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  • Item type:Publication,
    Knowledge recency to the birth of Nobel Prize-winning articles: Gender, career stage, and country Open PDF 
    (2020)
    Liang, G.
    ;
    Hou, H.
    ;
    Ding, Y.
    ;
    Hu, Z.
    Scientific ideas seldom come entirely from nothing; they often originate from existing knowledge. In this study, we aim to identify the relationship between the knowledge recency and Nobel Prize-winning articles (NPs) from the perspectives of gender, career stage, and country of the originators. Scientific literatures published by Nobel laureates in the Physiology or Medicine field are treated as NPs, and the age of references cited in those literatures are considered a measurement of knowledge recency. Results show that most NPs in this field have been focused on literature with a low mean and median recency, and over half of these works have cited equal to or more than 68 % of recent literature published within five years. Contrary to traditional wisdom, the greatest discoveries made after 1980 have shown an increasing favor to older literature. We also find that there has been no gender gap for the recency of NPs; however, career stage has been an important factor influencing knowledge recency, which means older researchers tend to cite more earlier articles than others. © 2020 Elsevier Ltd.
  • Item type:Publication,
    Gendered knowledge in fields and academic careers Open PDF 
    (2022)
    Kim, Lanu
    ;
    Smith, Daniel Scott
    ;
    Hofstra, Bas
    ;
    McFarland, Daniel A.
    Women and men often contribute differently to research knowledge. Do differences in these contributions partially explain disparities in academic career outcomes? We explore this by looking at how gender is embodied in research language, and then ascertain whether the adoption of more gendered research language affects career outcomes beyond the researcher's attributes. We identify different forms of gendered knowledge—gender referents (explicit references to sex and gender) and gender-associated terms (words that are implicitly associated with women or men researchers)—by applying natural language processing techniques to nearly one million doctoral dissertations published in the United States between 1980 and 2010. We then determine whether employing gender referents and gender-associated terms affects the course of PhDs’ ensuing careers. We find women researchers have lower chances of securing academic positions than men in every field; explicit references to women as research subjects are modestly rewarded in comparison to references to men; and more career opportunities are afforded to research knowledge associated with men. These results suggest that academia is slowly correcting the traditional and explicit bias of studying men at the exclusion of women. Still, there remains a stronger implicit bias against knowledge associated with women scholars. We discuss relative differences between humanities and social sciences versus natural sciences, technology, engineering, and math, as well as potential treatments for offsetting bias in those fields.
  • Item type:Publication,
    Gender in tourism research: perspectives from Latin America Open PDF 
    (2019)
    Vizcaino-Suárez, L.P.
    ;
    Díaz-Carrión, I.A.
    Purpose: This paper aims to examine the knowledge production on tourism gender research in Latin America and to reflect on the main challenges faced by this subfield. Design/methodology/approach: The study conducts a bibliometric analysis of the journal articles on tourism gender research in the largest scientific databases in Latin America: Redalyc, Scielo and Latindex. The paper examines variables such as year of publication, journal, authors, affiliation, types of articles, research topics, methodologies and geographical location of fieldwork. Findings: The study identified 153 gender aware papers from 70 journals for the period 2001-2015. The leading countries in the subfield are Brazil, Mexico and Argentina. The majority of papers are empirical and have a local scope. The main theoretical approaches derive from sociological and anthropological perspectives with a predominance of qualitative methodologies. There is a need to strengthen the theoretical and epistemological frameworks and increase international collaboration for knowledge exchange among tourism gender scholars. Research limitations/implications: The bibliometric analysis was limited to indexed journals with online access. It focused on academic articles and excluded research notes, book reviews and conference proceedings. Originality/value: As the main working languages of scientific production in Latin America are Spanish and Portuguese, this is the first attempt to make tourism gender research from this region visible for the predominantly Anglophone tourism academy, with the intention of identifying common challenges. © 2018, Emerald Publishing Limited.
  • Item type:Publication,
    Exploring parity in female authorship of pharmacoepidemiology articles: A case study of the Canadian Network for Observational Drug Effect Studies and its citing articles Open PDF 
    (2022)
    Sketris, I.S.
    ;
    Traynor, R.L.
    ;
    Helwig, M.
    ;
    Burland, E.
    ;
    Stewart, S.A.
    Purpose: The Canadian Network for Observational Drug Effect Studies (CNODES) studies the benefits and risks of post-market drugs and evaluates its research mobilization efforts for accountability, demonstrating value, and learning. As part of these evaluation efforts, and acknowledging gender disparity in authorship across many academic disciplines, CNODES examined the relationship between gender and authorship in its own journal articles and the literature citing them. Methods: CNODES articles (published 2012–2017) and all citing articles were identified and extracted using Scopus. Scopus author IDs were used to extract full names and a web service (www.genderapi.com) was used to estimate gender, converting all probabilities <80% to “indeterminate.” T-tests and visualizations were used to compare the proportion of females between CNODES and the citing literature. Results: Twenty-eight CNODES articles and 463 citing articles were identified. The mean number of authors per article was 9.5 in CNODES articles and 5.7 in the citing literature. CNODES articles had a female authorship rate of 36%, compared to 29% in the citing literature (7% difference, 95% CI: [1%, 13%]). There were no female authors in 14% of CNODES articles versus 36% of the citing literature. Women were first authors in 25% and corresponding authors in 14% of CNODES articles. Conclusions: This analysis provides a benchmark and method to monitor progress in female parity in pharmacoepidemiology authorship. Further work is needed to determine and address barriers and facilitators to women's recruitment and advancement in the field of pharmacoepidemiology. © 2021 John Wiley & Sons Ltd.
  • Item type:Publication,
    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.