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  • Item type:Publication,
    The trench warfare of gender discrimination: evidence from academic promotions to full professor in Italy Open PDF 
    (2018)
    Marini, G.
    ;
    Meschitti, V.
    In this paper we aim to understand if gender makes a difference in the path to promotion to full professor in Italian universities, drawing on data from 2013 to 2016. The new promotion system pursuant Gelmini Law (210/2010) in Italy implies to go through two steps. First, they have to obtain the national ASN system (fit-for-the-role national filter), based on merit measured via bibliometric and non-bibliometric indicators. This step does not mean to get a position, it only means to be able to apply for it at institutional level. We believe that discrimination based on gender may happen especially at institutional level as in comparison to ASN there is less transparency and more autonomy at institutional level. It is also hypothesised that discrimination based on gender may differ according to the percentage of women already at full professor rank by disciplinary field. We investigate gender inequality using a binary variable (promoted or not promoted along 2013 until 2016) controlling by scientific productivity, normalised number of available vacancies, result of national research evaluation (VQR—department of candidate’s affiliation), age, current rank-and-file position. Multilevel logistic regression demonstrates that among those who obtained the ASN and at parity of other conditions, men have around 24% more probability to be promoted at parity of scientific production, which reveals a relevant gender discrimination. Our findings have implications on theory about inequality regimes and might serve to reflect on how to improve practices at institutional level. © 2018, Akadémiai Kiadó, Budapest, Hungary.
  • Item type:Publication,
    An advisor like me? Advisor gender and post-graduate careers in science Open PDF 
    (2018)
    Gaule, P.
    ;
    Piacentini, M.
    We investigate whether having an advisor of the same gender is correlated with the productivity of PhD science students and their propensity to stay in academic science. Our analysis is based an original dataset – combined from dissertation abstracts, faculty directories and bibliometric data – covering nearly 20,000 PhD graduates and their advisors from U.S. chemistry departments. We find that students working with advisors of the same gender tend to be more productive during the PhD; and that female students working with female advisors are considerably more likely to become faculty themselves. We suggest that the under-representation of women in science and engineering faculty positions may perpetuate itself through the lower availability of same-gender advisors for female students. © 2018 Elsevier B.V.