Abstract
Although on average women are underrepresented in academic science, technology, engineering, and mathematics (STEM) departments at universities, an underappreciated fact is that women’s representation varies widely across STEM disciplines. Past research is fairly silent on how local variations in gender composition impact faculty experiences. This study fills that gap. A survey of STEM departments at a large research university finds that women faculty in STEM are less professionally satisfied than male colleagues only if they are housed in departments where women are a small numeric minority. Gender differences in satisfaction are largest in departments with less than 25% women, smaller in departments with 25–35% women, and nonexistent in departments approaching 50% women. Gender differences in professional satisfaction in gender-unbalanced departments are mediated by women’s perception that their department’s climate is uncollegial, faculty governance is non-transparent, and gender relations are inequitable. Unfavorable department climates also predict retention risk for women in departments with few women, but not in departments closer to gender parity. Finally, faculty who find within-department mentors to be useful are more likely to have a favorable view of their department’s climate, which consequently predicts more professional satisfaction. Faculty gender and gender composition does not moderate these findings, suggesting that mentoring is equally effective for all faculty.
Highlights
Knowledge production in academia relies on a community of scholars who are satisfied with their work environment, committed to their institution, and productive in research, teaching, and service
Eight of 16 departments had less than 25% women faculty (12–24%); these were Computer Science, Engineering, Physics, Agriculture, Mathematics and Statistics, Astronomy, and Chemistry, which align with national trends
Our research sought to test three hypotheses aimed at understanding how the climate in STEM departments is influenced by the demographic composition of faculty in those units, how department climate influences faculty outcomes, and possible remedies
Summary
Knowledge production in academia relies on a community of scholars who are satisfied with their work environment, committed to their institution, and productive in research, teaching, and service. In fields like the sciences, technology, engineering, and mathematics (STEM), satisfaction, and productivity of faculty play vital roles in ensuring that scientific discovery and innovation flourish in the nation. Workplace satisfaction and productivity of faculty in science and engineering have beneficial effects at the societal level. It is concerning that professional satisfaction among university faculty in the United States often reveals persistent gender disparities. Women in STEM fields tend to feel significantly less satisfied with their professional life than their male colleagues (Callister 2006; Ong et al 2011; Settles et al 2006, 2007; Xu 2008). A large body of research shows that STEM departments are different from non-STEM departments in terms of organizational demographics and the prevalence of gender role stereotypes. Women faculty and students comprise a numeric minority in STEM departments, and these disciplines tend to view men
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