PUBBLICAZIONE/PUBLICATION

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  • Item type:Publication,
    Who is publishing journal articles during graduate school? Racial and gender inequalities in biological sciences over time. Open PDF 
    (American Psychological Association (APA), 2022-02)
    Roksa, Josipa
    ;
    Wang, Yapeng
    ;
    Feldon, David
    ;
    Ericson, Matthew
    Despite increased enrolment of women and students from underrepresented racial/ethnic groups in doctoral programs, notable inequalities in academic careers persist. We investigate one potential source of these inequalities: publication rates during graduate school. Results, based on a sample of doctoral students in biological sciences across 53 institutions, indicate that both white women and students from underrepresented racial/ethnic groups (African American and Latinx) have lower publication rates than white men. Notably, these gaps grow over time and are not explained by background factors, socialization experiences, or family obligations. The same patterns persist for first-authored publications for African American and Latinx students, but not white women, suggesting potentially differential mechanisms of exclusion. Implications for research and practice are discussed. © 2021 National Association of Diversity Officers in Higher Education
  • Item type:Publication,
    Ph.D. research output in STEM: the role of gender and race in supervision
    (United Nations University - Maastricht Economic and Social Research Institute on Innovation and Technology (MERIT), 2020)
    Rossello, Giulia
    ;
    Cowan, Robin
    ;
    Mairesse, Jacques
    We study whether student-advisor gender and race couples matter for publication productivity of Ph.D. students in South Africa. We consider the sample of all Ph.D.s in STEM graduating between 2000 and 2014, after the recent systematic introduction of doctoral programs in this country. We investigate the joint effects of gender and race for the whole sample and looking separately at the sub-samples of (1) whitewhite; (2) black-black; and (3) black-white student-advisor couples. We find early career productivity differences: while female students publish on average 10% to 20% fewer articles than males, this is true mainly for female students working with a male advisor, not for those working with a female one. These disparities are similar, though more pronounced, when looking at the joint effects of gender and race for the white-white and black-black student-advisor pairs. We also explore whether publication productivity differences change significantly for students with a high, medium, or low 'productivity-profile', and find that they are U-shaped. Female students with a high (or low) 'productivity-profile' studying with female advisors are as productive than male students with a high (or low) 'productivity-profile' studying with male advisors.