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  • Item type:Publication,
    Historical comparison of gender inequality in scientific careers across countries and disciplines Open PDF 
    (Proceedings of the National Academy of Sciences, 2020)
    Huang, Junming
    ;
    Gates, Alexander J.
    ;
    Sinatra, Roberta
    ;
    Barabási, Albert-László
    There is extensive, yet fragmented, evidence of gender differences in academia suggesting that women are underrepresented in most scientific disciplines and publish fewer articles throughout a career, and their work acquires fewer citations. Here, we offer a comprehensive picture of longitudinal gender differences in performance through a bibliometric analysis of academic publishing careers by reconstructing the complete publication history of over 1.5 million gender-identified authors whose publishing career ended between 1955 and 2010, covering 83 countries and 13 disciplines. We find that, paradoxically, the increase of participation of women in science over the past 60 years was accompanied by an increase of gender differences in both productivity and impact. Most surprisingly, though, we uncover two gender invariants, finding that men and women publish at a comparable annual rate and have equivalent career-wise impact for the same size body of work. Finally, we demonstrate that differences in publishing career lengths and dropout rates explain a large portion of the reported career-wise differences in productivity and impact, although productivity differences still remain. This comprehensive picture of gender inequality in academia can help rephrase the conversation around the sustainability of women’s careers in academia, with important consequences for institutions and policy makers.
  • Item type:Publication,
    Gender issues in fundamental physics: A bibliometric analysis Open PDF 
    (2021)
    Strumia, A.
    I analyze bibliometric data about fundamental physics worldwide from 1970 to now, extracting quantitative data about gender issues. I do not find significant gender differences in hiring rates, hiring timing, career gaps and slowdowns, abandonment rates, citation, and self-citation patterns. Furthermore, various bibliometric indicators (number of fractionally counted papers, citations, etc.) exhibit a productivity gap at hiring moments, at career level, and without integrating over careers. The gap persists after accounting for confounding factors and manifests as an increasing fraction of male authors going from average to top authors in terms of bibliometric indices, with a quantitative shape that can be fitted by higher male variability. © 2021 Alessandro Strumia. Published under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.
  • 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.