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Turning the Tide for Academic Women in STEM: A Postpandemic Vision for Supporting Female Scientists Open PDF
(American Chemical Society (ACS), 2021-12-01)
Shah, Anuj
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Lopez, Isabella
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Surnar, Bapurao
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Sarkar, Shrita
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Duthely, Lunthita M.
The "leaky pipeline" of women in science, technology, engineering, and mathematics (STEM), which is especially acute for academic mothers, continues to be problematic as women face continuous cycles of barriers and obstacles to advancing further in their fields. The severity and prevalence of the COVID-19 pandemic both highlighted and exacerbated the unique challenges faced by female graduate students, postdocs, research staff, and principal investigators because of lockdowns, quarantines, school closures, lack of external childcare, and heightened family responsibilities, on top of professional responsibilities. This perspective provides recommendations of specific policies and practices that combat stigmas faced by women in STEM and can help them retain their careers. We discuss actions that can be taken to support women within academic institutions, journals, government/federal centers, university-level departments, and individual research groups. These recommendations are based on prior initiatives that have been successful in having a positive impact on gender equity─a central tenet of our postpandemic vision for the STEM workforce.
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.
Exploring gender differences in patenting in Spain Open PDF
(2014)
Mauleón, E.
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Daraio, C.
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Bordons, M.
The under-representation of women in science and technology is a matter of current great concern. Obtaining patent-based indicators by gender is crucial to analyse the situation of women in innovation, identify potential cases of gender inequalities, and support policy measures to promote gender balance. In this article we analyse men and women involvement in Spanish patents applied to the European Patent Office during 1990-2004. At least one female inventor is present in 18% of the patents; female contribution amounts to 9% of the total and 14% of inventors are women. Female involvement is above average in the academic public sector and in specific thematic areas, while the share of women in industry is very low. Female inventors show a stronger trend to collaborate than their male counterparts, as measured through their lower percentage of single-inventor patents and their higher co-inventorship index. Over the 15-year period under analysis, women's involvement in patenting activity shows an upward trend, especially at universities and in cross-gender teams and the specialization profile of women tends to expand. Main difficulties in the development of patent-based indicators by gender are pointed out and the relevance of indicators to monitor the situation of women in innovation activity is highlighted. © 2013 The Author.
Academic Productivity Differences by Gender and Child Age in Science, Technology, Engineering, Mathematics, and Medicine Faculty During the COVID-19 Pandemic Open PDF
(2021)
Krukowski, Rebecca A.
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Jagsi, Reshma
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Cardel, Michelle I.
Background: Due to the COVID-19 pandemic, most faculty in science, technology, engineering, mathematics, and medicine (STEMM) began working from home, including many who were simultaneously caring for children. The objective was to assess associations of gender and parental status with self-reported academic productivity before (i.e., mid-January to mid-March 2020) and during the pandemic (i.e., mid-March to mid-May 2020). Materials and Methods: STEMM faculty in the United States (N = 284, 67.6% women, 57.0% with children younger than the age of 18 years living at home) completed a survey about the number of hours worked and the frequency of academic productivity activities. Results: There was no significant difference in the hours worked per week by gender (men, M [standard deviation, SD] = 45.8 [16.7], women = 43.1 [16.3]). Faculty with 0-5-year-old children reported significantly fewer work hours (33.7 [13.9]) compared to all other groups (No children = 49.2 [14.9], 6-11 years old = 48.3 [13.9], and 12-17 years old = 49.5 [13.9], p < 0.0001). Women's self-reported first/corresponding author's and coauthor's article submissions decreased significantly between the two time periods; men's productivity metrics did not change. Faculty with 0-5-year-old children completed significantly fewer peer review assignments, attended fewer funding panel meetings, and submitted fewer first authors' articles during the pandemic compared to the previous period. Those with children aged 6 years or older at home or without children at home reported significant increases or stable productivity. Conclusions: Overall, significant disparities were observed in academic productivity by gender and child age during the pandemic and if confirmed by further research, should be considered by academic institutions and funding agencies when making decisions regarding funding and hiring as well as promotion and tenure.
Kate Schroder: Gender equality in STEM Open PDF
(Rockefeller University Press, 2023)
Van Emmenis, L.
Kate Schroder is a professor and director of the Centre for Inflammation and Disease Research at the Institute for Molecular Bioscience (IMB), University of Queensland, Australia. Her lab, the IMB Inflammasome Laboratory, is interested in the mechanisms that underlie inflammasome activity and inhibition, regulators of inflammasome-dependent inflammation, and caspase activation. We recently got the opportunity to speak with Kate about gender equality in science, technology, engineering, and mathematics (STEM). We covered steps her institute is taking to improve gender equality in the workplace, advice for female early career researchers (ECRs), and how something as simple as a robot vacuum cleaner can make a huge difference to a person’s life. © 2023 Van Emmenis.
Gender Gaps in Science: Systematic Review of the Main Explanations and the Research Agenda
(2021)
Tomassini, C.
Despite improvements in incorporating women in tertiary education and science, several gender gaps persist today in some scientific and technological areas worldwide. Understanding the factors that determine these gaps is essential to incorporating women into knowledge societies on equal terms. The present research sought to explore and systematize the explanations given to this phenomenon by the international literature in the last four decades. The objectives were: (1). Analyze the evolution of the leading research agendas and categorize these into groups (or clusters) of explanations, and (2) discuss the challenges that research agendas face in addressing the phenomenon in a multi-causal way. The data were obtained from the articles contained in the Web of Science (WoS) and were subjected to a systematic review using bibliometric and qualitative techniques. The analysis reveals an essential growth of research in this area within the social sciences, which is grouped into five main types of explanation: (1) student performance in STEM areas, (2) influence of gender stereotypes and models, (3) interests and educational-learning experiences, (4) educational-occupational expectations and choices, and (5) uneven advancement and performance in scientific careers. Evolution shows that explanations about performance and individual choice have diminished noticeably in the present, giving rise to explanations regarding the influence of gender stereotypes and models within educational systems and socialization stages. This study thus contributes to understanding the causal factors that have determined gender gaps in science while identifying some new issues in research agendas. © 2021 Ediciones Universidad de Salamanca. All rights reserved.
The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. Open PDF
(2018)
Stoet, Gijsbert
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Geary, David C.
The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys' science achievement and girls' reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls' and women's engagement with STEM subjects.
A Goal Congruity Model of Role Entry, Engagement, and Exit: Understanding Communal Goal Processes in STEM Gender Gaps Open PDF
(SAGE Publications Inc., 2017)
Diekman, A.B.
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Steinberg, M.
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Brown, E.R.
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Belanger, A.L.
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Clark, E.K.
The goal congruity perspective provides a theoretical framework to understand how motivational processes influence and are influenced by social roles. In particular, we invoke this framework to understand communal goal processes as proximal motivators of decisions to engage in science, technology, engineering, and mathematics (STEM). STEM fields are not perceived as affording communal opportunities to work with or help others, and understanding these perceived goal affordances can inform knowledge about differences between (a) STEM and other career pathways and (b) women’s and men’s choices. We review the patterning of gender disparities in STEM that leads to a focus on communal goal congruity (Part I), provide evidence for the foundational logic of the perspective (Part II), and explore the implications for research and policy (Part III). Understanding and transmitting the opportunities for communal goal pursuit within STEM can reap widespread benefits for broadening and deepening participation. © 2016, © 2016 by the Society for Personality and Social Psychology, Inc.
Standing on the Shoulders of (Male) Giants: Gender Inequality and the Technological Impact of Scientific Ideas
(Social Science Research Network, 2022)
Bikard, Michaël
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Fernandez-Mateo, Isabel
We argue that gender inequality in science and technology means that ideas are less likely to be built upon if their author is a woman versus a man. Testing this empirically is challenging because men and women tend to work on different ideas whose potential is largely unobservable. To address this challenge, we exploit the occurrence of simultaneous discoveries in science – i.e., instances when a man and a woman have published the same idea around the same time – and track the citations to their subsequent publications in patented inventions. We find that scientific publications receive fewer patent citations, that is, they have a lower technological impact, when their main author is a woman. This gap is not driven by women’s lower propensity to produce patented inventions based on their own ideas, but rather by other inventors’ lower likelihood to build on those ideas. Additional analysis suggests that supply-side factors alone, such as the greater saliency of men’s work, are unlikely to drive our results. Rather, inventors seem to pay more attention to men’s ideas. Our research highlights that gender inequality shapes more than individuals’ careers. It also shapes the extent to which their ideas are used to create new technologies.

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