Quelle: American Journal of Sociology, 125 (2019) 2, S 534–576
Inhalt: This study advances understanding of gender pay gaps by examining organizational variation. The gender pay gap literature supplies mechanisms but does not attend to organizational variation; the gender and science literature provides insights on the role of masculinist culture in disciplines but misses pay gap mechanisms. A data set of federal workers allows comparison of men and women in the same jobs and workplaces. Agencies associated with traditionally masculine (engineering, physical sciences) and gender-neutral (biological, interdisciplinary sciences) fields differ. Pay-gap mechanisms vary: human capital differences explain a larger share in gender-neutral agencies, while at male-typed agencies men are frequently paid more than women within the same job. Although beyond the federal workers’ standardized pay scale, some interdisciplinary agencies more often pay men off grade, leading to higher earnings for men. Our theory of organizational variation helps explain local agency variation and how pay practices matter in specific organizational contexts.
Karrierehindernis Geschlecht? : Zum Verbleib von Frauen in der Hochschulmedizin
Autor/in:
Hendrix, Ulla; Mauer, Heike; Niegel, Jennifer
Quelle: GENDER (GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft), 11 (2019) 1-2019, S 47–62
Inhalt: Dieser Beitrag untersucht, warum Frauen nur selten Professorinnen in der Hochschulmedizin werden, obwohl Medizinstudentinnen mittlerweile deutlich in der Mehrheit sind. Anhand einer Online-Befragung von Assistenzärzt_innen sowie von Interviews mit Akteur_innen in Schlüsselpositionen der Universitätskliniken und medizinischen Fakultäten in NRW werden zwei zentrale Erklärungsansätze aus dem Feld herausgearbeitet: die Annahme, dass die mangelnde Vereinbarkeit von Hochschulmedizin und Familie für den geringen Frauenanteil auf den Professuren verantwortlich ist (1), sowie die Vermutung, dass Frauen wissenschaftliche Karriereambitionen durch falsche Strategien nicht realisieren können (2). Beide Erklärungsansätze operieren jedoch mit essentialistischen Geschlechterbildern, die für die Aufrechterhaltung ungleicher Geschlechterverhältnisse in der Hochschulmedizin zentral sind.
Evaluating Unconscious Bias : Speaker Introductions at an International Oncology Conference
Autor/in:
Duma, Narjust; Durani, Urshila; Woods, Cynthia B.; Kankeu Fonkoua, Lionel A.; Cook, Joselle M.; Wee, Christopher; Fuentes, Harry E.; Gonzalez-Velez, Miguel; Murphy, Martina C.; Jain, Shikha; Marshall, Ariela L.; Graff, Stephanie L.; Knoll, Miriam A.
Quelle: Journal of Clinical Oncology, (2019)
Inhalt: PURPOSE
In a professional setting, the introduction of female speakers without their professional title may have an impact on the public?s perception of the female speaker. We examined how professional titles were used during speakers? introductions at the ASCO Annual Meeting.
METHODS
We conducted a retrospective, observational study of video-archived speaker introductions at the 2017 and 2018 ASCO Annual Meetings. A ?professional address? was defined as the professional title followed by the speaker's full name or last name. Multivariable logistic regressions were used to identify factors associated with the form of address
.RESULTS
Of 2,511 videos reviewed, 781 met inclusion criteria. Female speakers were addressed less often by their professional title compared with male speakers (62% v 81%; P < .001). Males were less likely to use a professional address when introducing female speakers compared with females when introducing male speakers (53% v 80%; P < .01). When women performed speaker introductions, no gender differences in professional address were observed (75% v 82%; P = .13). Female speakers were more likely to be introduced by first name only (17% v 3%; P < .001). Male introducers were more likely to address female speakers by first name only compared with female introducers (24% v 7%; P < .01). In a multivariable regression including gender, degree, academic rank, and geographic location of the speaker's institution, male speakers were more likely to receive a professional address compared with female speakers (odds ratio, 2.43; 95% CI, 1.71 to 3.47; P < .01).
CONCLUSION
When introduced by men, female speakers were less likely to receive a professional address and more likely to be introduced by first name only compared with their male peers.
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.
Inhalt: Round after round of temporary hiring and a non-stop pursuit of excellence and funding may impair progress towards gender equality in academia, according to research conducted at the University of Oslo.
Gender-based homophily in collaborations across a heterogeneous scholarly landscape
Autor/in:
Wang, Y. Samuel; Lee, Carole J.; West, Jevin D.; Bergstrom, Carl T.; Erosheva, Elena A.
Quelle: arXiv, 2019.
Inhalt: Using the corpus of JSTOR articles, we investigate the role of gender in collaboration patterns across the scholarly landscape by analyzing gender-based homophily--the tendency for researchers to co-author with individuals of the same gender. For a nuanced analysis of gender homophily, we develop methodology necessitated by the fact that the data comprises heterogeneous sub-disciplines and that not all authorships are exchangeable. In particular, we distinguish three components of gender homophily in collaborations: a structural component that is due to demographics and non-gendered authorship norms of a scholarly community, a compositional component which is driven by varying gender representation across sub-disciplines, and a behavioral component which we define as the remainder of observed homophily after its structural and compositional components have been taken into account. Using minimal modeling assumptions, we measure and test for behavioral homophily. We find that significant behavioral homophily can be detected across the JSTOR corpus and show that this finding is robust to missing gender indicators in our data. In a secondary analysis, we show that the proportion of female representation in a field is positively associated with significant behavioral homophily.
Grant Allocation Disparities from a Gender Perspective : Literature Review - Synthesis Report GRANteD Project D.1.1.
Autor/in:
Crus Castro, Laura; Sanz-Menéndez, Luis
Quelle: CSIC Institute of Public Goods and Policies; Madrid, 2019.
Inhalt: The purpose of this review is to provide the GRANteD project with robust analytical approaches and methodological insights that take into account the state of the art, but it also acknowledges and aims to overcome the main shortcomings and point out the gaps of the existing literature; it is also our contention that knowledge could be used to improve and refine, and also to strengthen, gender equality policies and the management of diversity in teams and research institutions. The substantive focus of the literature review refers to the central event of the “allocation of grants by means of peer review evaluation, observed as a process and an outcome”. We also consider “the impact of grants in career advancement in the context of hiring and promotion decisions”. However we can learn significantly from other areas in which gender research have made significant contributions, like occupation segregation, discrimination, stereotypes, etc.
The role of women scholars in the Chilean collaborative educational research : A social network analysis
Autor/in:
Queupil, Juan Pablo; Muñoz García, Ana Luisa
Quelle: High Educ (Higher Education), 78 (2019) 1, S 115–131
Inhalt: Collaboration is an indispensable tool to promote and increase research. However, little is known about the role of women in collaborative efforts among educational scholars, especially in developing countries, such as Chile. We apply social network analysis (SNA) to examine the relationships and patterns that emerge from a dataset retrieved from Web of Science (WoS) of coauthored scholarly publications. Using sociograms and networks’ centrality indicators (density, degree, betweenness, and closeness) and bibliometric results, this study focuses on detecting the role of women in the collaborative networks. Our results show that the presence of women in the research space is stable across time, but they tend to collaborate more than men, acting as important bridgers since 2000, and that their contribution is relevant in promoting networking. This paper invites a reflection about the policies of research and gender, as well as the positionality of women doing knowledge on education.