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Gender bias in the allocation of student grants Open PDF
(2021)
Wijnen, M.N.
;
Massen, J.J.M.
;
Kret, M.E.
Multiple studies have shown that women’s likelihood of receiving research funding is lower than that of their male colleagues. Thus far, all research on this gender gap in academia has focused on post-PhD academics, making it difficult to discern whether the female disadvantages in number of publications, previous grants, maternity leave, and h-indexes are at the root of the gender gap in received funding, or whether it is due to a more fundamental gender bias in academia. Therefore, we investigated whether female university students are already disadvantaged in receiving their first grant in their scientific career. We analysed data on applications (N = 2651) from 1995 to 2018 to the Leiden University International Study Fund (LISF), a fund dedicated to support students to study or conduct research abroad. We found that men and women applied equally often to the LISF. However, women had a lower success rate, which seemed to only get worse over recent years. Furthermore, male and female applications were assessed to be equal in quality when gender-related information was removed from them. The current study demonstrates that the factors that were assumed to contribute the most to the gender gap in more senior academics (e.g. previous grants, h-index) do not explain it fully: even when those factors do not yet play a role, such as in our student sample, women were found to have lower success rates than men. This underscores the importance of attacking gender biases at its roots. © 2021, The Author(s).
5.6 Gender and Bibliometrics: A Review
(De Gruyter Saur, 2021)
Dehdarirad, Tahereh
;
Ball, Rafael
Abstract: This study provides a comprehensive review of the literature regarding the main bibliometric indicators in relation to gender and the underlying factors which have an effect on the research productivity and impact of female and male scholars. The main indicators studied in the literature were the number of publications, the number of citations, self-citations, Journal Impact Factor, h-Index, authorship posi- tions, and collaboration patterns. The literature on the visibility of scholars from the point of social media metrics has also been appraised. Underlying factors have a complex and inconclusive impact on productivity. The literature was divided into two groups, based on personal and structural factors. © 2021 Walter de Gruyter GmbH, Berlin/Boston. All rights reserved.
A quasi-experimental study of ethnic and gender bias in university grading Open PDF
(Public Library of Science, 2021)
Bischoff, C.S.
;
Ejrnæs, A.
;
Rubin, O.
This paper contributes to the debate on race- and gender-based discrimination in grading. We apply a quasi-experimental research design exploiting a shift from open grading in 2018 (examinee’s name clearly visible on written assignments), to blind grading in 2019 (only student ID number visible). The analysis thus informs name-based stereotyping and discrimination, where student ethnicity and gender are derived from their names on written assignments. The case is a quantitative methods exam at Roskilde University (Denmark). We rely on OLS regression models with interaction terms to analyze whether blind grading has any impact on the relative grading differences between the sexes (female vs. male examinees) and/or between the two core ethnic groups (ethnic minorities vs. ethnic majority examinees). The results show no evidence of gender or ethnic bias based on names in the grading process. The results were validated by several checks for robustness. We argue that the weaker evidence of ethnic discrimination in grading vis-à-vis discrimination in employment and housing suggests the relevance of gauging the stakes involved in potentially discriminatory activities. Copyright: © 2021 Bischoff et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
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.

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