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  • Item type:Publication,
    Does Gender Bias Still Affect Women in Science? Open PDF 
    (2019)
    Roper, Rachel L.
    The percentage of women employed in professional scientific positions has been low but is increasing over time. The U.S. National Institutes of Health and the National Science Foundation have both implemented programs to improve women's participation in science, and many universities and companies have diversity and equity programs. While most faculty and scientists believe that they are fair and unbiased, numerous well-designed studies published in leading peer-reviewed journals show that gender bias in sciences and medicine is widespread and persistent today in both faculty and students. Recent studies show that gender bias affects student grading, professional hiring, mentoring, tenure, promotion, respect, grant proposal success, and pay. In addition, sexual harassment remains a significant barrier. Fortunately, several studies provide evidence that programs that raise conscious awareness of gender bias can improve equity in science, and there are a number of recommendations and strategies for improving the participation of women.
  • Item type:Publication,
    Turning Chutes into Ladders for Women Faculty: A Review and Roadmap for Equity in Academia Open PDF 
    (2020)
    Cardel, Michelle I.
    ;
    Dhurandhar, Emily
    ;
    Yarar-Fisher, Ceren
    ;
    Foster, Monica
    ;
    Hidalgo, Bertha
    Despite significant progress in recent decades, the recruitment, advancement, and promotion of women in academia remain low. Women represent a large portion of the talent pool in academia, and receive >50% of all PhDs, but this has not yet translated into sustained representation in faculty and leadership positions. Research indicates that women encounter numerous "chutes" that remove them from academia or provide setbacks to promotion at all stages of their careers. These include the perception that women are less competent and their outputs of lesser quality, implicit bias in teaching evaluations and grant funding decisions, and lower citation rates. This review aims to (1) synthesize the "chutes" that impede the careers of women faculty, and (2) provide feasible recommendations, or "ladders" for addressing these issues at all career levels. Enacting policies that function as "ladders" rather than "chutes" for academic women is essential to even the playing field, achieve gender equity, and foster economic, societal, and cultural benefits of academia.