Gender Differences in the Attainment of Doctorates

Abstract

The study of gender inequality in academia is characterized by various conflicting positions (see Cole, 1979; Reskin, 1980). While it is clear such inequality exists, our knowledge of how it comes about is limited. Debate over the extent and interpretation of gender inequality in the academic labor market is exacerbated by this situation. The preliminary analysis reported here suggests that the inequality stems, in part, from different graduate training experiences encountered by female and male students.

Graduate Training and Initial Job Placement*

“…Initial employment is categorized into four job types. These included (1) appointments at academic institutions with a Ph.D. program in the former student's department (high status academic positions), (2) appointments at academic institutions without a Ph.D. program in the former student's department (teaching intensive academic positions), (3) postdoctoral appointments, and (4) nonacademic position^.^ The Accumulation of Professional Credentials: Previous Findings Elsewhere (Wong and Sanders, 1983) it has been shown that the women and men analyzed here commenced graduate study with similar academic credentials and demographic characteristics. Men were more likely than women to study in the natural sciences.…”

A study of factors associated with science persistence in successful female baccalaureate degree recipients at Iowa State University

“…Another study (Wong & Sanders, 1982) that sampled graduate students alluded to the issue of sexism, but failed to cite a cause for differential findings between female and male students. A study of all doctoral recipients from 1972-1978 at the University of California, Santa Barbara found that for male students, but not females, graduate GPA and previous graduate study were positively related to working with prestigious professors.…”

“…When studies do distinguish students by sex on the issue of assistantships, conflicting conclusions have been reached. Wong and Sanders (1982) revealed that women doctorates were less likely than their male counterparts to receive research assistantships in the natural sciences. Also, although the awarding of teaching assistantships was similar for women and men across all disciplines, men had a slight advantage.…”

“…These studies have offered evidence to support the contention that females differ from males in the primary sources of financial aid received, particularly regarding the type of assistantships. If teaching assistantships are less desirable than research assistantships (Solmon, 1976) then the demonstration that females receive fewer research assistantships than males (Ahren & Scott, 1981;Lane, 1990;Solmon, 1976;Wong & Sanders, 1982) may be a factor in the underrepresentation of women in science at the graduate level.…”

“…(6) Demands of marriage, family, and career leading to role conflict (Kaplan, 1982). 7Decreased availability or awarding of financial aid for females (Wong & Sanders, 1982).…”