Making Sense of the Atmospheric Science Gender Gap: Do Female and Male Graduate Students Have Different Career Motives, Goals, and Challenges?

Canetto, Silvia Sara; Trott, Carlie D.; Thomas, Jenifer J.; Wynstra, Cheryl A.

doi:10.5408/12-296.1

Cited by 17 publications

(10 citation statements)

References 30 publications

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“…Evidence of this conflict comes from multiple studies. In a series of interviews with 10 graduate students in atmospheric science, women emphasized communal career goals of service and social impact significantly more than men [119]. Additionally, in a national sample of over 9000 college students, women's interest in helping others was negatively correlated with their persistence in STEM [120].…”

Section: Conflict Between Personal Goals and Stereotypes About The Prmentioning

confidence: 99%

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

Eddy

Brownell²

2016

Phys. Rev. Phys. Educ. Res.

167

155

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[This paper is part of the Focused Collection on Gender in Physics.] This focused collection explores inequalities in the experiences of women in physics. Yet, it is important for researchers to also be aware of and draw insights from common patterns in the experiences of women across science, technology, engineering and mathematics (STEM) disciplines. Here, we review studies on gender disparities across college STEM on measures that have been correlated with retention. These include disparities in academic performance, engagement, self-efficacy, belonging, and identity. We argue that observable factors such as persistence, performance, and engagement can inform researchers about what populations are disadvantaged in a STEM classroom or program, but we need to measure underlying mechanisms to understand how these inequalities arise. We present a framework that helps connect larger sociocultural factors, including stereotypes and gendered socialization, to student affect and observable behaviors in STEM contexts. We highlight four mechanisms that demonstrate how sociocultural factors could impact women in STEM classrooms and majors. We end with a set of recommendations for how we can more holistically evaluate the experiences of women in STEM to help mitigate the underlying inequities instead of applying a quick fix.

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Section: Conflict Between Personal Goals and Stereotypes About The Prmentioning

confidence: 99%

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

Eddy

Brownell²

2016

Phys. Rev. Phys. Educ. Res.

167

155

View full text Add to dashboard Cite

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“…Role models can encourage students and early career scientists to pursue a career in academia as they show career possibilities and reduce stereotypes about scientists (Canetto et al, ; Dasgupta & Stout, ; Young et al, ). Accordingly, Vila‐Concejo et al () showed that a lack of role models is perceived to be a key obstacle for gender equity.…”

Section: Resultsmentioning

confidence: 99%

A Global Survey on the Perceptions and Impacts of Gender Inequality in the Earth and Space Sciences

Popp

Lutz

Emmerik

et al. 2019

Earth and Space Science

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The leaky pipeline phenomenon refers to the disproportionate decline of female scientists at higher academic career levels and is a major problem in the natural sciences. Identifying the underlying causes is challenging, and thus, solving the problem remains difficult. To better understand the reasons for the leaky pipeline, we assess the perceptions and impacts of gender bias and imbalance—two major drivers of the leakage—at different academic career levels with an anonymous survey in geoscience academia (n=1,220). The survey results show that both genders view male geoscientists as substantially more gender biased than female scientists. Moreover, female geoscientists are more than twice as likely to experience negative gender bias at their workplaces and scientific organizations compared to male geoscientists. There are also pronounced gender differences regarding (i) the relevance of role models, (ii) family‐friendly working conditions, and (iii) the approval of gender quotas for academic positions. Given the male dominance in senior career levels, our results emphasize that those feeling less impacted by the negative consequences of gender bias and imbalance are the ones in position to tackle the problem. We thus call for actions to better address gender biases and to ensure a balanced gender representation at decision‐making levels to ultimately retain more women in geoscience academia.

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“…Role models can encourage students and early career scientists to pursue a career in academia as they show career possibilities and reduce stereotypes about scientists (Canetto et al, 2012;Young et al, 2013;Dasgupta & Stout, 2014). Accordingly, Vila-Concejo et al (2018) showed that a lack of role models is perceived to be a key obstacle for gender equity.…”

Section: How Important Are Role Models?mentioning

confidence: 99%

A global survey on the perceptions and impacts of gender inequality in the Earth and space sciences

Popp¹,

Lutz²,

Emmerik³

et al. 2019

Preprint

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The leaky pipeline phenomenon refers to the disproportionate drop-out of female scientists at higher academic career levels and is a major problem in the natural sciences. Identifying the underlying causes is challenging, and thus solving the problem remains difficult. To better understand the reasons for the leaky pipeline, we assess the perceptions and impacts of gender bias and imbalance—two major drivers of the leakage—at different academic career levels with an anonymous survey in geoscience academia (n=1220). The survey results show that both genders view male geoscientists as substantially more gender-biased than female scientists, with nearly half of the female full professors considering their male colleagues as biased (vs. 21.3% of male full professors). Moreover, female geoscientists are more than twice as likely to experience negative gender bias at their workplaces and scientific organizations compared to male geoscientists, and female professors report experiences with negative bias at the highest rate (37.8%) among all career stages. There are also pronounced gender differences regarding (i) the relevance of role models, which are most important at the PhD level for women, but at the postdoc or higher levels for men, (ii) family-friendly working conditions, which are important in the future to 76.1% of female PhD students vs. 57.9% of male PhD students and (iii) the approval of gender quotas for academic positions (supported by 44.9% female vs. 7.9% male respondents). Given the male dominance in senior career levels, our results emphasize that those feeling less impacted by the negative consequences of gender bias and imbalance are the ones in position to tackle the problem. We thus call for actions to better address gender biases and to ensure a balanced gender representation at decision-making levels to ultimately retain more women in geoscience academia.

show abstract

Making Sense of the Atmospheric Science Gender Gap: Do Female and Male Graduate Students Have Different Career Motives, Goals, and Challenges?

Cited by 17 publications

References 30 publications

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines

A Global Survey on the Perceptions and Impacts of Gender Inequality in the Earth and Space Sciences

A global survey on the perceptions and impacts of gender inequality in the Earth and space sciences

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