Herausgeber/in:
Smith, Helen Lawton; Henry, Colette; Etzkowitz, Henry; Poulovassilis, Alexandra
Quelle: Cheltenham, UK; Northampton, MA, USA: Edward Elgar Publishing, 2020.
Inhalt: Gender, Science and Innovation explores the contemporary challenges facing women scientists in academia and develops effective strategies to improve gender equality. Addressing an important gap in current knowledge, chapters offer a range of international perspectives from diverse contexts, countries and institutional settings. This book is an essential contribution to the literature for academics, researchers and policy makers concerned with improving gender equality in academia and seeking to learn from the experiences of others.
Schlagwörter:ADVANCE; Frauen in der Wissenschaft; Geschlechterverhältnis; geschlechtsspezifische Diskriminierung; Gleichstellungsmaßnahmen; Gleichstellungspolitik; Industrieforschung; Institution; Karriere; leaky pipeline; Medizin; Mentoring; Networking; Netzwerk; Norwegen; Technologie; USA
CEWS Kategorie:Hochschulen, Wissenschaft als Beruf, Geschlechterverhältnis, Gleichstellungspolitik
Dokumenttyp:Sammelwerk
Bildungsstand der Bevölkerung : Ergebnisse des Mikrozensus 2019
Autor/in:
Statistisches Bundesamt (Destatis)
Quelle: Wiesbaden, 2020.
Schlagwörter:Bildung; Bildungsabschluss; Migrationshintergrund; Mikrozensus; Statistik
CEWS Kategorie:Bildung und Erziehung, Diversity, Statistik und statistische Daten, Geschlechterverhältnis
Selbstbestimmung und Verlorenheit : Professorin werden an HAW
Autor/in:
Dölemeyer, Anne; Wagner, Leonie
Quelle: DNH (Die Neue Hochschule), (2020) 2, S 22–25
Inhalt: An einer HAW Professorin zu werden, bringt eine Reihe von neuen Aufgaben mit sich. Aufgrund der teilweise ungeschriebenen Regeln, Strukturen sowie Kulturen der Hochschulen und darin wirkenden geschlechtsbezogenen Praktiken kann dies insbesondere für neuberufene Professorinnen mit großen Herausforderungen verbunden sein.
Schlagwörter:Berufung; Fachhochschule; Geschlechterverhältnis; Hochschulkultur; Professorin
CEWS Kategorie:Wissenschaft als Beruf, Geschlechterverhältnis
Dokumenttyp:Zeitschriftenaufsatz
Status ranking and gender inequality : A cross-country experimental comparison
Autor/in:
Gërxhani, Klarita
Quelle: Research in social stratification and mobility, 65 (2020)
Inhalt: This article examines the (differential) effects of status ranking on men’s and women’s performance. It first recognizes that status ranking might be implicit or explicit. Then, it theoretically studies and predicts the gender effects of both types of status ranking and how these effects might vary with culture. Finally, an empirical analysis is presented based on conducting the same experimental design in three culturally different countries, i.e., Italy, the Netherlands and Spain. The experimental results provide evidence that both the type of status ranking and culture matter. When status ranking is explicit, strong gender differences in performance are observed. In more masculine and competitive environments like the Italian and the Spanish, women perform significantly worse than men. Importantly however, cultural beliefs about gender are not sufficient to drive gender differences when these beliefs are the basis for implicitly inferred status ranking among men and women. It appears that more is needed for gender inequality to kick in than an implicit inference from status characteristics.
The Origins of Unfairness: Social Categories and Cultural Evolution
Autor/in:
O'Connor, Cailin
Quelle: Oxford University Press, 2020. S 324–330
Inhalt: The central aim of this book is to explore the ways in which social categories—especially gender, but also categories like race and religion—interact with and contribute to social solutions to problems of coordination and resource division. In particular, this book uses formal frameworks—game theory and evolutionary game theory—to explore the cultural evolution of conventions that piggyback on seemingly irrelevant factors like gender and race. As I argue, these frameworks elucidate a variety of topics. In particular, these frameworks help show how inequity can emerge from simple processes of cultural change. In groups with gender and racial categories, the process of learning conventions of coordination and resource division is such that under a wide array of situations some groups will tend to get more and others less. One theme that runs throughout the book is that surprisingly minimal conditions are needed to robustly produce phenomena related to inequity that we usually think of as psychologically complex. It takes very little to generate a situation in which social categories (like gender) are almost guaranteed to emerge. The preconditions under which models move toward outcomes that look like discrimination are, again, very minimal. Once inequity emerges in these models, it takes very little for it to persist indefinitely. Thus, we need to think of inequity as part of an ever-evolving process. It is not something we can expect to fix and be done with. Along these lines, the picture I present is ultimately one where those concerned with social justice must remain vigilant against the dynamic forces that push toward inequity.
Rewarding Collaborative Research: Role Congruity Bias and the Gender Pay Gap in Academe
Autor/in:
Wiedman, Christine
Quelle: Journal of Business Ethics (Journal of Business Ethics), 167 (2020) 4, S 793–807
Inhalt: Research on academic pay finds an unexplained gender pay gap that has not fully dissolved over time and that appears to increase with years of experience. In this study, I consider how role congruity bias contributes to this pay gap. Bias is more likely to manifest in a context where there is some ambiguity about performance and where stereotypes are stronger. I predict that bias in the attribution of credit for coauthored research leads to lower returns to research for female professors. To test this prediction, I use a sample of Canadian faculty in accounting, where research is typically coauthored, where females are underrepresented at the most senior ranks, and where many universities evaluate merit in research, teaching, and service to determine salary increases. In regressions of salary on individual and institutional determinants of salary, I find that women earn marginally less than men. However, the pay gap is only evident for women who publish in a selective list of journals; for the subset of faculty with no publications from this list, there are no significant differences in salary. For researching faculty, the pay gap relates specifically to research productivity. While women publish less on average than men, the returns to their research are also lower. In particular, the relation between the individual's research ranking and salary is significantly lower for women who publish a higher proportion of their work with men, than for all other faculty. Additional analysis of salary and coauthor patterns confirms that women receive significantly less credit for coauthored articles they publish with men than those they publish with other women but that no similar variations in reward are evident for men across publishing patterns. These findings suggest bias in the attribution of credit for coauthored research in the determination of salary, consistent with role congruity theory, and provide an important potential explanation for why salaries for women vary systematically from those of men even after considering productivity. Providing lower rewards for equal work represents a continuing ethical issue in academe and compounds the challenges women already facing in the profession.
Schlagwörter:authorship; biases against women; Canada; gender pay gap; Kanada; role conflict; wage gap
CEWS Kategorie:Hochschulen, Frauen- und Geschlechterforschung, Geschlechterverhältnis
The Persistence of the Gender Pay Gap in British Universities*
Autor/in:
Frank, Jeff
Quelle: Fiscal Studies, 41 (2020) 4, S 883–903
Inhalt: The gender pay gap in the UK has been persistent despite the Equal Pay Act 1970. Universities were given a positive duty to redress this in the Equality Act 2010. Some British universities introduced a system of 'professorial banding'. All professors were regraded from scratch. Surprisingly, this had almost no impact on the gender pay gap. We model how the design of the system could amplify discrimination. With individual data from one research university, we find evidence of gendered external market effects, effects of shorter tenure in the rank of professor and sticky floors.
Quelle: Journal of Women and Gender in Higher Education, 13 (2020) 2, S 175–192
Inhalt: We tested four proposed dimensions of a Culture Conducive to Women's Academic Success (CCWAS; i.e., supportive leadership, freedom from gender bias, equal access to opportunities, and support for work-life balance) on a sample of women faculty from Canadian Natural Sciences and Engineering (NSE) departments/units. The results of our serial and parallel mediation analysis confirmed the CCWAS dimensions, and further indicated that a positive NSE department/unit culture supports women's career satisfaction and may reduce their emotional exhaustion. Accordingly, our findings suggest that investing in local gender equity interventions to improve department/unit culture may be an effective way to improve women's experiences and help retain women in academic NSE positions, as a result. (As Provided).