Perceived chances for promotion among women associate professors in computing: individual, departmental, and entrepreneurial factors

Fox, Mary Frank; Xiao, Wenbin

doi:10.1007/s10961-012-9250-2

Cited by 22 publications

(11 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Faculty members experience multiple stressors in their work environment, including early-career negative experiences, competing time demands engendered by multiple responsibilities, frequent performance evaluations (by students, peers, and administrators), lack of transparency in promotion requirements, and career-limiting bias (Catano et al, 2010;Cox Edmondson, 2012;Fox & Xiao, 2013;Gardner & Blackstone, 2013;Gentry & Stokes, 2015;Luster-Teasley, 2012). While most tenure-stream faculty will be granted tenure (Acker et al, 2012), many never advance past the rank of associate professor (Gardner & Blackstone, 2013).…”

Section: Work Environmentmentioning

confidence: 99%

Achieving academic promotion: The role of work environment, role conflict, and life balance

Bowering

Reed

2021

CJHE

View full text Add to dashboard Cite

Fifty-two faculty at two Canadian universities were interviewed about the impact of work environment, role conflict, and worklife balance on career-related experiences and decisions to apply for promotion to full professor. Faculty described conflicts between their academic responsibilities of teaching, research, and service (including limited time for research despite long work weeks) as well as work-life imbalance. These issues were often gendered; women took slightly longer to achieve the rank of associate professor, accepted tasks of lower reward value, held decreased expectations for promotion, and experienced workplace conflict and bullying more than their male counterparts. Even so, faculty identified colleagues as a valuable career support. Our data lead us to theorize that the decision to apply for academic promotion is informed by a cost-benefit analysis, early career experiences, conformity with academic norms that over-emphasize research productivity, as well as access to career-advancing resources (especially time for research). We recommend that the gendered nature of the academic reward system be re-imagined to promote equality, and provide suggestions as to how to do so.

show abstract

Section: Work Environmentmentioning

confidence: 99%

Achieving academic promotion: The role of work environment, role conflict, and life balance

Bowering

Reed

2021

CJHE

View full text Add to dashboard Cite

show abstract

“…Cognitive capital describes psychological resources beyond skills that influence task success, including confidence and motivation. In fields where women are underrepresented or experience negative stereotypes, they often have lower self-efficacy than men (Chen and Latham, 2014; Dohrman, 2010; Fox and Xiao, 2013), even when they demonstrate high levels of achievement or performance (Kay and Shipman, 2014). In entrepreneurship, women usually report lower self-efficacy than men (Dempsey and Jennings, 2014), which also relates to lower entrepreneurial intention (Westhead and Solesvik, 2016).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In the field of entrepreneurship, stereotypes are so prevalent that it has been proposed that men biologically possess certain relevant skills, or even a greater “basic talent” for these activities (Lazear, 2004; Obschonka et al , 2011). Faced with these stereotypes, women are considered to be less likely to succeed as entrepreneurs than men due to personality traits like risk-aversion (Fox and Xiao, 2013; Henry et al , 2005; Klein and Bullock, 2006), and “feminine” management techniques (Ahl, 2006). Stereotypes also favor men in relation to technology skills (Bury, 2011) as well as technology entrepreneurship specifically (Brush et al , 2012).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Gender differences in academic entrepreneurship: experience, attitudes and outcomes among NSF I-CORPS participants

Epstein

Duval‐Couetil

Huang-Saad

2021

IJGE

View full text Add to dashboard Cite

PurposeExpanding access to entrepreneurship training programs can be a method to increase female involvement in technology commercialization only if these programs adequately address the specific challenges facing female faculty and graduate students. In the context of the US National Science Foundation's Innovation Corps (NSF I-Corps) program, this study examines gender differences in prior experience and attitudes towards the training in order to propose improvements to the program design.Design/methodology/approachThis quantitative study uses Pearson's Chi-Square and ANOVA tests on survey data from the I-Corps national program (n = 2,195), which enrolls faculty members, graduate students, postdoctoral researchers and industry experts.FindingsIn comparison to male participants, female I-Corps participants reported less entrepreneurial experience prior to the program, poorer team relationships during the program and lower entrepreneurial intention and technology commercialization readiness at both the beginning and the end of the program. However, no gender differences were found in positive or negative perceptions of the instructional climate or perceptions of program usefulness.Originality/valueThis study is unique as it is based on a large-scale dataset drawn from sites across the United States. The results support potential changes to I-Corps and similar programs, including providing more explicit instructions for tasks with which female participants have less prior experience than males (e.g. in applying for patents), offering guidance for team interactions, and providing mentorship to assess whether low self-efficacy is leading women to underestimate the potential success of their projects.

show abstract

“…They may face inequality, discrimination and sexual harassment as a part of the job [15]. According to Fox and Xiao (2013) women who reach the top of hierarchical level, along with many other suppressing factors have experienced sexual harassment as one of the major factors which hindering women to move the top of hierarchical position. According to some researchers a contributing factor to women's low success in the labour market is sexual harassment at workplace [2] [118].…”

Section: Sexual Harassment Experience and Underrepresentation Of Womenmentioning

confidence: 99%

Underrepresentation of Women at Academic Excellence and Position of Power: Role of Harassment and Glass Ceiling

Yousaf¹,

Schmiede²

2016

JSS

View full text Add to dashboard Cite

The study intends to comprehend the underrepresentation of women on positions of power and academic excellence in academia. The study explained the role of exploitation and harassment, which might hinder, when women were trying to climb to top hierarchical position. The majority of women supervised by male heads, sexual harassment could be used as a glass ceiling to hamper women to reach top hierarchal level. The majority participants were working on lower academic and administrative hierarchy; they were experiencing harassment throughout the hierarchical level. Similarly, they considered that harassment could contribute to the underrepresentation of women at academic excellence and a position of power.

show abstract

Perceived chances for promotion among women associate professors in computing: individual, departmental, and entrepreneurial factors

Cited by 22 publications

References 36 publications

Achieving academic promotion: The role of work environment, role conflict, and life balance

Achieving academic promotion: The role of work environment, role conflict, and life balance

Gender differences in academic entrepreneurship: experience, attitudes and outcomes among NSF I-CORPS participants

Underrepresentation of Women at Academic Excellence and Position of Power: Role of Harassment and Glass Ceiling

Contact Info

Product

Resources

About