Quelle: Journal of the European Economic Association, 17 (2019) 2, S 535–566
Inhalt: This paper provides new evidence on gender bias in teaching evaluations. We exploit a quasi-experimental dataset of 19,952 student evaluations of university faculty in a context where students are randomly allocated to female or male instructors. Despite the fact that neither students’ grades nor self-study hours are affected by the instructor’s gender, we find that women receive systematically lower teaching evaluations than their male colleagues. This bias is driven by male students’ evaluations, is larger for mathematical courses, and particularly pronounced for junior women. The gender bias in teaching evaluations we document may have direct as well as indirect effects on the career progression of women by affecting junior women’s confidence and through the reallocation of instructor resources away from research and toward teaching. (JEL: J16, J71, I23, J45)
Schlagwörter:Diskriminierung; gender bias; Lehrevaluation; Student; Studium
CEWS Kategorie:Studium und Studierende, Geschlechterverhältnis
Quelle: Journal of Interpersonal Violence, 34(23-24) (2019) , S 4765–4793
Inhalt: The practice of ethics in social science research is a reflexive process of self-review to define a profession’s collective responsibility in the face of changing norms and expectations. In recent years, we have seen transformative changes in how society thinks about supporting sexual assault survivors, and how the scientific community thinks about our obligations to society. Decades of research on trauma and its impact has raised awareness about the needs of victimized individuals, giving rise to the trauma-informed practice movement, which emphasizes that service providers must center survivors’ well-being in all interactions, decisions, and program practices. The field of sexual assault research helped give rise to this movement and provides empirical support for its guiding tenets, and in this article, we explore how to bring these ideas full circle to begin articulating trauma-informed principles for research. A trauma-informed perspective on research challenges scientists to go beyond the requirements of the Belmont Report (1979) and institutional review boards' (IRB) regulations to develop research procedures that fully support survivors’ choice, control, and empowerment. Such reflection on participants’ rights is particularly important given the open science movement sweeping academia, which calls on scientists to share their data publicly to promote transparency, replication, and new discoveries. Disseminating data could pose significant safety, privacy, and confidentiality risks for victims of sexual assault, so we need to evaluate what open science means within a trauma-informed framework. In this article, we examine three key stages of the research process—participant recruitment, data collection, and dissemination—and consider how trauma-informed principles could help, but also could complicate, research practices. We explore these tensions and offer potential solutions so that research on sexual trauma embodies trauma-informed practice.
Schlagwörter:ethical issues in surveys; Ethik; Gewalt; open access; sexuelle Gewalt; violence against women
Social or Economic Goals? The Professional Goal Orientation of Students Enrolled in STEM and Non-STEM Majors in University
Autor/in:
Wolter, Ilka; Ehrtmann, Lisa; Seidel, Tina; Drechsel, Barbara
Quelle: Front. Psychol. (Frontiers in Psychology), 10 (2019)
Inhalt: Various studies try to disentangle the gender-specific competencies or decisions that lead to a career in a STEM field and try to find a way to encourage more women to pursue this kind of career. The present study examines differences in the meaning of work (i.e., their professional goal orientation) of students who are enrolled in STEM or non-STEM programs in tertiary education. Based on the background that gender stereotypes associate women and men with communal or agentic roles respectively, we expected that women in STEM subjects differ in their professional goal orientation from women in non-STEM programs. More precisely, women who are enrolled in a STEM major are expected to be less oriented to social and communal goal orientations than women in non-STEM university programs. In a sample of 5857 second year university students of the German National Educational Panel Study three profiles of professional goal orientation were confirmed in a latent profile analysis. As expected, women were more oriented towards social aspects of occupations, whereas men more likely belonged to a profile with high importance for economic aspects of occupations. Moreover, students enrolled in STEM programs more likely belonged to the profile of economic goal orientation. There was, however, no interaction of gender and STEM program: Women in STEM fields did not differ in their occupational goal orientation from women enrolled in non-STEM programs. Based on these findings and on a goal congruity perspective, future interventions aiming at overcoming the underrepresentation of women in STEM fields should consider the individual meaning of work and the goals that are associated with STEM occupations.
Inhalt: The goal of sex and gender analysis is to promote rigorous, reproducible and responsible science. Incorporating sex and gender analysis into experimental design has enabled advancements across many disciplines, such as improved treatment of heart disease and insights into the societal impact of algorithmic bias. Here we discuss the potential for sex and gender analysis to foster scientific discovery, improve experimental efficiency and enable social equality. We provide a roadmap for sex and gender analysis across scientific disciplines and call on researchers, funding agencies, peer-reviewed journals and universities to coordinate efforts to implement robust methods of sex and gender analysis.
Schlagwörter:Animals; artificial intelligence; engineering; female; Gender; gender analysis; humans; Ingenieurwissenschaft; male; method; Methode; sample size; sex; Sex Characteristics; sex factors
Who supports gender quotas for company leadership? : An empirical analysis of determinants of support and rejection among German citizens
Autor/in:
Möhring, Katja; Teney, Céline; Buss, Christopher
Quelle: Soziale Welt, 70 (2019) 2, S 121–143
Inhalt: Wer unterstützt die Frauenquote in Aufsichtsräten? Wer lehnt sie ab? Ein Forschungsteam der Universitäten Mannheim und Göttingen ist dieser Frage nachgegangen. Die Ergebnisse zeigen eine starke Diskrepanz in der Unterstützung zwischen Männern und Frauen. Im europäischen Vergleich gehört Deutschland zu den Ländern mit der geringsten Unterstützung der Geschlechterquote.
Erstmalig kann nun beurteilt werden, welche Faktoren dazu beitragen, dass die 2016 eingeführte Geschlechterquote unterstützt oder abgelehnt wird. Die höchste Unterstützung findet sich unter alleinstehenden Frauen, die selbst in einer Führungsposition tätig sind. Dagegen lässt sich bei verheirateten Frauen und jungen Männern die geringste Unterstützung finden. Die Ergebnisse der Studie wurden in der Zeitschrift für sozialwissenschaftliche Forschung Soziale Welt veröffentlicht.
Professorin Katja Möhring und Dr. Christopher Buss von der Universität Mannheim haben zusammen mit Professorin Céline Teney vom Institut für Soziologie der Universität Göttingen anhand der Daten des German Internet Panels* von März 2017 individuelle und arbeitsplatzspezifische Faktoren für die Unterstützung der Frauenquote untersucht. Insgesamt wurden Daten von 2544 Befragten ausgewertet.
„Die Daten zeigen, dass die Geschlechterquote auf die stärkste Ablehnung bei jenen stößt, die sich durch diese Maßnahme ausgegrenzt fühlen oder ihre zukünftigen Arbeitsmarktchancen gefährdet sehen“, erläutert Teney. Männer im Top-Management lehnen die Quote stärker ab als Männer, die im mittleren Management tätig sind oder keine Führungsposition innehaben. Im Gegensatz dazu unterstützen Frauen, die selbst in einer Führungsposition tätig sind, die Quote besonders stark.
Neben dem Geschlecht und der eigenen Position auf dem Arbeitsmarkt zählen auch die Wahrnehmung der Ungleichbehandlung von Frauen sowie bei Männern das Alter zu den entscheidenden Faktoren. Insbesondere jüngere Männer lehnen die Quote eher ab. Sowohl Frauen als auch Männer unterstützen die Frauenquote stärker, wenn sie eine Ungleichbehandlung von Frauen auf dem Arbeitsmarkt wahrnehmen. „Die eigene Wahrnehmung von Ungleichheiten und persönliche Erfahrungen spielen eine wesentliche Rolle bei der Bewertung von Gleichstellungsmaßnahmen“, stellt Möhring fest.
Schlagwörter:Einstellung; Geschlecht; Geschlechtergerechtigkeit; Gleichstellungspolitik; quantitative Analyse; Quote; Unternehmen
‘Mentoring and sponsorship in Higher Educational institutions : Men’s invisible advantage in STEM’?
Autor/in:
O’Connor, Pat; O'Hagan, Angela; Myers, Eva Sophie
Quelle: Higher Education Research and Development, 39 (2019) 4, S 1–14
Inhalt: This article is concerned with the source of men’s invisible advantage in the male dominated disciplines of Science, Technology, Engineering and Mathematics (STEM). It is suggested that this advantage has been obscured by combining sponsorship and mentoring. The research asks: Are men or women most likely to be mentored? Is it possible to distinguish between mentoring and sponsorship? Is there gender variation in either or both of these depending on the source – whether from the academic supervisor, line manager or other senior academics. This qualitative study draws on interview data from 106 respondents (57 men and 48 women) at junior, middle and senior levels, in four universities: one each in Bulgaria, Denmark, Ireland and Turkey. It shows that both men and women received mentoring from their PhD supervisor, albeit with slightly different reported nuances. Men were more likely than women to receive sponsorship in that relationship. Both men and women received sponsorship from the Head of Department, whose wider responsibilities may have reduced homophily. Men were more likely than women to receive sponsorship and mentoring from senior men, with most women indicating a lack of access to such senior academics. By distinguishing between mentoring and sponsorship, this article contributes to our understanding of the way male dominance in STEM is perpetuated and suggests the source of men’s invisible advantage in STEM.
A Women-Only Leadership Development Program : Facilitating Access to Authority for Women in Swedish Higher Education?
Autor/in:
Peterson, Helen
Quelle: Soc. Sci. (Social Sciences), 8 (2019) 5, 137 S
Inhalt: This article explores a national women-only leadership development program in Swedish higher education, the so-called IDAS program (an acronym for Identity, Development, Advancement, Support). IDAS encouraged and supported women academics to pursue leadership/administrative careers in higher education and was a unique intervention, aiming to increase the number of women Rectors. By drawing on interviews with some of the women who participated in the IDAS program and subsequently became Rectors, the article provides a valuable case study over best practices to increase women senior leaders in higher education. Notwithstanding the success of the leadership program, the article also deals with resistance and criticism linked to equal opportunity initiatives such as this. The article analyzes the criticism voiced by the women interviewed and suggests that it can be understood in relation to different conceptions of gender and gender (in)equality.
Parenting on the Path to the Professoriate : A Focus on Graduate Student Mothers
Autor/in:
Kulp, Amanda M.
Quelle: Res High Educ (Research in Higher Education), 19 (2019) 3, 105 S
Inhalt: This study presents new findings on tenure-track job outcomes for mothers who parented children during graduate school. Using NSF Survey of Earned Doctorates (2000–2005) and Survey of Doctorate Recipients data (2000–2013), I explore how PhD mothers’ accumulation of career-related resources in graduate school influences their likelihood of attaining tenure-track jobs.