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  • Item type:Publication,
    Unequal effects of the COVID-19 pandemic on scientists Open PDF 
    (Nature Publishing Group, 2020)
    Myers, Kyle R.
    ;
    Tham, Wei Yang
    ;
    Yin, Yian
    ;
    Cohodes, Nina
    ;
    Thursby, Jerry G.
    COVID-19 has not affected all scientists equally. A survey of principal investigators indicates that female scientists, those in the ‘bench sciences’ and, especially, scientists with young children experienced a substantial decline in time devoted to research. This could have important short- and longer-term effects on their careers, which institution leaders and funders need to address carefully.
  • Item type:Publication,
    Mid-career field switches reduce gender disparities in academic publishing Open PDF 
    (2020)
    Thelwall, M.
    The continuing low proportions of women in most STEM fields in many countries is an ongoing concern, with no agreement about the fundamental causes or effective remedial actions. One previous study has found that professional women are more likely to switch from a (not necessarily academic) STEM career than professional women in comparable non-STEM jobs, reducing the overall numbers of STEM women. This study investigates whether the same is true for long term academics, and hence could partly account for current gender disparities. Based on the Scopus subject categories of the first and last five publications 2001–2018 of people in 31 countries with publishing careers starting after 2000, female researchers switching fields mid-career tend to move to fields with fewer women, relative to men switching fields mid-career. Thus, mid-career field changes within academia do not help to explain continuing gender disparities in publishing and other explanations must be sought. © 2020, Akadémiai Kiadó, Budapest, Hungary.
  • Item type:Publication,
    Gender gaps in research productivity and recognition among elite scientists in the U.S., Canada, and South Africa Open PDF 
    (Public Library of Science, 2020)
    Sá, Creso
    ;
    Cowley, Summer
    ;
    Martinez, Magdalena
    ;
    Kachynska, Nadiia
    ;
    Sabzalieva, Emma
    This study builds upon the literature documenting gender disparities in science by investigating research productivity and recognition among elite scientists in three countries. This analysis departs from both the general comparison of researchers across organizational settings and academic appointments on one hand, and the definition of “elite” by the research outcome variables on the other, which are common in previous studies. Instead, this paper’s approach considers the stratification of scientific careers by carefully constructing matched samples of men and women holding research chairs in Canada, the United States and South Africa, along with a control group of departmental peers. The analysis is based on a unique, hand-curated dataset including 943 researchers, which allows for a systematic comparison of successful scientists vetted through similar selection mechanisms. Our results show that even among elite scientists a pattern of stratified productivity and recognition by gender remains, with more prominent gaps in recognition. Our results point to the need for gender equity initiatives in science policy to critically examine assessment criteria and evaluation mechanisms to emphasize multiple expressions of research excellence.
  • Item type:Publication,
    Explaining Course Enrollment Gaps in High School: Examination of Gender-Imbalance in the Applied Sciences Open PDF 
    (2023)
    Freeman, JA
    ;
    Gottfried, MA
    ;
    Odle, TK
    Federal policy in the United States has urged high schools to expand offerings in career and technical education (CTE) coursework to address persistent gender inequities in science, technology, engineering, mathematics, and medical (STEMM) fields. Unfortunately, gender composition in engineering and health sciences CTE enrollment is highly imbalanced and reflects postsecondary and labor market trends. Using data from the High School Longitudinal Study of 2009, we use decomposition techniques to examine which student, family, and school factors explain gender-imbalanced enrollment in STEMM-focused CTE courses. The results indicate student occupational expectations were the largest contributor to gender gaps across content areas.