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.
Gender and Race Intersectional Effects in the U.S. Engineering Workforce : Who Stays? Who Leaves?
Autor/in:
Tao, Yu; McNeely, Connie L.
Quelle: GST (International Journal of Gender, Science and Technology), 11 (2019) 1, S 181–202
Inhalt: In many countries, engineering remains a field in which women are highly underrepresented, raising questions not only of equal access, but also of underutilized and wasted potential in engineering talent. The United States is one such country, with women representing only 15% of the engineering workforce. Moreover, even if initially entering the field, women in the United States are more likely than men to leave engineering altogether. This study further analyzes this situation, recognizing that women are a demographically varied group and questioning how differences among them might be reflected in engineering participation outcomes. Emphasizing race and gender, and employing logit regression and marginal effects tests, it considers intersectional configurations to examine probabilities of staying and working in engineering occupations among recipients of engineering degrees. Different gendered patterns are revealed for working in engineering among Hispanic Americans, Asian Americans, African Americans, and White Americans. Moreover, gender and race groups present varying retention rates in engineering occupations over time. Findings also confirm inter- and intra-group gender and racial/ethnic differences and disparities that would not have been revealed without attention to intersectional effects on participation in engineering fields.
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.
Quelle: Forschungsinstitut zur Zukunft der Arbeit (IZA); Bonn (IZA research report, 87), 2019.
Inhalt: The misrepresentation of females among STEM graduates is believed to be an important driver behind the gender gap in labor market success. While barriers to entry into STEM for female students have gained strong attention by education researchers, subsequent gender differences in the persistence of pursuing STEM studies are less well understood. In this research note, we quantify the gender gap in dropout out of STEM using a representative student survey in Germany and apply a descriptive decomposition technique to differentiate between gender differences driven by differences in observed characteristics and behavioral differences. Our results point to a significant gap in dropout rates that cannot be explained by observable characteristics. Rather, female students in STEM appear to be positively selected in terms of the study capital, yet display higher dropout rates than their male counterparts. We discuss potential behavioral explanations and provide recommendations for policy interventions." (Author's abstract, IAB-Doku).
Rezension: Inka Greusing: „Wir haben ja jetzt auch ein paar Damen bei uns“ - Symbolische Grenzziehungen und Heteronormativität in den Ingenieurwissenschaften. Opladen u.a.: Budrich UniPress 2018 - Querelles-net, Jg. 20, Nr. 3 (2019)
Autor/in:
Kaiser, Anelis
Quelle: (2019)
Inhalt: Trotz Bemühungen auf Ebene der Gleichstellung sind Frauen nach wie vor im MINT-Bereich an deutschen Hochschulen unterrepräsentiert. Was mögen die Gründe dafür sein? Mit den Methoden der Sozialwissenschaften untersuchen Wissenschaftler*innen die Ursachen für diese Geschlechter-Disbalance. So auch Inka Greusing in ihrer Dissertationsschrift, in der sie auf verschiedene immanente Strukturen in unseren Köpfen, in unserem Verhalten und in den Studiengängen hinweist. Dadurch wird klar, dass Maßnahmen zur Veränderung der Situation nach wie vor notwendig sind. Die Analyse von Inka Greusing stellt einen sorgfältig ausgearbeiteten Beitrag für das Forschungsfeld Gender Studies in den MINT-Fächern dar.
The positioning and making of female professors : Pushing career advancement open
Autor/in:
Murray, Rowena; Mifsud, Denise
Quelle: Cham, Switzerland: Palgrave Macmillan (Palgrave studies in gender and education), 2019. 241 S
Inhalt: This book explores the experiences and perspectives of female professors. Analysing the gendering of this process using various theoretical perspectives, this edited collection examines the active "making" of careers, and how this has been possible. The editors and contributors cut across institutions, cultures and continents to seek to understand how women navigate the gendered process of becoming a professor, with each chapter applying a different theoretical or methodological approach to her experience. The chapters are not mere descriptions of career trajectories, but analytic narratives anchored within distinct theoretical and philosophical frameworks. In turn, they shed important light on how - and if - institutional structures and systems are adapting to move towards gender equality. Offering practical advice as well as thoughtful reflection, this book will be of especial interest to early career female academics. .
Schlagwörter:Gender identity in education; Geschlechterdiskriminierung; Geschlechterungleichheit; Hochschule; Professorin; Wissenschaftskarriere; Women college teachers; women in higher education
CEWS Kategorie:Europa und Internationales, Wissenschaft als Beruf, Geschlechterverhältnis
Dokumenttyp:Monographie
Geschlechterquoten im europäischen Vergleich : Harte Sanktionen bei Nichteinhaltung sind am wirkungsvollsten
Autor/in:
Arndt, Paula; Wrohlich, Katharina
Quelle: DIW Wochenbericht, (2019) 38, S 691–698
Inhalt: Frauen sind in Spitzengremien der Wirtschaft nach wie vor stark unterrepräsentiert – in Deutschland, in Europa und auch weltweit. In den Aufsichtsräten der 200 umsatzstärksten Unternehmen in Deutschland lag der Frauenanteil zuletzt bei knapp 27 Prozent, in den Vorständen sogar nur bei neun Prozent.info Auch in anderen Bereichen wie Politik, Wissenschaft und Medien sind Frauen nach wie vor seltener vertreten als Männer. So beträgt beispielsweise der Frauenanteil unter den Abgeordneten im Deutschen Bundestag aktuell 31,2 Prozent;info an den größten deutschen Hochschulen liegt der Anteil der Professorinnen bei 23 Prozent.info
In den vergangenen Jahren hat die Aufmerksamkeit für dieses Thema stark zugenommen. Beispiele dafür sind die Berichterstattungen zum „Thomas-Kreislauf“ oder zur „Hans-Bremse“.info Durch diese öffentliche Debatte steigt seit einigen Jahren der Druck auf die Politik, den Ungleichheiten zwischen Frauen und Männern in Führungspositionen entgegen zu wirken. Viele Länder in Europa haben gesetzlich verbindliche Geschlechterquoten für Spitzengremien in der Wirtschaft eingeführt. Deutschland hat dazu im Jahr 2015 das Gesetz für die gleichberechtigte Teilhabe von Frauen und Männern an Führungspositionen in der Privatwirtschaft und im öffentlichen Dienst (FüPoG) verabschiedet.info Auch für andere Bereiche werden ähnliche Quoten gefordert, beispielsweise für Führungspositionen in deutschen Medien,info in der Wissenschaftinfo oder in der Medizin.info Auch für die Politik werden Geschlechterquoten seit längerem diskutiert. Als erster deutscher Landtag hat Brandenburg im Januar 2019 das sogenannte Paritätsgesetz verabschiedet. Dieses sieht vor, dass alle Parteien, die an der Landtagswahl 2024 teilnehmen wollen, ihre Kandidatenlisten abwechselnd mit Männern und Frauen besetzen müssen.info Auch in Thüringen wurde im Juli 2019 ein solches Gesetz für den Landtag beschlossen.info In einigen europäischen Ländern (darunter Belgien, Frankreich, Portugal, Spanien und Slowenien) gelten Gesetze zu Geschlechterquoten für Kandidatenlisten auch auf nationaler Ebene.info
Quelle: Front. Sociol. (Frontiers in Sociology), 4 (2019) , 26 S
Inhalt: Research and popular debate on female underrepresentation in academia has focused on STEM fields. But recent work has offered a unifying explanation for gender representation across the STEM/nonSTEM divide. This proposed explanation, called the fieldspecific ability beliefs (FAB) hypothesis, postulates that, in combination with pervasive stereotypes that link men but not women with intellectual talent, academics perpetuate female underrepresentation by transmitting to students in earlier stages of education their beliefs about how much intellectual talent is required for success in each academic field. This theory was supported by a national survey which found that the disciplines with the fewest women had practitioners who were most likely to think that success in their field requires [talent]/[brilliance]. We test this topdown schema with a nationwide survey of U.S. undergraduates, assessing the extent to which undergraduate beliefs about talent in academia mirror those of academics. We find no evidence that academics transmit their beliefs to undergraduates. We also use a second survey – identical to the first but with each field’s gender ratio provided as added information – to explicitly test the relationship between undergraduate beliefs about gender and talent in academia. The results for this second survey suggest that the extent to which undergraduates rate brilliance as essential to success in an academic field is highly sensitive to this added information for nonSTEM fields, but not STEM fields. Overall, our study offers evidence that, contrary to FAB hypothesis, the STEM/nonSTEM divide principally shapes undergraduate beliefs about both gender and talent in academia.
Schlagwörter:Fächerwahl; Frauen in der Wissenschaft; gender bias; Gender stereotype; Geschlechterstereotyp; MINT; non-STEM divide; quantitative Analyse; STEM; Stereotyp; talent; Underrepresentation of women; Unterrepräsentanz; women in science
CEWS Kategorie:Studium und Studierende, Naturwissenschaft und Technik, Geschlechterverhältnis
Quelle: Gender Work Organ (Gender, Work & Organization), 46 (2019) 2, 411 S
Inhalt: Despite increasing geographic mobility among academic staff, gendered patterns of involvement in academic mobility have largely escaped scrutiny. Positioned within literatures on internationalization, physical proximity, gender and parenthood in academic mobility and understandings of gender as a process enacted through both discursive and embodied practices, we use discourse analysis based on interviews with academics in New Zealand to examine differences in language that create differing realities with regards to gender and obligations of care in academic mobility decisions. The findings reveal how academic mobility is discursively formulated as ‘essential’ to successful academic careers, with the need for frequent travel justified despite advances in virtual communication technologies. Heteronormative discourses are shown to disrupt and fragment the opportunities female academics have to engage in academic mobility. However, we also uncover ways in which these discourses are resisted, wherein fathers articulate emotional strain associated with academic mobility. The article shows how discourse works to constitute the essentialization of academic mobility, and the uneven gendered practices associated with it, whilst also giving voice to gender inequities in academic mobility from the southern hemisphere.