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Geographical Area: search.filters.geographical.Middle EastSubject: search.filters.subject.Gender Differences

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  • Item type:Publication,
    Investigating gender differences in research performance of Iranian medical faculty members: A scientometric study
    (2021)
    Sofi-Mahmudi, A.
    ;
    Shamsoddin, E.
    ;
    Mesgarpour, B.
    ;
    Akhondzadeh, S.
    ;
    Kabiri, P.
    Background: Gender differences in scientometric indicators among medical faculty members in Iran was investigated. Methods: The Research performance of the faculty at all universities and institutes of medical sciences in Iran was assessed using the Iranian Scientometric Information Database (ISID) on June 12, 2021. Selected variables in our study were name, gender, university, degree, academic rank, type of faculty, the total number of articles, the total number of citations, self-citation percentage, h-index, citation per article, international cooperation percentage, and the number of research collaborators. The Kruskal-Wallis test was used. The extracted data were analyzed using R v4.0.1 statistical software. Results: A total of 21064 faculty members in 77 universities and institutes of medical sciences were registered in the ISID database, of which 12093 (57.4%) were men. Men faculty members outnumbered women in all academic ranks, except for the “instructor” rank (1134 female instructors against 835 male). In both sexes, most faculty members were assistant professors. There were more articles (346837 vs. 146024) and citations (5177060 vs. 1639246) by men than women. Among the 1789 faculty members with zero articles, 902 (50.4%) were men. One-hundred-and-fifty-four people were among ESI's top researchers' list, with a majority of men (124 people equal to 80.5%). The medians of all the scientometric indicators were higher in men than women. Men had a higher number of articles, the number of citations, h-index, citation per article, percentage of international articles, and co-authors, however, women had lower self-citations (1.56% vs. 2.51%). In all academic ranks, men had higher scientometric indicators. The only exception was the associate professors' self-citation, in which women's citations were higher than that of men (3.5 vs. 3.3). The highest mean h-index was in men with a Ph.D. in Pharmacy (13), men with a Ph.D. by Research (12) and women with a Ph.D. by Research (8.5), respectively. Conclusion: Gender differences were evident in research performance in Iran. Women faculty members of medical sciences in Iran generally had lower scientometric indicators. Copyright © 2021 Sofi-Mahmudi et al. Tehran University of Medical Sciences. Published by Tehran University of Medical Sciences.
  • Item type:Publication,
    Gender differences in the Israeli academia: a bibliometric analysis of different disciplines Open PDF 
    (Emerald Publishing Limited, 2021)
    Cooper, Tzipi
    ;
    Aharony, Noa
    ;
    Bar-Ilan, Judit
    Purpose This study explores faculty members' outputs and citations by gender and academic rank in Israeli academia. The study focuses on the connection between research productivity and underrepresentation of women in academia. To this end, four fields were chosen, each representing a different discipline: Psychology (social sciences), Public Health (health sciences), Linguistics (humanities), and Chemistry (Exact sciences). Design/methodology/approach The name, the rank and the gender of the researchers were collected from the researchers' websites and those of their departments. The number of publications and citations were retrieved from Scopus. Findings Findings revealed that there is a significant difference between the median number of men and women in Chemistry concerning publications and citations and in Psychology concerning citations. Moreover, in all four disciplines, females' average number of publications was lower than that of males', and that in three out of the four disciplines (Psychology, Public Health and Chemistry), men published more in top journals (the top 5%) than females, while the reverse was true of Linguistics. Furthermore, in three disciplines (Public Health, Linguistics and Chemistry), there is an increase in the average citations per female researchers between 2015 and 2019. Further, in all disciplines, women collaborated more than men. Originality/value As only a few studies in Israel have explored faculty members' outputs and citations, this study contributes and enlarges the Israeli research concerning this topic.
  • Item type:Publication,
    DESIDOC journal of library and information technology: A gender perspective Open PDF 
    (2018)
    Bisaria, G.
    The present study aims to study the research articles published in DESIDOC Journal of Library & Information Technology during 2008-2017 with a gender perspective. Influence of gender was assessed at individual and collaborative levels, professional engagement and citedness. The findings reveal increase in the overall presentation of male authors i.e. 401 (75.38 %) compared to female authors 131 (24.62 %) of total of 532 authors. 345 (64.85 %) are multiple authored articles compared to 187 (35.15 %) single authored papers. Collaborative pattern of male-male authors with 205 (38.83 %) articles, followed by articles contributed by male solo authors with 160 (30.08 %) authors, outnumbers all other collaborative authorship patterns. A chi square value of (x 2 = 11.801, p = 0.003) shows significant difference in the number of contributions by both male and female authors engaged in different LIS profession. The findings prove that men are over represented in the whole LIS community. © 2018, DESIDOC.
  • Item type:Publication,
    Gender Disparities and Potentials in STEM Approach in Jordan and Saudi Arabia -- An Analytical Literature Review Open PDF 
    (2024)
    Alghneimin, Jehan
    ;
    Varga, Attila
    ;
    Kovacs, Monika
    In recent years, the integrated approach of STEM disciplines (Science, Technology, Engineering, and Mathematics) has been adopted in the Middle East to improve students' scientific capacities and their formative thinking. Nevertheless, this approach encounters complications in the application, including many due to gender differences. Middle Eastern women's life and education is affected by conservative constraints and social norms where gender stereotypes and culture impact shared views about specific domains. Research regarding gender has frequently emphasized gender imbalance in virtually all STEM study fields and professions. This study explores STEM education's conceptual framework in Jordan and Saudi Arabia. Likewise, it provides an overview of STEM teachers' practices and their gender perspectives in the classrooms. We investigate the implementations and gender differences in STEM education by scrutinizing relevant literature and studies in the selected countries. The conclusions indicate a shortage of teachers' knowledge in applying STEM education in classrooms and a need for more development programs that qualify teachers for STEM education applications. In addition, the results show that gender disparities are promoted by the education system and teachers who teach STEM subjects in schools because social norms and gender stereotypes influence them.