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  • Item type:Publication,
    Assessing Progress: An Integrated Review of LGBTQ+ Faculty Experiences in Higher Education 2010–2025 Open PDF 
    (Informa UK Limited, 2026-08-26)
    Garcia, Ellen
    ;
    Hassouneh, Dena
    The objective of this review was to synthesize and assess the empirical research about experiences of LGBTQ+ faculty in higher education published between January 2010 and March 2025 to evaluate progress made in addressing research gaps identified in a seminal 2010 review. Researchers have made notable progress by conducting more studies and increasingly using critical theoretical frameworks to examine the experiences of LGBTQ+ faculty. Through our analysis we identified three core themes: (1) Influence of work climate on LGBTQ+ faculty experiences: How institutional environments influence LGBTQ+ faculty well-being and success; (2) Discrimination affects LGBTQ+ faculty work experiences: Persistent homophobia, heterosexism, sexism, and racism impact LGBTQ+ faculty; (3) LGBTQ+ faculty responses: LGBTQ+ faculty use strategies for resilience and advocacy to navigate their work climates. Our findings indicate a greater need for academia and its leaders to value and support research about experiences of LGBTQ+ faculty. We also found that despite DEI initiatives, institutional climates often remain a source of discrimination for LGBTQ+ faculty, suggesting these efforts are symbolic rather than effective. Amid rising anti-LGBTQ+ legislation and a backlash against DEI efforts, we underscore the need for organizational leaders to urgently implement meaningful, systemic change.
  • Item type:Publication,
    Developing a Gender Equity, Diversity, and Inclusivity (GEDI)-responsive curriculum framework for Philippine higher education: a qualitative case study of faculty perspectives Open PDF 
    (Frontiers Media SA, 2026-01-07)
    Castulo, Nilo Jayoma
    ;
    De Vera, Jayson Luciano
    ;
    Buenaventura, Ma. Laarni
    ;
    Sebial, Starr Clyde Lumanta
    ;
    Aquino, John Michael Del Rosario
    Introduction Gender Equity, Diversity, and Inclusivity (GEDI) have become essential components of higher education reform; however, their integration into Philippine higher education curricula remains inconsistent. Thus, this study explored GEDI faculty members’ perspectives on integrating GEDI concepts into higher education. It proposes a responsive curriculum framework aligned with national mandates and global sustainable development goals. Methodology A descriptive qualitative case study was conducted involving 19 faculty members from various higher education institutions in the Philippines. Data were gathered through online Key Informant Interviews (KIIs) and relevant document reviews. Thematic analysis using Atlas.ti 25 guided the coding and interpretation processes, complemented by member checking, reflexivity through the COREQ checklist, and triangulation to strengthen the analytical rigor. Results The findings revealed that faculty members perceived GEDI integration as largely symbolic, with vague mentions in syllabi but insufficient curricular outcomes. Key gaps included (1) uneven implementation across disciplines (stronger in Social Sciences/Education vs. STEM), (2) non-standardized GEDI strategies, (3) faculty resistance and inadequate training, (4) marginalization of underrepresented identities in content, and (5) weak policy enforcement. A four-layer GEDI-Responsive Curriculum Framework ( macro, meso, micro, nano ) was proposed to embed intersectionality, contextual relevance, and accountability across all educational levels. This research bridges policy-practice gaps by aligning with the local and international higher education curriculum and emphasizing intersectionality, localized reforms, and measurable competencies (e.g., empathy, critical gender consciousness). The findings of the study are context-specific to selected Philippine regions, and broader applicability requires further validation. Underrepresented contexts (e.g., Indigenous Peoples and disability-specific programs) were minimally covered. Future research should broaden geographic coverage and pilot systematic feedback systems to evaluate the applicability and sustainability of the framework across diverse higher education contexts.
  • Item type:Publication,
    Identifying gender disparities in research performance: the importance of comparing apples with apples Open PDF 
    (2022)
    Nygaard, L.P.
    ;
    Aksnes, D.W.
    ;
    Piro, F.N.
    Many studies on research productivity and performance suggest that men consistently outperform women. However, women and men are spread unevenly throughout the academy both horizontally (e.g., by scientific field) and vertically (e.g., by academic position), suggesting that aggregate numbers (comparing all men with all women) may reflect the different publication practices in different corners of the academy rather than gender per se. We use Norwegian bibliometric data to examine how the “what” (which publication practices are measured) and the “who” (how the population sample is disaggregated) matter in assessing apparent gender differences among academics in Norway. We investigate four clusters of indicators related to publication volume, publication type, authorship, and impact or quality (12 indicators in total) and explore how disaggregating the population by scientific field, institutional affiliation, academic position, and age changes the gender gaps that appear at the aggregate level. For most (but not all) indicators, we find that gender differences disappear or are strongly reduced after disaggregation. This suggests a composition effect, whereby apparent gender differences in productivity can to a considerable degree be ascribed to the composition of the group examined and the different publication practices common to specific groups. We argue that aggregate figures can exaggerate some gender disparities while obscuring others. Our study illustrates the situated nature of research productivity and the importance of comparing men and women within similar academic positions or scientific fields—of comparing apples with apples—when using bibliometric indicators to identify gender disparities in research productivity. © 2022, The Author(s).
  • Item type:Publication,
    A Protocol to Assess Contextual Factors During Program Impact Evaluation: A Case Study of a STEM Gender Equity Intervention in Higher Education Open PDF 
    (2023)
    Nobrega, S
    ;
    Edwards, K
    ;
    El Ghaziri, M
    ;
    Giacobbe, L
    ;
    Rice, S
    Program evaluations that lack experimental design often fail to produce evidence of impact because there is no available control group. Theory-based evaluations can generate evidence of a program's causal effects if evaluators collect evidence along the theorized causal chain and identify possible competing causes. However, few methods are available for assessing competing causes in the program environment. Effect Modifier Assessment (EMA) is a method previously used in smaller-scale studies to assess possible competing causes of observed changes following an intervention. In our case study of a university gender equity intervention, EMA generated useful evidence of competing causes to augment program evaluation. Top-down administrative culture, poor experiences with hiring and promotion, and workload were identified as impeding forces that might have reduced program benefits. The EMA addresses a methodological gap in theory-based evaluation and might be useful in a variety of program settings.
  • Item type:Publication,
    Being a female academic under neoliberal evaluation: A systematic review
    (2021)
    Mula-Flacón, J.
    ;
    Cruz-González, C.
    ;
    Segovia, J.D.
    ;
    Rodríguez, C.L.
    The current academic assessment system is drawing a scenario based on neoliberal values. It has contributed to the perpetuation of gender inequalities. This systematic literature review aims to synthesize the most relevant research on the impact of neoliberalism on the professional identity of female academics. For this purpose, a systematized bibliographic search was carried out in four different databases (Web of Science, Scopus, Education Resources Information Center, and Google Scholar), which yielded a total of 26 articles published in international journals. The results illustrate a research field dominated by the USA and the UK and a trajectory of growth in the literature in recent years. The emerging themes reveal some of the challenges faced by women academics in a neoliberal context. These obstacles may be external and even unconsciously imposed by women academics themselves. Motherhood emerges as one of the most influential aspects of their professional development. Furthermore, our findings explore various ways in which women academics reconstruct their identity in the face of systemic challenges. This manuscript culminates with a discussion of the impact that neoliberal values and their general consequences in the performance evaluation processes of academics have on women. Therefore, we provide a number of implications for professional practice and future lines of research. © 2021 The Author(s) 2021. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.
  • Item type:Publication,
    Academic Students’ Progress Indicators and Gender Gaps Based on Survival Analysis and Data Mining Frameworks Open PDF 
    (Springer Science and Business Media B. V., 2020)
    Marshall, A.H.
    ;
    Zenga, M.
    ;
    Kalamatianou, A.
    This paper examines gender differences according to two new indicators in higher education studies. One indicator represents the length of studies beyond the minimum requirement and the other represents a harmonised graduation mark. We explore these indicators in a statistical framework that consists of Survival analysis Kaplan–Meier methods, Accelerated Failure Time models, Survival Trees, Multivariate Regression Trees and a modified Gender Parity Index. This unique combination of statistical methods allows both to analyse data involving censoring and to incorporate other explanatory variables in the analysis. The approaches were applied to data taken from a Greek and an Italian University and provide evidence that the survival analysis is a useful tool for exploring gender gaps in higher education while the Accelerated Failure Time model permits the investigation of how other variables can influence the gaps. The data mining techniques of survival trees and multivariate regression trees allows for the importance of such influencing variables to be measured and illustrates these in a simple to view tree structure. The Multivariate Regression Tree approach allows us to consider more than one continuous outcome variable so we were able to consider the two proposed indicators simultaneously. Interesting insights from this analysis are that gender has an important role and women outperform regarding these new indicators by taking less length of studies, less graduation time with higher performance, controlling also for other student characteristics. The modified gender parity index enriched the results in all stages. © 2020, Springer Nature B.V.
  • Item type:Publication,
    Visualising Bibliographic Metadata Using CAQDAS in the Research on the Gender Gap in STEM Studies in Higher Education
    (2023)
    Verdugo-Castro, S.
    ;
    Sánchez-Gómez, M.ªC.
    ;
    García-Holgado, A.
    ;
    García-Peñalvo, F.J.
    ;
    Costa, A.P.
    Besides providing the consulted publication’s findings, the literature review can offer information through metadata. Computer-Assisted Qualitative Data Analysis Software (CAQDAS) can support visualising bibliometric metadata through RIS files. The usefulness is to provide an interactive image of the reality and actuality of scientific production. This article presents a case study to exemplify how metadata can be analysed and visualised using CAQDAS. The topic for the case study is the gender gap in STEM studies in higher education. The study aims to identify the value and usefulness of data visualisation in representing bibliometric data to support literature review processes. The phenomenon of the gender gap in the STEM education sector is used as a case study. The research questions addressed by the study are: (1) What does CAQDAS contribute to the results obtained?; (2) What are the possible causes of the gender gap? The analysis concludes that the cultural, social, educational, family, and peer group environment generates positive and negative force fields when deciding which studies to pursue; some people follow the patterns expected of them according to their gender. Finally, data visualisation helps understand the scientific evolution of a phenomenon and supports the research on a particular topic. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
  • Item type:Publication,
    Conscientiousness as a Predictor of the Gender Gap in Academic Achievement Open PDF 
    (Springer Science and Business Media B.V., 2023)
    Verbree, A.-R.
    ;
    Hornstra, L.
    ;
    Maas, L.
    ;
    Wijngaards-de Meij, L.
    In recent decades, female students have been more successful in higher education than their male counterparts in the United States and other industrialized countries. A promising explanation for this gender gap are differences in personality, particularly higher levels of conscientiousness among women. Using Structural Equation Modeling on data from 4719 Dutch university students, this study examined to what extent conscientiousness can account for the gender gap in achievement. We also examined whether the role of conscientiousness in accounting for the gender gap differed for students with a non-dominant ethnic background compared to students with a dominant ethnic background. In line with our expectations, we found that conscientiousness fully mediated the gender gap in achievement, even when controlling for prior achievement in high school. This was the case among both groups of students. These findings provide insight into the mechanisms underlying the gender gap in achievement in postsecondary education settings. The current study suggests that the use of conscientiousness measures in university admission procedures may disadvantage male students. Instead, the use of such measures may be a fruitful way to identify those students who may benefit from interventions to improve their conscientiousness. Future research could examine how conscientiousness can be fostered among students who are low in conscientiousness. © 2022, The Author(s).
  • Item type:Publication,
    Illuminating the (in)visibility of female scholars: a gendered analysis of publishing rates within educational technology journals from 2004 to 2015 Open PDF 
    (2019)
    Scharber, C.
    ;
    Pazurek, A.
    ;
    Ouyang, F.
    This research study utilized bibliometric methods to analyze publication rates among female and male lead authors in six prominent, peer-reviewed journals in Educational Technology (ET) fields over the past 12 years. The aim of the inquiry was to determine if differences or trends exist in the number of articles published by each gender. Data analysis revealed notable differences in publication rates between genders, and key findings indicate that while women overall published less than half of the articles from all journals sampled, two journals with a focus on primary and secondary (P-12) educational contexts have consistently published more articles written by female lead authors than male authors. The findings of this study hold practical relevance in terms of addressing the (in)visibility of female scholars in ET fields and may be used to promote discussions and actions related to the intersections between gender, equity, and the culture of scholarly publishing. © 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group.
  • Item type:Publication,
    A Model for Bridging the Gender Gap in STEM in Higher Education Institutions
    (Springer Nature, 2022)
    García-Holgado, Alicia
    ;
    García-Peñalvo, Francisco José
    ;
    García-Peñalvo, Francisco José
    ;
    García-Holgado, Alicia
    ;
    Dominguez, Angeles
    Women present a historic and worrying gap in science and technology-related disciplines, generally knowns as STEM (Science, Technology, Engineering, and Mathematics), except in the case of health professions. A holistic approach is needed to support policymakers worldwide in bridging the gender gap in STEM, in which higher education institutions have a crucial role. Promoting this active implication of the universities in this problem, in the European project Building the future of Latin America: engaging women into STEM (W-STEM), a model to modernise the government, management and operation of higher education institutions in Latin America to improve attraction, access to and retention of women in STEM programs has been developed. This situation is not exclusive to Latin American countries, it is a global problem, so the results of the W-STEM project are also applicable to European partners and transferrable worldwide. The main goal of this chapter is to describe the W-STEM model based on three years of working on strategies and mechanisms to improve the attraction, access, guidance, and retention processes to engage more women in STEM programs. The model has been thoroughly tested in eleven institutions in Chile, Colombia, Costa Rica, Ecuador, and Mexico, involving public and private institutions with different gender equality situations.