mendeley readers from mid-2018 for articles published in 2014 were investigated for articles with first authors from India, Spain, Turkey, the UK and the USA in up to 251 fields with at least 50 male and female authors. Although female-authored research is less cited in Turkey (-4.0%) and India (-3.6%), it is marginally more cited in Spain (0.4%), the UK (0.4%), and the USA (0.2%). Female-authored research has fewer Mendeley readers in India (-1.1%) but more in Spain (1.4%), Turkey (1.1%), the UK (2.7%) and the USA (3.0%). Thus, whilst there may be little practical gender difference in citation impact in countries with mature science systems, the higher female readership impact suggests a wider audience for female-authored research. The results also show that the conclusions from a gender analysis depend on the field normalisation method. A theoretically informed decision must therefore be made about which normalisation to use. The results also suggest that arithmetic mean-based field normalisation is favourable to males. © 2018 Elsevier Ltd. All rights reserved.
  • Item type:Publication,
    Athena SWAN and ADVANCE: effectiveness and lessons learned Open PDF 
    (2019)
    Rosser, Sue V
    ;
    Barnard, Sarah
    ;
    Carnes, Molly
    ;
    Munir, Fehmidah
    As educational attainment has increased globally in recent decades, women's participation in higher education (ie, university level or above) has also risen greatly. Although discoveries and practices within science, medicine, and global health have a tremendous effect on women, women's representation as researchers and leaders in these fields continues to lag. This Viewpoint discusses the current situation and interventions of two high income countries: the USA and the UK. Increasing the pipeline of women receiving science, technology, engineering, and mathematics (STEM) degrees has not translated to comparable percentages of women in the STEM workforce in either the USA1 or the UK.2 Disaggregated US data show a higher attrition of women throughout their academic careers compared with men, resulting in lower proportions of full female professors—ranging from 10% in engineering to 38% in psychology.1 Further, US universities awarding the majority of research doctoral degrees have fewer full female professors, as well as fewer women at the lower ranks of assistant and associate professors compared with less research intensive institutions. Similar trends are evident in the UK: in 2014–15, women represented 47% of all postgraduate research students and 45% of academic staff, but only 19% of professors in science, engineering, and technology, 23% of all professors, and 29% of senior academic management.2 To address the underrepresentation of women, both the UK and the USA launched initiatives in the early 2000s to advance gender equity in STEM within academic institutions.