Widening paths to success, improving the environment, and moving toward lessons learned from the experiences of Powre and CBL awardees
Autor/in:
Rosser, Sue V.; Daniels, Jane Z.
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 2, S. 131-148
Inhalt: "To better understand the barriers and discouragements encountered by female faculty members in science and engineering, this article compares the experience of National Science Foundation-funded Professional Opportunities for Women in Research and Education (POWRE) awardees and Clare Boothe Luce (CBL) Professorship recipients. Because most POWRE awardees work at research institutions, and many CBL professors teach at small liberal arts colleges, this study helps in understanding the experiences of female faculty members across a broad spectrum of academic settings. Their experiences suggest positive changes in institutional policies or practices to increase the satisfaction, retention, and success of female faculty members infields in which they are the least well represented. The retention of female faculty members becomes critical for attracting undergraduate students as they consider the wisdom of choosing careers in academia." (author's abstract)
Quelle: Journal of women and minorities in science and engineering, Vol. 10 (2004) No. 4, S. 297-316
Inhalt: "This article presents quantitative results of a study of 139 academic women in the chemical sciences who participated in a professional development program sponsored by the Committee on the Advancement of Women Chemists. The study investigated variables frequently examined in the vocational psychology of women: approaches to achievement, coping strategies, career advancement, the home-work interface, workplace climate, and mentoring. The article presents and discusses results in the context of unique issues faced by women in scientific careers." (author's abstract)
CEWS Kategorie:Naturwissenschaft und Technik, Wissenschaft als Beruf
Dokumenttyp:Zeitschriftenaufsatz
Who gets promoted? : gender differences in science and engineering academia
Autor/in:
Olson, Kristen
Quelle: Journal of women and minorities in science and engineering, Vol. 8 (2002) No. 3-4, S. 347-362
Inhalt: "Using a nationally representative sample of doctoral academic scientists and engineers, this study examines gender differences in the likelihood of having tenure and senior faculty ranks after controlling for academic age, field, doctoral origins, employing educational institution, productivity, postdoctoral positions, work activities, and family characteristics. Logistic regressions show that many of these controls are significant; that biology and employment at comprehensive universities have a gender-specific advantage for women; and that postdoctoral positions, teaching instead of doing administrative work, and having children have a gender-specific disadvantage. Although the statistical methods employed here do not reveal the exact nature of how gender inequities in science and engineering careers arise, the author suggests that they exist." (author's abstract)
CEWS Kategorie:Geschlechterverhältnis, Naturwissenschaft und Technik
Dokumenttyp:Zeitschriftenaufsatz
Effects of gender on engineering career commitment
Autor/in:
Barker, Anne M.
Quelle: Journal of women and minorities in science and engineering, Vol. 7 (2001) No. 2, S. 125-152
Inhalt: "Engineering has been one of the most difficult fields for 'women to enter and in
which to succeed. Although the percentage of female engineers has Increased, women
are still seriously underrepresented in the workforce. This study examined the effect
offender on career commitment, success, satisfaction, and involvement in engineering,
and the effect of personality and work environment on these variables. Alumni from
an engineering school in the northeastern United States were surveyed. The questionnaire
was analyzed using statistical and descriptive methods to determine relationships
among these variables. Women's commitment scores were lower than men's when controlled
for other variables, including satisfaction and involvement. Men had longer tenure
as engineers than women, even when controlled for year of graduation, professional
engineering status, and number of children. Women did not leave engineering in different
proportions than men, but they did earn significantly less despite controlling for
year of graduation and number of hours worked weekly. Some gender differences in workplace
experience were also found, including having colleagues act protectively, being mistaken
for secretaries, and seeing men progress faster in their careers than equally qualified
women." (author's abstract)|
Living in a large family does something for you : influence of family on the achievement of African and Carribean women in science
Autor/in:
Beoku-Betts, Josephine A.
Quelle: Journal of women and minorities in science and engineering, Vol. 6 (2000) No. 3
Inhalt: "This article examines the influence of the family on women's achievement in scientific
careers in the sub-Saharan African and Caribbean regions. It is based on semistructured
interviews with 20 doctoral-level African and Caribbean women scientists working in
research and academic institutions in these societies. Given the diversity of structural
conditions, and economic, geopolitical, and sociocultural experiences, it is argued
that the road to success in the pursuance of a scientific career are not the same,
although there are areas of common ground. The study shows that when compared with
their North American and European counterparts, there are significant differences
in the family experiences of African and Caribbean women scientists that must be made
visible and pursued more rigorously in further studies." (author's abstract)|
Issues of gender and personal life for women in academic biology
Autor/in:
Scholer, Anne-Marie
Quelle: Journal of women and minorities in science and engineering, Vol. 4 (1998) No. 1, S. 69-89
Inhalt: "Explores issues of gender and personal life that arose during discussions with women scientists about factors contributing to their success in completing training and pursuing an academic career. Issues include gender discrimination, perception of reverse discrimination, efforts toward assisting junior women in science, and the possibility that women practice science in a different manner than do male colleagues." (author's abstract)