The Women in European Economics Monitoring Tool : Technical Description
Autor/in:
Friebel, Guido; Wilhelm, Sascha
Quelle: Goethe-Universität Frankfurt am Main; Frankfurt a. M., 2019.
Inhalt: There is evidence that women find it particularly hard to make careers in economics, compared to many other disciplines, and there is evidence that this is not just a taste issue, but may have a structural dimension. Auriol et al. (2019) summarize the state of the literature in the companion paper.
Schlagwörter:digitale Verhaltensdaten (DVD); EU; Frauenanteil; Geschlechterverteilung; web surveys; Wirtschaftswissenschaft
CEWS Kategorie:Hochschulen, Statistik und statistische Daten, Geschlechterverhältnis
Quelle: Gender Work Organ (Gender, Work & Organization), 26 (2019) 6, S 765–771
Inhalt: This special issue explores diverse forms of knowledge work that reconfigure and or reproduce gender relations and gender ideologies in organizations whose central mandate includes knowledge production. Knowledge about gender is produced by women's organizations, public bodies, corporations and international institutions as they engage in efforts to shape discourses, policies and practices on gender equality. We focus on the institutions whose special purpose is to produce knowledge in a usable form for others. These include universities and academic disciplines, but also new and old media, cultural and policy‐centred networks and profit‐making information managers.
Mobility, Gender and Career Development in Higher Education : Results of a Multi-Country Survey of African Academic Scientists
Autor/in:
Prozesky, Heidi; Beaudry, Catherine
Quelle: Soc. Sci. (Social Sciences), 8 (2019) 6, 188 S
Inhalt: Empirical knowledge of the mobility of African scientists, and women scientists in particular, holds an important key to achieving future success in the science systems of the continent. In this article, we report on an analysis of a subset of data from a multi-country survey, in order to address a lack of evidence on the geographic mobility of academic scientists in Africa, and how it relates to gender and career development. First, we compared women and men from 41 African countries in terms of their educational and work-related mobility, as well as their intention to be mobile. We further investigated these gendered patterns of mobility in terms domestic responsibilities, as well as the career-related variables of research output, international collaboration, and receipt of funding. Our focus then narrowed to only those women scientists who had recently been mobile, to provide insights on the benefits mobility offered them. The results are interpreted within a theoretical framework centered on patriarchy. Our findings lead us to challenge some conventional wisdoms, as well as recommend priorities for future research aimed at understanding, both theoretically and empirically, the mobility of women in the science systems of Africa, and the role it may play in their development as academic leaders in African higher education institutions.
Selecting Talent : Gender Differences in Participation and Success in Competitive Selection Processes
Autor/in:
Farré, Lídia; Ortega, Francesc
Quelle: (IZA Discussion Paper, 12530), 2019.
Inhalt: We investigate whether competitive selection processes generate gender inequality in the context of a prestigious graduate fellowship program. All applications are scored remotely by expert reviewers and the highest ranked are invited to an in-person interview. The data show a very large gender gap in success rates: women's success rate is 36% lower than men's. About one third of this gap is due to the lower grades of female candidates, which is surprising given women's higher GPA in the population of college graduates. Adjusting for GPA and a rich set of fixed-effects, women's success rate remains 16% lower than for comparable male candidates. We show that this gap is explained by reviewers engaging in gender balancing. Namely, reviewers favor the minority gender in each field of study but, except for STEM, all fields are female-dominated. Our simulations show that the interview plays an important role, but the quantitative scoring has a more profound effect on the award allocation. Merging administrative records on the population of graduates from a large university, we document an important gender gap in participation. We find that high-GPA female graduates are much less likely to apply to the fellowship program. The combination of the gender gaps in participation and success in the program imply that high-GPA female graduates are almost 50% less likely to obtain a fellowship than their male counterparts.
The Glass Door of Academia : Unveiling New Gendered Bias in Academic Recruitment
Autor/in:
Picardi, Ilenia
Quelle: Soc. Sci. (Social Sciences), 8 (2019) 5, 160 S
Inhalt: Gender statistics and studies on gendering mechanisms have been developing over recent years on two parallel tracks. This research reveals the need to rethink the standard indicators used in European comparative analyses to identify (1) gender-related mechanisms responsible for the production and reproduction processes of gender asymmetries, (2) their specificities in different local contexts, and (3) the profound transformations that have characterized the academies and the research system in Europe in recent years. The paper analyses the data on the composition of Italian academia provided by the Italian Ministry of Education, universities and research from a gender perspective. The introduction of the glass door index, specifically designed to measure gendering processes taking place in the recruitment stages in Italian academia, discloses new forms of gender segregation in Italian universities after the last academic reform (Law 240/2010), despite the emphasis placed on the neutral and meritocratic criteria of the new recruitment and career progression rules
Excellent and gender equal? : Academic motherhood and ‘gender blindness' in Norwegian academia
Autor/in:
Thun, Cecilie
Quelle: Gender Work Organ (Gender, Work & Organization), 27 (2019) 2, S 166–180
Inhalt: This article explores Norwegian female academics' experiences with academic motherhood in an organizational perspective. A main finding is that academia as an organization is greedy, uncertain, and has ‘blind spots' that reveal gender bias related to gender and parental status, especially mothers. By analysing the link between gendered organization of work and the legitimatizing of gender inequality, the article reveals ‘gender blindness' in the academic organization concerning gender and parental status. The article concludes that changes in academia — in line with academic capitalism — may indicate that the Norwegian model of work–life balance is under pressure. This article suggests that the organizational conditions for academic motherhood are important factors in order to understand the persistence of gender inequality.
Inhalt: We examine the dramatic expansion in the Turkish higher education system during 2006-2008, which resulted in the establishment of 41 new public universities and a 60% increase in the number of available slots. Using the variation in the exposure intensity of expansion across cohorts and regions, we estimate the causal effect of the expansion on overall attainment and the gender gap in higher education. Before the expansion, women had lower higher education rates. The expansion increased the attainment rates of both men and women but failed to reduce the gender gap. Comparing the scale of expansion across fields of study, we observe that the largest growth in available slots was in social sciences and engineering. The expansion of slots in social sciences benefited men and women evenly, but the expansion in engineering benefited men more than women, thereby raising the gender gap.
Quelle: Institut für Hochschulforschung (HoF) an der Martin‐Luther‐Universität, Halle‐Wittenberg; (HoF‐Arbeitsbericht, 110)2019.
Inhalt: Gegenstand der Untersuchung im Auftrag des Niedersächsischen Ministeriums für Wissenschaft und Kultur (MWK) waren die Leistungsbezüge in der W‐Besoldung der an staatlichen Hochschulen in Niedersachsen tätigen Professorinnen und Professoren. Auf Basis der von den Hochschulen bereitgestellten Daten für 2016 wurde ein flächendeckender Gender Pay Gap ermittelt, der sich mit wenigen Ausnahmen auf die verschie‐denen Hochschularten, Fächergruppen, Besoldungsgruppen und Altersgruppen erstreckt. Besonders be‐troffen sind Universitäten. Der höchste Wert wurde mit 34,5 Prozent in den Sprach‐ und Kulturwissenschaf‐ten registriert. Außerdem erhalten Männer anteilig häufiger unbefristete/ruhegehaltsfähige Leistungsbe‐züge. Eine vertiefende Analyse an ausgewählten Hochschulen ergab, dass Professoren von der Erfahrungs‐dauer, den erhaltenen Rufen und den geführten Bleibeverhandlungen gemessen am durchschnittlichen An‐stieg der Leistungsbezüge deutlich stärker profitieren als Professorinnen. Neben der statistischen Analyse galt die besondere Aufmerksamkeit dem Wissensstand und dem Meinungsbild zu den Gründen für den Gender Pay Gap sowie den Möglichkeiten der Gegensteuerung. Dazu wurden Sondierungsgespräche mit zentralen Gleichstellungsbeauftragten und leitfadengestützte Experteninterviews mit VertreterInnen der Hochschulleitungen geführt. Breiten Raum nahmen berufsbiografische Interviews mit Professorinnen und Professoren ein. Sie lassen zum einen darauf schließen, dass Frauen und Männer dem Einkommen bei der Karriereplanung und in den Berufungsverhandlungen eine unterschiedliche Bedeutung beimessen. Zum an‐deren thematisieren Frauen in stärkerem Maße familiär bedingte Mobilitätseinschränkungen. Mehrheitlich wurde für eine erhöhte Transparenz der Vergabe von Leistungsbezügen plädiert.
The re-production process of gender bias: A case of ICT professors through recruitment in a gender-neutral country
Autor/in:
Tiainen, Tarja; Berki, Eleni
Quelle: Studies in Higher Education, 44 (2019) 1, S 170–184
Inhalt: Women's under-representation in the fields of science and technology is strong; both in software houses and academic posts. We focus on the academic field by gender sensitive analysis of Information and Communication Technology (ICT) academics. The general picture given by statistics' meta-analyses illustrates male dominance even in Finland, which is often presented as a country which values gender equality high. For achieving deeper understanding about the process of gender bias reproduction, we focus on one university and its selection of ICT professors. Although every professorship fulfilling is a situated process, they all together shape a homogeneous male-dominant picture. This paper continues on early gender-focused discussion of Studies in Higher Education by presenting an organisational point of view.