Recruiting and hiring women in STEM fields.

Glass, Christy; Minnotte, Krista Lynn

doi:10.1037/a0020581

Cited by 69 publications

(50 citation statements)

References 67 publications

(62 reference statements)

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“…Research on actual hiring shows female Ph.D.s are disproportionately less likely to apply for tenure-track positions, but if they do apply, they are more likely to be hired (16,(30)(31)(32)(33)(34), sometimes by a 2:1 ratio (31). These findings of female hiring advantage were especially salient in a National Research Council report on actual hiring in six fields, five of which are mathematically intensive, at 89 doctoral-granting universities (encompassing more than 1,800 faculty hires): "once tenure-track females apply to a position, departments are on average inviting more females to interview than would be expected if gender were not a factor" (ref.…”

Section: Discussionmentioning

confidence: 99%

National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track

Williams

Ceci

2015

Proc. Natl. Acad. Sci. U.S.A.

347

282

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National randomized experiments and validation studies were conducted on 873 tenure-track faculty (439 male, 434 female) from biology, engineering, economics, and psychology at 371 universities/colleges from 50 US states and the District of Columbia. In the main experiment, 363 faculty members evaluated narrative summaries describing hypothetical female and male applicants for tenure-track assistant professorships who shared the same lifestyle (e.g., single without children, married with children). Applicants' profiles were systematically varied to disguise identically rated scholarship; profiles were counterbalanced by gender across faculty to enable between-faculty comparisons of hiring preferences for identically qualified women versus men. Results revealed a 2:1 preference for women by faculty of both genders across both math-intensive and non-math-intensive fields, with the single exception of male economists, who showed no gender preference. Results were replicated using weighted analyses to control for national sample characteristics. In follow-up experiments, 144 faculty evaluated competing applicants with differing lifestyles (e.g., divorced mother vs. married father), and 204 faculty compared same-gender candidates with children, but differing in whether they took 1-y-parental leaves in graduate school. Women preferred divorced mothers to married fathers; men preferred mothers who took leaves to mothers who did not. In two validation studies, 35 engineering faculty provided rankings using full curricula vitae instead of narratives, and 127 faculty rated one applicant rather than choosing from a mixed-gender group; the same preference for women was shown by faculty of both genders. These results suggest it is a propitious time for women launching careers in academic science. Messages to the contrary may discourage women from applying for STEM (science, technology, engineering, mathematics) tenure-track assistant professorships.gender bias | hiring bias | underrepresentation of women | faculty hiring | women in science W omen considering careers in academic science confront stark portrayals of the treacherous journey to becoming professors. Well-publicized research depicts a thicket of obstacles standing between female graduate students and tenure-track positions, including inadequate mentoring and networking (1); a chilly social climate (2); downgrading of work products such as manuscripts (3), grant proposals (4), and lectures (5); and gender bias in interviewing and hiring (6-9). Numerous blue ribbon panels and national reports have concluded that implicit, and sometimes explicit, attitudes pervade the hiring process and negatively influence evaluations of female candidates and their scholarship, contributing to women's underrepresentation within the academy (e.g., refs. 10-13).Women's underrepresentation in academic science is hardly trivial. In life and social sciences, women now earn the majority of doctorates, but they make up a minority of assistant professors. In 1993In -1995.4% of assistant pr...

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Section: Discussionmentioning

confidence: 99%

National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track

Williams

Ceci

2015

Proc. Natl. Acad. Sci. U.S.A.

347

282

View full text Add to dashboard Cite

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“…However, there are emerging themes in the literature regarding barriers within higher education in the early career phase of the STEM pipeline. Many career options may not be considered simply because they were unaware of these opportunities because job placement advertisements are not targeting women (Glass and Minnotte 2010;McNeely and Vlaicu 2010). Even when students are aware of career options, they may not seriously consider those options because women have inaccurate information regarding either the option itself, are undecided about their career plans, or they doubt their ability to achieve in that field (Schuster and Martiny 2016).…”

Section: Careersmentioning

confidence: 99%

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Blackburn

2017

Science & Technology Libraries

247

155

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Increased efforts to diversify science, technology, engineering, and mathematics (STEM) education in the United States have drastically increased the number of studies offering insight into the experiences of women in STEM programs in higher education. This paper presents a thematic review of the literature regarding their status from 2007 to 2017 including journals, trade magazines, theses, and dissertations. It focuses on areas of recruitment, retention, barriers, and faculty issues. Stereotypes, biases, campus culture, classroom experiences, identity, and sense of belonging are also explored. The author additionally identifies gaps and suggests related areas for new research as well as implications for librarians.

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“…These include studies of hiring and promotion rates within the university or within a field of study (Glass & Minnotte, 2010). In addition, others have identified inequitable resource distribution within the university as a major factor that inhibits women's academic advancement (Bailyn, 2003;Hopkins, 1999aHopkins, , 1999bMassachusetts Institute of Technology, 1999).…”

Section: Women In Stemmentioning

confidence: 98%

You, Me, or Her

McClelland

Holland

2014

Psychology of Women Quarterly

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We examined how university leaders described what and who needed to change in order to increase the representation of female faculty in science, technology, engineering, and math (STEM) departments. Thirty-one (28 men and 3 women) STEM departmental chairs and deans at a large, public university participated in semi-structured interviews. Data were examined using both qualitative and quantitative procedures. Analysis focused on participants' descriptions of responsibility for changes related to gender equity. Using the distinction of high versus low responsibility, themes were examined for their qualitative characteristics as well as their frequency. Leaders who exhibited high personal responsibility most frequently saw themselves as needing to change and also named their male colleagues as concurrently responsible for diversity. Conversely, leaders who exhibited low personal responsibility most frequently described female faculty as responsible and described women's attitudes and their ''choice'' to have a family as obstacles to gender diversity in STEM. We argue that the dimensions of high and low responsibility are useful additions to discussions of leadership, workplace diversity initiatives, and gender equity more broadly. To this end, we provide several methodological tools to examine these subtle, yet essential, aspects of how diversity and change efforts are imagined and discussed.

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Recruiting and hiring women in STEM fields.

Cited by 69 publications

References 67 publications

National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track

National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

You, Me, or Her

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