PUBBLICAZIONE/PUBLICATION

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  • Item type:Publication,
    The Role of Gender in Publication in The Journal of Pediatrics 2015-2016: Equal Reviews, Unequal Opportunities Open PDF 
    (2018)
    Williams, Wadsworth A.
    ;
    Garvey, Katherine L.
    ;
    Goodman, Denise M.
    ;
    Lauderdale, Diane S.
    ;
    Ross, Lainie Friedman
    OBJECTIVES: To examine whether the gender of corresponding authors, reviewers, and editors led to differential publication recommendations and outcomes for original research articles and invited editorials submitted to The Journal of Pediatrics in 2015 and 2016. STUDY DESIGN: Names of corresponding authors, reviewers, editors, and editorial writers in The Journal of Pediatrics databases for 2015-2016 were analyzed to determine gender using computer algorithms and Internet searches. Reviewer recommendations and final editor dispositions were stratified by their gender and the gender of the corresponding authors. RESULTS: Of 3729 original manuscripts, 54.3% had female corresponding authors. Women were the associate editor (40.2% of submissions), guest editor (34.8%), or primary reviewer (37.4%), with no gender difference in editor or reviewer assignments for submissions by female vs male corresponding authors. There were no outcome differences by author gender for manuscripts overseen by female (P = .71) or male (P = .62) editors nor recommendation differences by female (P = .18) or male (P = .71) reviewers. Female editors had a lower acceptance rate overall than male editors (20.1% vs 25.6%; P < .001). Women were statistically less likely to accept and complete the invitation to peer review original articles (34.0%; 2295 of 6743) compared with men (40.0%; 3930 of 9823; P < .001). Women wrote 33 of 107 editorials (30.8%). CONCLUSIONS: There were no differences in reviewer recommendations or editor decisions for original research articles based on corresponding author gender. However, women had fewer opportunities to serve as peer reviewers and editorial writers than would be expected given their representation as academic pediatric faculty.
  • Item type:Publication,
    Observable and unobservable causes of the gender gap in S&T funding for young researchers Open PDF 
    (2023)
    Suarez, D
    ;
    Fiorentin, F
    ;
    Pereira, M
    The objective of this paper is to study the relationship between academic performance, gender, and science and technology grants. The empirical analysis is based on the Argentinean Fund for Scientific and Technological Research 'Scientific and Technological Research Projects' (FONCYT-PICT). The methodology is based on a multivariate decomposition for non-linear response models, an extension of the Oaxaca-Blinder decomposition. Results confirm the presence of a gender gap. Women have lower probabilities of being awarded with funds than men, even when academic trajectories are alike. Results show that even if the productivity gap is closed, men's and women's trajectories are differently valued against women, and this negatively impacts their probability of being awarded. Therefore, even if women manage to publish more and-somehow-be more cited, the gap will persist. Explicit public policy measures are required to close the current gap and stop reproducing it.
  • Item type:Publication,
    Does Gender Bias Still Affect Women in Science? Open PDF 
    (2019)
    Roper, Rachel L.
    The percentage of women employed in professional scientific positions has been low but is increasing over time. The U.S. National Institutes of Health and the National Science Foundation have both implemented programs to improve women's participation in science, and many universities and companies have diversity and equity programs. While most faculty and scientists believe that they are fair and unbiased, numerous well-designed studies published in leading peer-reviewed journals show that gender bias in sciences and medicine is widespread and persistent today in both faculty and students. Recent studies show that gender bias affects student grading, professional hiring, mentoring, tenure, promotion, respect, grant proposal success, and pay. In addition, sexual harassment remains a significant barrier. Fortunately, several studies provide evidence that programs that raise conscious awareness of gender bias can improve equity in science, and there are a number of recommendations and strategies for improving the participation of women.