Women In Science Careers Research Articles

Scientific Initiation as a strategy for the development of Scientific Literacy in basic education students: reflections from the Cientista Aprendiz

Scientific initiation has benefits for scientific education, but few studies focus on schools. Thus, we investigated a Program of Scientific Initiation offered by a private school in São Paulo. We aimed to identify: i) a number of students that were participated in this program (2006 to 2019); ii) the areas and themes that were researched by the participants; iii) possible gender differences. We analyzed some documents, did some statistical tests, and did an Open Data Categorization. We identified the growth of student enrollments, indicating an enlargement of their interest in scientific topics. We also identified a greater number of researches in Biological Sciences, but gender differences were not identified, just an asymmetry in the areas of interest of students. More spaces for the development of the Nature of Science in schools are necessary, as well as the constant dialogue about the insertion of women in scientific careers.

Factors that contribute to the underrepresentation of women in science careers worldwide: a literature review

The paper analyses the literature related to the underrepresentation of women in the scientific field to identify the factors that affect this underrepresentation worldwide. This literature review covers 470 papers—published in journals with the highest impact factor from 1985 to 2018—that address the factors that influence the access, participation, and progress of women in scientific careers. This literature review was based on the complete readings of the papers using thematic analysis. The factors that influence women’s access, participation and progress in careers related to science and technology are a complex problem with multiple interdependent factors. In addition, these vary according to the stages of women’s lives and cultural contexts. This paper proposes, based on the literature review, a comprehensive framework to explain the factors that influence the access, participation, and progress of women in science careers. The factors are grouped as follows: (a) individual, (b) family, (c) social, (d) educational, and (e) labor-economic. The proposed research is useful for researchers and policy makers because it introduces this phenomenon schematically and orderly identifies the gaps in past research studies, and evidences the need to conduct further research on this topic.

Pursuing gender equality in Astronomy in basic education: the case of the project “Girls in the Museum of Astronomy and Related Sciences”

It is well known that the number of women in scientific careers is significantly lower than the number of men, especially in Science, Technology, Engineering and Mathematics (STEM) areas. Considering that science should be used for the benefit of all, by excluding women from the production process of scientific knowledge, we are giving up of 50% of the intellectual capacity to different science fields. Thus, the Museum of Astronomy and Related Sciences, whose mission is to expand society's access to scientific knowledge, promotes the project "Girls in the Museum", aimed at the continuous education of seven high-school female students in topics of astronomy with the goal of stimulating them into liking science. Concurrently with the project, interviews were conducted to evaluate the initiative according to the participants' perspectives, as well as to understand their perceptions about science prior and after six months of the project. We found that the participants were satisfied with the format and content of the project, comprised of theoretical talks and practical workshops. The resulting discourses show that they now view science as something closer to their lives and are more confident to promote scientific discussions. These results show the importance of providing young females with role models they can look up, especially at the age when they are about to make decisions concerning their future career.

Situación de la mujer en la Ciencia y tecnología: relaciones de poder al interior de una entidad académica pública con autonomía universitaria

El artículo analiza la realidad que viven las mujeres que ejercen carreras científicas al interior de la Facultad de Ciencias y Tecnología (FCyT) de la Universidad Mayor de San Simón (UMSS) de Cochabamba, Bolivia, en un contexto en el que concurren dos factores determinantes. Por un lado, la histórica situación de desventaja para las mujeres en la ciencia y la tecnología, con dificultades de acceso y escasos niveles de participación en el área; por otro, el complejo ambiente político presente en una Facultad dominada por hombres y caracterizada por pugnas de poder y favoritismos, resultado del debilitamiento de los principios autonómicos y la corrupción del cogobierno universitario con el paso del tiempo. De esta manera, a través de un enfoque de investigación mixto, se obtiene una visión global de la situación que viven las mujeres que hacen ciencia en la FCyT, poniendo en evidencia la especial situación de desventaja presente en un escenario en el que se reúnen dos problemáticas ampliamente discutidas hasta el día de hoy en los debates de género, donde las mujeres, más allá de ser minoría, conviven en un ambiente fuertemente politizado, construido por hombres y en el cual su participación política se ve prácticamente anulada y su poder invalidado.

A Summary Report from the Research Partnership on Women in Science Careers.

In response to the landmark report "Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering," the NIH Office of Research on Women's Health issued a request for applications that funded 14 R01 grants to investigate causal factors to career success for women in STEM. Following completion of the 4-year grants, the grant PIs formed a grassroots collaborative, the Research Partnership on Women in Science Careers. To summarize the work of the Research Partnership, which resulted in over 100 publications. We developed six themes to organize the publications, with a "Best Practices" for each theme at the end of each section: Barriers to Career Advancement; Mentoring, Coaching, and Sponsorship; Career Flexibility and Work-Life Balance; Pathways to Leadership; Compensation Equity; and Advocating for Change and Stakeholder Engagement. Women still contend with sexual harassment, stereotype threat, a disproportionate burden of family responsibilities, a lack of parity in compensation and resource allocation, and implicit bias. Strategies to address these barriers using the Bronfenbrenner ecological model at the individual, interpersonal, institutional, academic community, and policy levels include effective mentoring and coaching, having a strong publication record, addressing prescriptive gender norms, positive counter-stereotype imaging, career development training, networking, and external career programs such as the AAMC Early and Mid-Career Programs and Executive Leadership in Academic Medicine (ELAM). Cultural transformation is needed to address the barriers to career advancement for women. Implementing the best practices noted of the work of the Research Partnership can help to achieve this goal.

Predictors of Work-Family Role Conflict and Its Impact on Professional Women in Medicine, Engineering, and Information Technology in Nigeria.

This study examines work-family role conflict and the factors predicting it, with a sample of 173 professional women in engineering and information technology (IT) firms, including 2 hospitals-1 public and 1 private. Our findings show no significant difference in the level of work-family role conflict encountered by women across medicine, engineering, and IT, whereas hours of work, family responsibilities, job demand, and work role overload were significantly correlated with work-family role conflict. Multiple linear regression analysis indicates that only work role overload, family responsibilities, and hours of work significantly predicted 45.9% of work-family role conflict. This implies that working women are burdened by work demands, which invariably affects the work-family role conflict they experience and leads to deterioration of their occupational health. It is suggested that employers should create a flexible work schedule and establish family-friendly policies in the workplace to promote a healthy work-life balance for women in science careers.

Dancers in the Dark: Scientific Careers According to a Gender-Blind Model of Promotion

The disparity between men and women in science is a hot topic in gender studies and a relevant target of scientific policies. The leaky pipeline metaphor illustrates the decreasing number of women along senior positions in academia; however many questions remain unanswered. What factors progressively diminish the number of women in scientific careers and why do they appear to be less successful than their male colleagues? In order to discover new insight, this work compares men’s and women’s career paths by taking into account academic and family milestones achieved throughout the life course. An innovative and interdisciplinary methodology (from bibliometrics, statistics, and sociology) has been constructed to examine men’s and women’s trajectories. Findings display gender differences in scientists’ trajectories. The evolution of scientists’ careers reveals linear careers for males, whilst women develop non-linear careers. Motherhood emerges as a problem for developing linear careers. And collegiate decisions of gatekeepers seem to systematically disfavour women scientists’ careers.

Teaching scientific literacy in an introductory women’s studies course: a case study in interdisciplinary collaboration

Background and purpose:The purpose of this exploratory case study is to describe how scholars negotiated disciplinary divides to develop and communicate to their students an understanding of the basic features of scientific knowledge. Our goals were to examine boundary crossing in interdisciplinary collaboration and to assess the efficacy of adding science content to an introductory Women’s Studies course.Sample:We studied a collaboration between faculty in Biology and Women’s Studies and evaluated science modules in a Women’s Studies course at a regional four-year university in the Midwestern USA. The study included 186 student participants over three semesters and four faculty from Philosophy, Women’s Studies and Biology.Design and method:Women’s Studies and Biology faculty collaborated to design and implement science content learning modules that included the case of women and science in an introductory Women’s Studies course. Qualitative data collected from faculty participants in the form of peer debrief sessions and narrative reflections were used to examine the process of interdisciplinary collaboration. Students exposed to curriculum changes were administered pre- and post-lesson surveys to evaluate their understanding of issues faced by women in science careers, the nature of science, and interest in science studies. Data from collaborators, student journal reflections, and pre-/post-lesson surveys were considered together in an evaluation of how knowledge of science was understood and taught in a Women’s Studies course over a longitudinal study of three semesters.Results:We found evidence of discipline-based challenges to interdisciplinarity and disciplinary boundary crossing among collaborators. Three themes emerged from our collaboration: challenges posed by disciplinary differences, creation of a space for interdisciplinary work, and evidence of boundary crossing. Student participants exhibited more prior knowledge of Women’s Studies content than nature of science but showed learning in the areas of scientific literacy and the understanding of issues related to women in science careers. Student understanding of science content was enhanced by the participation of a woman scientist in the learning module.Conclusion:This case study illustrates how creating an inclusive space for interdisciplinary collaboration led to successful curriculum transformation and academic boundary crossing by faculty participants. Success is evident in the legacy of interdisciplinarity in the curriculum and learning gains by students. Use of a feminist science studies framework was successful at helping students learn about the influence of values on science and the tentative nature of scientific conclusions. It was less successful in teaching the distinction between science and other ways of knowing and the conception that science is an evidence-based approach to understanding the natural world. This study highlights the importance of interdisciplinary teams of faculty members collaborating to help students learn about science by modeling that there are multiple ways of knowing.

Women’s progress in science is undermined by stereotyping and short term contracts, MPs conclude

Gender stereotyping, a lack of senior role models, and short term contracts are undermining the recruitment and retention of women in scientific careers, MPs have warned. A report by the House of Commons Science and Technology Committee concluded that it was much harder for women than men to progress in academic careers in science.1 The committee described it as “astonishing” that, despite attempts to increase the representation of women in science, technology, engineering, and maths (STEM) careers, just 17% of UK professors in these disciplines were female. The committee said that greater standardisation …

Let's Get Organised: Practicing and Valuing Scientific Work inside and outside the Laboratory

Over the past thirty years there has been a significant turn towards practice and away from institutions in sociological frameworks for understanding science. This new emphasis on studying ‘science in action’ ( LATOUR 1987 ) and ‘epistemic cultures’ ( KNORR CETINA 1999 ) has not been shared by academic and policy literatures on the problem of women and science, which have focused on the marginalisation and under-representation of women in science careers and academic institutions. In this paper we draw on elements of both these approaches to think about epistemic communities as simultaneously practical and organisational. We argue that an understanding of organisational structures is missing in science studies, and that studies of the under-representation of women lack attention to the detail of how scientific work is done in practice. Both are necessary to understand the gendering of science work. Our arguments are based on findings of a qualitative study of bioscience researchers in a British university. Conducted as part of a European project on knowledge production, institutions and gender the UK study involved interviews, focus groups and participant observation in two laboratories. Drawing on extracts from our data we look first at laboratories as relatively unhierarchical communities of practice. We go on to show the ways in which institutional forces, particularly contractual insecurity and the linear career, work to reproduce patterns of gendered inequality. Finally, we analyse how these patterns shape the gendered value and performance of ‘housekeeping work’ in the laboratory.

Women in Science Careers at NIH Featured in New Publication

Women in Science Careers at NIH Featured in New Publication

Sex differences and science: the etiology of science excellence

Are there sex differences in the etiology of high performance in science in childhood that could contribute to the under-representation of women in scientific careers? In this study the relative contributions of genetic and environmental influences on high performance in science in both boys and girls were assessed using standard twin analyses. The sample included 3000 twin pairs from the UK Twins Early Development Study (TEDS). Science performance ratings based on the UK National Curriculum were collected from teachers when the twins were 9, 10 and 12 years old. Science excellence was defined as performing above the 85th percentile. Sex-limitation liability threshold models were used to assess sex differences in etiology. We found no evidence for quantitative or qualitative sex differences in the etiology of science excellence, which was moderately heritable (30-50%), and influenced by both shared (40-56%) and non-shared (10-13%) environmental influences. Although boys and girls do not differ genetically in relation to school science performance per se, the under-representation of women in scientific careers may be due to attitudes rather than aptitudes.

Legislating for Equality? Working Hours and Progression in Science Careers

Abstract: This article presents some recent research on the progression of women in science careers in five EU Member States—the UK, Italy, Austria, Portugal, and Greece, examining the growing gender pay gap in science careers. It focused on the recruitment and participation of women, but also on their retention and progression. The interviews with scientists highlighted the importance of various dimensions of ‘time‐use’ to an understanding of the progression of women and men in science careers. This article focuses on three dimensions of time: (1) time over the working day; (2) time over the working week; and (3) time over the working year. It describes the typical working schedules of the respondents, the functional use of that time and the particular challenges this presents for scientists with caring responsibilities. The results confirm previous findings1 underlining the importance of working hours in science both to the attractiveness of science careers—and the ability to recruit and retain men and women—and to career progression. Within this context, the article considers the potential of recent European legislation designed to regulate working time (Council Directive 93/104) to create a more level playing field and improve the progression of women in science.

Shaping women or changing the system: accounts of gender inequality in science

Purpose – The paper aims to critically review four recently published books, each of which aims to explain the disproportionate representation of men and women in science careers, and to understand gender differences in achievements and productivity.Design/methodology/approach – This is a thematic book review and conceptual analysis and development.Findings – The review shows that in order to reduce and eliminate gender inequality in science careers, it is naive to assume that changing women's attitudes alone will solve the problem. This position in‐itself indicates the unspoken presumption that the male model of work is the norm to which women must adapt.Originality/value – The review shows there is a need for policy actions and initiatives that eliminate the structural barriers in SET career trajectories which currently favour the working preferences of male scientists.

A POSITIVE SCIENCE AND TECHNOLOGY EXPERIENCE FOR JUNIOR GIRL SCOUTS THROUGH A COLLEGE SERVICE LEARNING PROJECT

The authors have begun hosting interactive and collaborative activities at the Pennsylvania State University Delaware County campus for Junior Girl Scouts to earn science- and technology-related badges. Undergraduate nonscience majors enrolled in an introductory-level science course are required to complete a service learning project by developing and conducting a series of hands-on exercises for area Junior Girl Scouts. The girls are given the opportunity to use technological tools such as Internet searching and Palm Pilot handheld computers to complete the requirements for a science badge. The activities are detailed and supplemented with a corresponding program workbook that promotes women in science careers. Postproject evaluations show the scouts reporting higher interest in science, more positive attitudes toward science, and a desire to earn more science-related badges. The undergraduates report a strong desire to complete additional projects to help serve the community.

WOMEN, SCIENCE, AND ACADEMIA

In the study of gender and society, science is a strategic analytic research site—because of the hierarchical nature of gendered relations, generally, and the hierarchy of science, particularly. Academic science, especially, is crucial to, and revealing of, status in science and society. This article focuses on three questions: What is the status of women in scientific careers and the role of graduate education in these careers? What are the implications for the analysis of gender? Where can we intervene, and how? In addressing these questions, the arguments concentrate on the social and organizational context of science and its relationship to gender and status.

Women in science: token women or gender equality?

The emergence of women into R&D in the Austrian context, Dorothea Gaudart handmaidens of the knowledge class - women in science in Finland, Veronica Stolte-Heiskanen women in science careers in the German Democratic Republic, Heidrun Radtke double-faced marginalization - women in science in Yugoslavia, Marina Blagojevic women and science in Bulgaria - the long hurdle-race, Nora Ananieva Soviet women in science, Vitalina Koval women, science and politics in Greece - three is a crowd, Ann R.Cacoullos women in academic science careers in Turkey, Feride Acar women at the top in science and technology fields - profile of women academics at Dutch univerities, equal opportunities for women? - women in science in Hungary, Agnes Haraszthy stubbornness, drudgery, scientific interests and profound commitment, Janni Nielsen and Bente Elkjaer is to be an engineer still a masculine career in Spain? notes on an ambiguous change in university technical education, M.Carme Alemany recommendations, Dorothea Gaudart selected bibliography - women in scientific and technical careers, Ruza Furst-Dilic.

Validation of the attitude toward women in science scale for early adolescents

AbstractThe purpose of this study was to measure attitude of adolescents toward women in science careers. To do so, researchers in the Career Oriented Modules to Explore Topics in Science Project validated a 27‐item instrument, the Women in Science Scale (WiSS). The scale had high reliability whether measured by estimates of internal consistency or test‐retest reliability. The validity was established using the known groups and correlates procedures. The test clearly distinguished between known groups and resulted in the predicted pattern of correlations with measures of other constructs. The WiSS could prove to be a valuable instrument for basic research or curriculum evaluation where adolescent attitude toward women in science careers is a variable of interest.

U.N. Technology Meeting Lacked Clear Direction

Participants in the September 1979 United Nations Conference on Science and Technology for Development (UNCSTD) were disappointed in the results, which they had counted on to help diminish some of the gap between the industrialized and the developing worlds. The conference developed a plan of action in broad terms of developing an intergovernmental committee to oversee R and D projects and calling for equal opportunities for men and women in science careers. Little room for agreement was found on some of the controversial legal and political issues, however. Pressures to develop a new economic order were countered as impractical by the industrialized countries. Positive signs are noted in the participants' willingness to minimize nationalism and the large contingent of scientists present. US delegates, although they were excluded from some of the decision making, are hopeful that Congress will approve funds for the international committee and that the mechanism for technology transfer can be improved.