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Female Authorship in “Women in STEM” fields: A bibliometric Analysis Open PDF
(Oxford University Press (OUP), 2026)
Swanson, Morgan E
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Liebl, Andrea L
Women in STEM and STEM-related fields face many issues preventing their sustained inclusion and success, from as early as childhood. Many issues persist into adulthood and careers, including pay disparities, hostile workplace interactions, workload imbalances, and uneven expectations in domestic roles. A growing body of literature seeks to address and analyze female disparities by studying and publishing research related to societal and cultural issues faced by women in STEM. However, the gender of the authors of literature focusing on this type of research also matters as a woman's experience in STEM might provide a different context; equally, male allyship is imperative to furthering gains made in the field. To determine what proportion of authors publishing on female disparity in STEM fields are women, we employed a large-scale bibliometric study to examine the trends in the proportion of three metrics of female authorship on publications related to "Women in STEM" topics; specifically, we analyzed the total female authors, female first authors, and female last authors of 7240 published manuscripts. Literature published between 2000 and 2024 was accessed using a search engine with nine search terms related to issues facing women in STEM, including terms about gender parity, gender inequity, gender attrition, pay gaps, the leaky pipeline, student gender bias, and motherhood in STEM. Overall, the proportion of female authors in any position, including specifically as both first and last author, increased over the period of our study. Our results also indicate a sustained overrepresentation of female authors during the latter portions of our analysis. These results highlight an increase in female authorship on "Women in STEM" literature and demonstrate that female researchers are becoming more central in studying these topics. Although increasing female participation in subjects related to women in STEM is important for perspective, context, and solutions, male inclusion is also important to ensure buy-in in the workplace and allow an equal distribution of labor.
Global patterns of gender disparities in STEM and explanations for their persistence Open PDF
(Springer Science and Business Media LLC, 2024-11-18)
Cheryan, Sapna
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Lombard, Ella J.
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Hailu, Fasika
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Pham, Linh N. H.
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Weltzien, Katherine
Women and girls are underrepresented in many, though not all, STEM (science, technology, engineering and mathematics) fields around the world. In this Review, we describe four key factors that help explain the continued underrepresentation of women in STEM. In many parts of the world, women lack access to education and job opportunities, preventing them from pursuing STEM. In places where women do have educational and professional opportunities, masculine cultures — shaped by both masculine defaults and differential treatment — can hinder entry and retention of women in STEM fields. Addressing masculine cultures is important to increase the representation of women, and research has identified multiple promising avenues for intervention. When masculine cultures remain, gender disparities can be reduced by increasing the positive experiences of women and girls in STEM. Finally, choices made by men to enter some STEM fields also contribute to the underrepresentation of women in these fields. We conclude by reviewing promising future directions for research on gender disparities in STEM, including examining the intersections of these factors, sociopolitical and economic contexts, and the experiences of trans and non-binary individuals and people with multiple marginalized identities in STEM.
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
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Edwards, K
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El Ghaziri, M
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Giacobbe, L
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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.
Gender Balance in Construction Material Research: The Analysis of Alkali-Activated Materials by a Bibliometric Study Using Scopus Database
(2020)
Masi, G.
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Manzi, S.
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Bignozzi, M.C.
Research in alkali-activated materials (AAMs) is an innovative and dynamic material science topic. This is due to the relevant performances in terms of physico-mechanical properties comparable to traditional construction materials (e.g., ordinary Portland cement). The sustainability of AAMs is often highlighted since they can be developed by using many natural or industrial by-products–based precursors. This leads to challenges with the optimization of AAM production due to their different performances, availability, and costs. However, they are flexible and locally adapted materials. The research interest in AAMs has rapidly increased in the early 2000s. In recent years, about 1,000 international articles have been published each year. This study aims at assessing the gender balance of this specific research topic to investigate the relevance of women’s participation. Author lists of the published articles were analyzed throughout the Scopus database, applying “alkali-activated material” and “geopolymers” as keywords in the titles, abstracts, and keywords search. The last 10 years (2009–2019) were taken into account. The gender of the most prolific authors was analyzed, and a focus of European authors on this topic was considered, as more than 25% of the research in AAMs have been carried out in Europe. The analysis of 5,900 publications in the last decade shows that there is currently a shift toward men in the gender balance in this specific research, and female authors only covered 22% of the most productive authors worldwide. Considering European authors, a more equal gender distribution is reached, when the first author is considered, with a concentration of women in the range of 36–56%, recorded over 1,396 articles. © Copyright © 2020 Masi, Manzi and Bignozzi.
Is science built on the shoulders of women' A study of gender differences in contributorship Open PDF
(2016)
Macaluso, B.
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Larivière, V.
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Sugimoto, T.
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Sugimoto, C.R.
Purpose Women remain underrepresented in the production of scientific literature, and relatively little is known regarding the labor roles played by women in the production of knowledge. This study examined labor roles by gender using contributorship data from science and medical journals published by the Public Library of Science (PLOS), which require each author to indicate their contribution to one or more of the following tasks: (1) analyzed the data, (2) conceived and designed the experiments, (3) contributed reagents/materials/analysis tools, (4) performed the experiments, and (5) wrote the paper. Method The authors analyzed contribution data from more than 85,000 articles published between 2008 and 2013 in PLOS journals with respect to gender using both descriptive and regression analyses. Results Gender was a significant variable in determining the likelihood of performing a certain task associated with authorship. Women were significantly more likely to be associated with performing experiments, and men were more likely to be associated with all other authorship roles. This holds true controlling for academic age: Although experimentation was associated with academically younger scholars, the gap between male and female contribution to this task remained constant across academic age. Inequalities were observed in the distribution of scientific labor roles. Conclusions These disparities have implications for the production of scholarly knowledge, the evaluation of scholars, and the ethical conduct of science. Adopting the practice of identifying contributorship rather than authorship in scientific journals will allow for greater transparency, accountability, and equitable allocation of resources. © 2016 by the Association of American Medical Colleges.
Intersectional inequalities in science Open PDF
(Proceedings of the National Academy of Sciences, 2022)
Kozlowski, Diego
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Larivière, Vincent
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Sugimoto, Cassidy R.
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Monroe-White, Thema
The US scientific workforce is primarily composed of White men. Studies have demonstrated the systemic barriers preventing women and other minoritized populations from gaining entry to science; few, however, have taken an intersectional perspective and examined the consequences of these inequalities on scientific knowledge. We provide a large-scale bibliometric analysis of the relationship between intersectional identities, topics, and scientific impact. We find homophily between identities and topic, suggesting a relationship between diversity in the scientific workforce and expansion of the knowledge base. However, topic selection comes at a cost to minoritized individuals for whom we observe both between- and within-topic citation disadvantages. To enhance the robustness of science, research organizations should provide adequate resources to historically underfunded research areas while simultaneously providing access for minoritized individuals into high-prestige networks and topics.
Closing the scissor-shaped curve: Strategies to promote gender equality in academia Open PDF
(2024)
Joyce, Johanna A.
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Masina, Slavica
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Michalik, Liliane
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Pot, Caroline
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Sempoux, Christine
Gender inequality in STEM fields remains pervasive and undermines the ability for talented individuals to excel. Despite advances, women still encounter obstacles in pursuing academic careers and reaching leadership positions. This commentary discusses the "scissor-shaped curve" and examines effective strategies to fix it, including data-driven initiatives that we have implemented at our university.
Historical comparison of gender inequality in scientific careers across countries and disciplines Open PDF
(Proceedings of the National Academy of Sciences, 2020)
Huang, Junming
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Gates, Alexander J.
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Sinatra, Roberta
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Barabási, Albert-László
There is extensive, yet fragmented, evidence of gender differences in academia suggesting that women are underrepresented in most scientific disciplines and publish fewer articles throughout a career, and their work acquires fewer citations. Here, we offer a comprehensive picture of longitudinal gender differences in performance through a bibliometric analysis of academic publishing careers by reconstructing the complete publication history of over 1.5 million gender-identified authors whose publishing career ended between 1955 and 2010, covering 83 countries and 13 disciplines. We find that, paradoxically, the increase of participation of women in science over the past 60 years was accompanied by an increase of gender differences in both productivity and impact. Most surprisingly, though, we uncover two gender invariants, finding that men and women publish at a comparable annual rate and have equivalent career-wise impact for the same size body of work. Finally, we demonstrate that differences in publishing career lengths and dropout rates explain a large portion of the reported career-wise differences in productivity and impact, although productivity differences still remain. This comprehensive picture of gender inequality in academia can help rephrase the conversation around the sustainability of women’s careers in academia, with important consequences for institutions and policy makers.
The gender gap in science: How long until women are equally represented? Open PDF
(2018)
Holman, Luke
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Stuart-Fox, Devi
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Hauser, Cindy E.
Women comprise a minority of the Science, Technology, Engineering, Mathematics, and Medicine (STEMM) workforce. Quantifying the gender gap may identify fields that will not reach parity without intervention, reveal underappreciated biases, and inform benchmarks for gender balance among conference speakers, editors, and hiring committees. Using the PubMed and arXiv databases, we estimated the gender of 36 million authors from >100 countries publishing in >6000 journals, covering most STEMM disciplines over the last 15 years, and made a web app allowing easy access to the data (https://lukeholman.github.io/genderGap/). Despite recent progress, the gender gap appears likely to persist for generations, particularly in surgery, computer science, physics, and maths. The gap is especially large in authorship positions associated with seniority, and prestigious journals have fewer women authors. Additionally, we estimate that men are invited by journals to submit papers at approximately double the rate of women. Wealthy countries, notably Japan, Germany, and Switzerland, had fewer women authors than poorer ones. We conclude that the STEMM gender gap will not close without further reforms in education, mentoring, and academic publishing.

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