Search

Drawing on a unique data set of almost 12,000 faculty members from 52 globally ranked universities in four fields (sociology, biology, history, and engineering), this study describes and explains gender differences in tenure among faculty across 13 countries. In our sample, women comprise roughly one-third of all faculty and only 23 percent of tenured faculty, with significant variation across fields and countries. Findings from a series of multilevel regression analyses suggest support for a gender filter argument: women are less likely to be tenured overall and in every field. Opportunities for tenure also matter. In countries with very low- and high-tenure rates, women are much less likely to be tenured relative to men than in countries with pathways both into and upward in academia.

Independent of overall achievement, girls' intraindividual academic strength is typically reading, whereas boys' strength is typically mathematics or science. Sex differences in intraindividual strengths are associated with educational and occupational sex disparities in science, technology, engineering, and mathematics (STEM) fields. Paradoxically, these sex differences are larger in more gender-equal countries, but the stability of this paradox is debated. We assessed the stability of the gender-equality paradox in intraindividual strengths, and its relation to wealth, by analyzing the academic achievement of nearly 2.5 million adolescents across 85 countries and regions in five waves (from 2006 to 2018) of the Programme for International Student Assessment (PISA). Girls' intraindividual strength in reading and boys' strength in mathematics and science were stable across countries and waves. Boys' advantage in science as an intraindividual strength was larger in more gender-equal countries, whereas girls' advantage in reading was larger in wealthier countries. The results have implications for reducing sex disparities in STEM fields. [ABSTRACT FROM AUTHOR]

When looking at workplace dynamics, especially given the pandemic, we must identify why individuals choose to leave specific fields, such as STEM, specifically computer science. The purpose of this study was to identify the unique belonging experiences of women who specifically work in the technology field. Issues such as the need for belonging, marginalization, workplace culture, imposter syndrome, and allyship affect how women feel connected to their work. Using a qualitative narrative inquiry approach, nine women were interviewed for their unique perspective of belonging in the technological workspace. Within the transcriptions, certain themes were derived from the data, which included (1) lack of belonging in the workspace, (2) lack of trust, and (3) lack of support. However, we also discovered that women can be successful leaders in the technology sector if they receive support from a mentor at work. For the computer science industry to attract and retain female talent, addressing these obstacles and fostering a more inclusive environment is imperative to counter underrepresentation. [ABSTRACT FROM AUTHOR]

Based on Vygotsky's (1978) Sociocultural Theory, this multicase study explored the ways in which engagement in mentored research activities in science, technology, engineering, and mathematics (STEM) influenced the academic and professional aspirations of five Native Hawaiian undergraduate mentees and their persistence in higher education. The students' faculty mentors were both Hawaiian and non-Hawaiian. In-depth interviews with mentees and mentors, observations of mentoring interactions, and document analysis indicated that providing mentees with hands-on activities to work on individual research projects in collaborative settings fostered students' research mastery and independent critical thinking. Many of the faculty mentors used their knowledge of Hawaiian culture and communities to inform their mentoring practices. Community-engaged research activities that focused on Hawai'i and the needs of and collaboration with Hawaiian communities provided opportunities for students to give back to communities and fostered the mentees' senses of purpose. Being able to serve and protect communities, while simultaneously bringing forth Hawaiian culture in higher education and society more broadly motivated students to pursue graduate education and scientific careers. [ABSTRACT FROM AUTHOR]

Mentorship programs for Native American (NA) faculty in science, technology, engineering, and mathematics (STEM) fields hold significant promise toward developing, recruiting, and retaining NA members of the professoriate. In 2018, a qualitative study was conducted that explored experiences, and mentoring relationships that enhanced or inhibited professional development and career advancement of NA faculty and instructors in STEM fields. The study used Indigenous Research Methodologies to coconstruct a conversational moderator's guide aligning with Indigenous community ontology. Interview questions were developed from the existing literature and programs and the project teams' expertise. Twenty-three NA faculty and instructors and a postdoctoral trainee in STEM fields participated in the interviews. Transcripts were coded, organized, and interpreted. Themes and subthemes were generated, which were noted for relevance to the theoretical framework. Participants described their experience working in higher education as viewed through their academic, social and cultural values, relationships, and responsibilities. Common themes included the (a) importance of peer, senior and community mentors, (b) value of oral presentation to professional development, (c) need for social connectedness and work-life balance, and (d) importance of increasing institutional knowledge about Indigenous values and research methodologies. Several themes aligned with TribalCrit, allowing for a strong critique of NA faculty mentoring by NA's in higher education. The narratives underscore the need for institutions to deliver professional development and mentoring programs for NA faculty and for administrators to strengthen institutional supports to improve NA faculty achievement. [ABSTRACT FROM AUTHOR]

No matter how many efforts are made to promote D & I in STEM fields, if many members do not understand the necessity of D & I and the true reasons for it and feel that it is imposed from above, it will be a temporary phenomenon and will not last long. The most common reasons for the necessity of D & I are "source of new value creation （innovation）" and "economic effect". As a legal scholar, I would like to emphasize the viewpoint of "human rights protection" in addition to these reasons. In other words, the important significance of D & I promotion is to eliminate discrimination against minorities, to ensure diversity, and to protect human rights of all people. Sharing good practices is certainly important, but merely imitating them is a symptomatic treatment, so to speak, and thus does not lead to the root cure of the disease. In order to provide fundamental treatment, it is necessary to face up to the current impediments to D & I, such as gender inequality in Japan, and to perform a major operation as soon as possible. Effective measures such as training, nudges, and positive actions should be boldly taken to remove unconscious discrimination and prejudice （UB） by the majority unaware of their privilege, which is the root cause of Japan's disgraceful inequality with a GGGI of 125th place. [ABSTRACT FROM AUTHOR]

Purpose: Science diplomacy in medical physics is a relatively young research field and translational practice that focuses on establishing international collaborations to address some of the questions biomedical professionals face globally. This paper aims to present an overview of science diplomacy in medical physics, from an international perspective, illustrating the ways collaborations within and across continents can lead to scientific and professional achievements that advance scientific growth and improve patients care. Methods: Science diplomacy actions were sought that promote collaborations in medical physics across the continents, related to professional and scientific aspects alike. Results: Several science diplomacy actions have been identified to promote education and training, to facilitate research and development, to effectively communicate science to the public, to enable equitable access of patients to healthcare and to focus on gender equity within the profession as well as healthcare provision. Scientific and professional organizations in the field of medical physics across all continents have adopted a number of efforts in their aims, many of them with great success, to promote science diplomacy and to foster international collaborations. Conclusions: Professionals in medical physics can advance through international cooperation, by building strong communication across scientific communities, addressing rising demands, exchange scientific information and knowledge. [ABSTRACT FROM AUTHOR]

Various studies have sought to understand factors affecting low university retention rates of indigenous students. However, little is known about students who successfully complete undergraduate programs in STEM fields. This investigation, utilizing the life history approach, analyzed academic trajectories of 11 Mapuche graduates or near-graduates from such programs in south-central Chile. The analysis showed that students who were successful in obtaining degrees had experienced early participation in communities that encouraged an academic culture. These were constituted by their families, teachers, and friends, and participation occurred throughout their lives as they successfully negotiated their identities as indigenous and academically talented students. [ABSTRACT FROM AUTHOR]

This study examined the significance of advanced and enriching precollegiate education in science, technology, engineering, and mathematics (STEM) fields beyond the regular STEM-related courses on high school students' career intentions, particularly through the lens of educational dose. A total of 241 students participated in the study. Findings of hierarchical regression analyses indicated that the number of regular math classes in school significantly correlated to career intentions in math and science fields; similarly, the number of regular science classes in school was significantly related to career intentions in the technology field. Also, advanced and enriching precollegiate education in computer/technology was found to have a significant relationship with career intention in the field of engineering. Implications and suggestions for educators and school counseling programs are provided. [ABSTRACT FROM AUTHOR]

Science, technology, engineering, and math (STEM) fields have been traditionally entered by men, often establishing women as underrepresented in many of these fields. This research study focuses on participants at a STEM camp for middle- and high-school girls designed to introduce them to technology. The camp was held 4 times over 3 years, with many of the participants from rural areas, underrepresented by race and economic status. Sixty camp attendees completed pre- and post-camp surveys and are referred to as the intervention group. A control group of 200 middle- and high-school girls who did not attend the camp also took the survey. This paper focuses on a subset of the survey results that sought to determine the impact on camp participants in the areas of technology self-efficacy and technology career interest as it related to management information systems (MIS). Analysis of the data collected found a significant difference in MIS self-efficacy between the intervention group and control group but no significant difference in choices of MIS-related careers. Results also include recommended improvements to STEM camp design. [ABSTRACT FROM AUTHOR]

Using data from a national survey of tenure-track faculty job satisfaction, the purpose of the study is to explore predictors of perceptions of tenure clarity for faculty in STEM and non-STEM fields. We build on extant studies and use the gendered organization framework as the conceptual lens to examine whether for four groups of faculty (women and men in STEM, and women and men in non-STEM) assessment of fairness in tenure decisions and evaluations, messages about tenure requirements, mentoring, and relationships with peers have a similar effect on their assessment of tenure clarity. Bivariate findings reveal that compared to all other faculty, women in STEM fields are less likely to perceive the expectations for tenure as clear, and the messages about tenure requirements as consistent. Compared to men in both STEM and non-STEM fields, women in STEM are less likely to assess tenure decisions and evaluations as fair, mentoring as effective, and relationships with peers as satisfactory. Multivariate results show that for women in STEM, except for relationships with peers, all other independent variables significantly influence their assessment of tenure clarity. Policy and practice recommendations are discussed. [ABSTRACT FROM AUTHOR]

Previous studies have indicated that diversity is a concern in soil science, including how this relates to gender equity. However, gender equity data for soil science are extremely limited, with only the USA having a current relatively extensive study published in the scientific literature. Therefore, this study was undertaken to gain a preliminary understanding of gender equity issues in a range of countries worldwide using the gender data of membership of national soil science societies, international conferences and journals. Data for 2020 membership was supplied by 44 soil science societies, providing a broad geographic representation. Thirty‐seven of the 44 societies had more male members than female. Only 32% of the soil science society members were women, although the highest percentage for an individual society was 69% female membership. Regionally, Asia had the lowest female membership at 22%, whereas Africa had the highest at 40%. Only 20% of the national soil science societies who are members of the International Union of Soil Sciences had female presidents, indicating that women are under‐represented in the top leadership roles in our professional societies. Women were under‐represented as keynote speakers at conferences and on many editorial boards. This initial scoping study demonstrates that there is an urgent global need to address gender equity within the soil science profession. However, gender equity extends beyond just the number of women in our profession: it also includes equal access to wages, leadership roles and decision making. We conclude that it is critical that individual countries undertake detailed studies of gender equity so we have a more complete picture of the national and international scale of this issue. Highlights: There is still gender inequity in soil scienceSoil science is a male‐dominated field in most countries worldwideGender equity is critical to advancing the discipline of soil scienceThere is a need for comprehensive national studies of gender equityEquity includes many issues beyond just equality in numbers of men and women in the profession. [ABSTRACT FROM AUTHOR]

Abstract Background Despite the increasing need for STEM skills, to date, the connection between STEM subject choices and their impact on students’ educational pathways has not been widely studied. Focusing on the mathematics choice (basic/advanced/no mathematics), a large register dataset that covered students admitted to Finnish universities during 2013–2015 (N = 46,281) was combined with upper-secondary school matriculation examination data (N = 93,955) to find out how this choice influenced the students’ university admissions. This large dataset was also examined to establish the current gender distributions in different university degree programs from the perspective of mathematics choices. Further, to find out the students’ reasons behind their mathematics choices, a cohort sample of 802 student responses was collected from upper-secondary schools. We also investigated the students’ interests in different fields of study to establish any gender differences in them. Results The register data analysis suggested that in Finland, students’ mathematics choices had a strong influence on the university admission outcomes. For instance, only 33% of the upper-secondary school graduates took the advanced mathematics ME test in 2013–2015, yet the number of those admitted to universities who had taken the advanced mathematics ME test was 55%. Most of the university degree programs were female dominated, yet the university students with advanced mathematics were mostly male, and especially the STEM fields in the Finnish universities were male dominated. As for the reasons behind the mathematics choices, students who chose advanced mathematics believed in its usefulness for their future studies and careers. We also found significant gender-based educational differences regarding all the study fields, with STEM careers attracting more males than females. Conclusion Advanced mathematics was highly valued in Finnish universities, and many students chose advanced mathematics believing in its usefulness for their future studies or careers. Yet, their further study interests and career plans were segregated by gender. As there is a rising need for STEM skills, we must seek effective ways to deliver the evolving possibilities of STEM fields to students, especially girls, during the earlier years of their educations.

The underrepresentation of women faculty in the STEM fields (Science, Technology, Engineering, and Mathematics) remains a persistent feature of academia, with turnover being a contributing factor. The departmental context is likely implicated in the decision to stay or leave, as it is one of the key defining features of faculty members' work experiences. Using the job-demands resources theoretical approach, this study examines how four facets of university departments – department climate, department chair support, perceived injustice, and scholarly isolation – are related to turnover intentions among STEM tenure-system faculty, along with whether these relationships differ by gender. Data are from STEM tenure-system faculty at a mid-sized university located in the upper Midwest (N = 117 faculty members). The findings indicate each facet of the department is related to STEM faculty members' turnover intentions, regardless of gender. Taken together, these findings suggest that improving the department atmosphere may enhance retention of men and women STEM faculty members alike. [ABSTRACT FROM AUTHOR]

This study aims to reveal gender and gender-matching effects in STEM master's education in China by using the data of a nationwide survey. Research findings indicated the gender matching between master's students and their advisors played an important role during students' socialization. Female students were more satisfied with advisors of the same gender in mathematics and civil engineering. Female students supervised by a male advisor reported less research productivity compared with those supervised by the same gender in mathematics. In terms of gender effects, female respondents participated in fewer research projects and less likely to pursue a doctorate after graduation. There was no significant gender difference in academic publication. Moreover, the socialization among female students showed different patterns across STEM subfields. The paper also highlights the policy implication to recruit and retain female faculty members as role models in STEM fields. [ABSTRACT FROM AUTHOR]

This paper describes analyses of the K–12 computational thinking (CT) integration activities collected at two NSF-funded workshops, "Developing an Interdisciplinary Framework for Integrating Computational Thinking in K–12 Science, Mathematics, Technology, and Engineering Education," held in August and November of 2017 at Education Development Center, Inc., in Waltham, Massachusetts. The workshops convened a working group of principal investigators, researchers, and educators from the National Science Foundation (NSF) ITEST (Innovative Technology Experiences for Students and Teachers) and STEM + C (STEM + Computing) funded projects to draft an interdisciplinary framework for integrating CT into K–12 education. The goal of this paper is to share that framework and our findings on promising learning progressions, gaps that exist in the collected set of activities, specific advances in STEM fields that were made possible through CT, and suggested ways that CT integration in K-12 can evolve to reach what the CT integration framework proposes as five "computational thinking integration elements" or "CTIEs". This framework is designed to help educators see ways to engage students in CT within disciplinary learning. The analyses and findings may benefit STEM and computing education fields by elucidating the target of CT as used within CT-integrated STEM fields. [ABSTRACT FROM AUTHOR]

Background: Despite the increasing need for STEM skills, to date, the connection between STEM subject choices and their impact on students' educational pathways has not been widely studied. Focusing on the mathematics choice (basic/advanced/no mathematics), a large register dataset that covered students admitted to Finnish universities during 2013–2015 (N = 46,281) was combined with upper-secondary school matriculation examination data (N = 93,955) to find out how this choice influenced the students' university admissions. This large dataset was also examined to establish the current gender distributions in different university degree programs from the perspective of mathematics choices. Further, to find out the students' reasons behind their mathematics choices, a cohort sample of 802 student responses was collected from upper-secondary schools. We also investigated the students' interests in different fields of study to establish any gender differences in them. Results: The register data analysis suggested that in Finland, students' mathematics choices had a strong influence on the university admission outcomes. For instance, only 33% of the upper-secondary school graduates took the advanced mathematics ME test in 2013–2015, yet the number of those admitted to universities who had taken the advanced mathematics ME test was 55%. Most of the university degree programs were female dominated, yet the university students with advanced mathematics were mostly male, and especially the STEM fields in the Finnish universities were male dominated. As for the reasons behind the mathematics choices, students who chose advanced mathematics believed in its usefulness for their future studies and careers. We also found significant gender-based educational differences regarding all the study fields, with STEM careers attracting more males than females. Conclusion: Advanced mathematics was highly valued in Finnish universities, and many students chose advanced mathematics believing in its usefulness for their future studies or careers. Yet, their further study interests and career plans were segregated by gender. As there is a rising need for STEM skills, we must seek effective ways to deliver the evolving possibilities of STEM fields to students, especially girls, during the earlier years of their educations. [ABSTRACT FROM AUTHOR]