The Representation and Experience of Women Faculty in STEM Fields

Liang, Xiangfen; Bilimoria, Diana

doi:10.4337/9781847206879.00024

Cited by 6 publications

(4 citation statements)

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“…In academia, the exclusion of women from decision-making is a common issue (e.g., Hopkins, Bailyn, Gibson, & Hammonds, 2002) and women faculty tend to feel that they play less of a role in decision-making at their institution than their male colleagues, even after controlling for academic rank, years after completion of the Ph.D., and years of teaching experience (Denton & Zeytinoglu, 1993). Women in natural science departments often report perceptions that they have less influence and fewer leadership opportunities than men in their institutions (e.g., Niemeier & Gonzalez, 2004) and feel more isolated compared to those in social science departments (Liang & Bilimoria, 2007;Rosser, 2004). In a report released by the Massachusetts Institute of Technology (1999), women's exclusion from PhD committees, group grants, and decision-making was a common problem across departments.…”

Section: Women's Feelings Of Autonomy In Stemmentioning

confidence: 99%

“…For engagement, we sought to examine whether responses would vary as a function of gender and discipline (natural vs. social sciences). We hypothesized that women in natural science departments would feel less engaged than those in social science departments, as previous research demonstrates that women in natural science departments tend to feel more isolated (Liang & Bilimoria, 2007;Rosser, 2004).…”

Section: Goals and Hypotheses Of The Current Studymentioning

confidence: 99%

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Implicit Gender Bias, Engagement, and Protective Factors in STEM Faculty

Dickter¹

2019

ADVJRNL

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The present study assessed implicit gender bias and job engagement among STEM faculty at a mid-size liberal arts university. Forty-nine faculty in each of the departments of natural and social sciences were assessed for implicit gender bias and job engagement. We found that men had greater implicit gender bias than women in the natural sciences. In addition, women in natural science departments felt marginally less engaged than women in social science departments. Women's disengagement was positively associated with imposter phenomenon and perceived lack of control in departmental decisions. However, women who actively participated in a women's organization or had an advocate had more positive psychological outcomes. These findings suggest that although women STEM faculty, particularly in the natural sciences, experience challenges, support provided by women's organizations or advocates may be an important strategy to reduce the effects of these challenges.

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Section: Women's Feelings Of Autonomy In Stemmentioning

confidence: 99%

Section: Goals and Hypotheses Of The Current Studymentioning

confidence: 99%

Implicit Gender Bias, Engagement, and Protective Factors in STEM Faculty

Dickter¹

2019

ADVJRNL

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“…Scholars of higher education and other fields in academia have conducted studies of the glass ceiling and its effects on female faculty. Among these studies are examinations of law schools and legal education in business schools (Angel, ; Fisher, Motowidlo, & Werner, ); female economics faculty (Kahn, ); the humanities (Ginther & Hayes, ); the medical sciences (Carnes, Morrissey, & Geller, ; McGuire, Bergen, & Polan, ; Shea et al., ; Van den Brink, ); science, technology, engineering, and math fields (Liang & Bilimoria, ; Rosser, , ); social work (Holley & Young, ); community colleges (Hagedorn & Laden, ); and international contexts (Bain & Cummings, ; Chesterman, Ross‐Smith, & Peters, ; Van den Brink, ).…”

Section: The Glass Ceilingmentioning

confidence: 99%

Approximating Glass Ceiling Effects Using Cross‐Sectional Data

Jackson

O'Callaghan

Adserias

2014

New Drctns for Instit Rsrch

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“…Women faculty in engineering have also described the disadvantages of having a prevailing male administration with climate surveys identifying that they still perceived some male faculty and administrators as treating women as second-class faculty, believing that women should care for their families, judging women by elements not related to professional performance (e.g., appearance), and showing less respect to women faculty in public interactions [26]. Additional evidence shows women faculty as less likely to report being treated respectfully and more likely to report feelings of exclusion from informal networks and decision-making structures [27]. Such perceptions influence the intentions of women faculty to leave an institution significantly [28].…”

Section: Factors Affecting the Success Of Women Faculty In Engineerin...mentioning

confidence: 99%

Work in Progress: The Challenges of Evaluating ADVANCE Initiative's Effectiveness in the Progress of Women Faculty in Engineering

Sanchez-Pena,

Kamal

2021 ASEE Virtual Annual Conference Content Access Proceedings

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The retention and promotion of a diverse engineering faculty body play a primary role in the advancement of the field. Failure to retain engineering faculty has significant economic implications for institutions. Additionally, the availability of role models and potential mentors for women and other minorities is paramount for the continuing diversification of the field. Prior research has documented additional challenges faced by women faculty in engineering when compared to men; such evidence has resulted in significant attempts to attenuate such disparities among faculty at all ranks. Initiatives such as those requested by the NSF -Organizational Change for Gender Equity in STEM Academic Professions (ADVANCE) have the substantive goal to increase the number of women in engineering and other STEM areas and improve the quality of their experiences through the support of systemic change. However, few is known about how the cumulative positive change enacted by such initiatives manifest in the diversification of the field. Focused on the larger goal of creating models to capture the effectiveness of ADVANCE initiatives, this work in progress presents a literature review of the different factors that have been documented to negatively affect the progress of women faculty in engineering and other STEM areas. This is presented with an iterative identification of elements through different stages of the academic career, layered with variables that are measurable, and potential approaches for future modeling given existing research and the characteristics of the ADVANCE program. The challenges of modeling such a complex system are discussed, together with potential alternatives as a first modeling approach using existing data from different sources.

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The Representation and Experience of Women Faculty in STEM Fields

Cited by 6 publications

References 0 publications

Implicit Gender Bias, Engagement, and Protective Factors in STEM Faculty

Implicit Gender Bias, Engagement, and Protective Factors in STEM Faculty

Approximating Glass Ceiling Effects Using Cross‐Sectional Data

Work in Progress: The Challenges of Evaluating ADVANCE Initiative's Effectiveness in the Progress of Women Faculty in Engineering

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