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Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty (2010)
Committee on Women in Science, Engineering, and Medicine (CWSEM)
Committee on National Statistics (CNSTAT)

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. "Appendix 3-1: Review of Literature and Research on Factors Associated with a Higher Proportion of Female Applicants." Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty. Washington, DC: The National Academies Press, 2010.

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Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty

Geraldine L. Richmond, who holds an endowed chair in chemistry at the University of Oregon. She argues “many top-notch science departments have ‘toxic atmospheres’ that suffocate women’s enthusiasm for their work and steer them away from research careers. But women are also rejecting elite research universities for other reasons, like the fear that they will not have enough time for their families” (Wilson, 2004).

Kulis and Miller-Loessi (1992) offered a different rationale: higher prestige institutions seek to attract high-powered researchers. In the past, those would more likely be men. The authors noted women have been located outside informal prestige networks, making it harder for women to be recognized and recruited.

Steinpreis et al. (1999) simulated a hiring situation by sending 238 male and female academic psychologists one of four randomly selected versions of curriculum vitae (CV) along with a questionnaire about the qualifications of the candidate. The CV was drawn from a real-life, female scientist. Some versions of the CV contained a traditional male name; other versions, a traditional female name. The authors found “both male and female academicians were significantly more likely to hire a potential male colleague than an equally qualified potential female colleague. Furthermore, both male and female participants were more likely to positively evaluate the research, teaching, and service contributions of a male job applicant than a female job applicant with an identical record” (p. 522).

Several other studies reach the similar conclusion that female candidates may be at a disadvantage in both academic and nonacademic labor markets:

  • Cole et al. (2004) randomly sent business school students’ resumes to 40 employers, who were asked to rate the resumes on a number of criteria. They found male reviewers rated male applicants as having slightly more work experiences than female applicants (not statistically significant), while female reviewers rated male applicants as possessing significantly more work experience.

  • Studies suggest women’s professional work is discounted more so than for men. For example, a study of the outcomes of the peer-review system of the Swedish Medical Research Council for postdoctoral fellowships found the success rate for female applicants was less than half that of male applicants (Wenneras and Wold, 1997).

The situation applies not just to female versus male names as triggers, but also to female versus male appearance. In the music world, very few women were playing with top orchestras in the 1970s. Then orchestras changed how the audition occurred: the musician was hidden behind a screen and the stage was carpeted. The number of women successfully auditioning rose significantly (Koretz, 1997; Goldin and Rouse, 2000). Women seem to get rated harder than men do, both by men and women. However, one study did not find a disparity. In a review of editors, reviewers, and authors regarding manuscripts submitted to JAMA in 1991, the

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282
Front Matter (R1-R18)
Summary (1-14)
1 Introduction (15-30)
2 Status of Women in Academic Science and Engineering in 2004 and 2005 (31-38)
3 Gender Differences in Academic Hiring (39-69)
4 Professional Activities, Institutional Resources, Climate, and Outcomes (70-115)
5 Gender Differences in Tenure and Promotion (116-152)
6 Key Findings and Recommendations (153-168)
Appendixes (169-170)
Appendix 1-1: Biographical Information on Committee Members (171-177)
Appendix 1-2: List of Research I Institutions (178-178)
Appendix 1-3: Committee Meeting Agenda (179-180)
Appendix 1-4: The Surveys (181-188)
Appendix 1-5: Survey Instruments (189-215)
Appendix 1-6: Departments in Survey (216-248)
Appendix 2-1: Review of Literature and Relevant Research (249-266)
Appendix 2-2: Previous Research on Factors Contributing to Gender Differences Among Faculty (267-274)
Appendix 3-1: Review of Literature and Research on Factors Associated with a Higher Proportion of Female Applicants (275-283)
Appendix 3-2: Estimated Adjusted Mean Effects and Differences for the Probability That There Are No Female Applicants (284-284)
Appendix 3-3: Estimated Adjusted Mean Effects and Differences Based on the Modeled Probability of the Percentage of Applicants That Are Female (285-286)
Appendix 3-4: Estimated Adjusted Mean Effects and Differences Based on the Modeled Probability of at Least One Female Candidate Interviewed (287-288)
Appendix 3-5: Doctoral Degrees Awarded by All Doctoral-Granting Institutions, by Field, Gender, and Year (289-289)
Appendix 3-6: Doctoral Degrees Awarded by Discipline and Gender for Research I Institutions, 1999-2003 (290-290)
Appendix 3-7: Marginal Mean and Variance of Transformed Response Variables (291-294)
Appendix 3-8: Main Considerations for Taking a Position by Number of Respondents Saying "Yes" (295-295)
Appendix 4-1: Distribution of Undergraduate Course Load for Faculty by Gender and Discipline (296-297)
Appendix 4-2: Percentage of Faculty Members Who Do No Graduate Teaching (298-298)
Appendix 4-3: Percentage of Faculty Members Receiving a Reduced Teaching Load When Hired (299-299)
Appendix 4-4: Percentage of Faculty Members Who Served on an Undergraduate Thesis or Honors Committee (300-300)
Appendix 4-5: Percentage of Faculty Members Who Served on and Chaired an Undergraduate Thesis or Honors Committee (301-301)
Appendix 4-6: Distribution of Number of Graduate Thesis or Honors Committees for Research I Tenure and Tenure-Track Faculty: Men/Women (302-302)
Appendix 4-7: Percentage of Time Spent in Administration or Committee Work on Campus and Service to the Profession Outside the University for Tenured and Tenure-Track Faculty at Research I Institutions: Men/Women (303-303)
Appendix 4-8: Distribution of Number of Service Committees for Research I Tenure and Tenure-Track Faculty: Men/Women (304-304)
Appendix 4-9: Mean Salary by Gender and Professorial Rank for Tenure and Tenure-Track Faculty in Research I Institutions (305-305)
Appendix 4-10: Percentage of Tenured and Tenure-Track Faculty in Research I Institutions Receiving Summer Support (306-306)
Appendix 4-11: Percentage of Tenured and Tenure-Track Faculty in Research I Institutions Receiving Travel Funds (307-307)
Appendix 4-12: Median Square Footage of Lab Space of Faculty Who Report Doing Experimental Work (308-308)
Appendix 4-13: Faculty Who Have Received More Lab Space Since Hire (Values Are Percentages) (309-309)
Appendix 4-14: Percentage of Tenured and Tenure-Track Faculty in Research I Institutions Receiving Sufficient Equipment (310-310)
Appendix 4-15: Number of Postdoctorate Students for Tenured and Tenure-Track Faculty in Research I Institutions (presented by Men and Women) (311-311)
Appendix 4-16: Percentage of Tenured and Tenure-Track Faculty in Research I Institutions Receiving Sufficient Clerical Support (312-312)
Appendix 4-17: Percentage of Faculty Members Stating That They Had a Mentor (313-313)
Appendix 4-18: Distribution of the Number of Graduate Students for Tenured and Tenure-Track Faculty in Research I Institutions (presented by Men and Women) (314-314)
Appendix 4-19: Mean Number of Articles Published in Refereed Journals (sole and co-authored) Over the Past 3 Years for Tenured and Tenure-Track Faculty in Research I Institutions (315-315)
Appendix 4-20a: Estimated Probability of Having Grant Funding by Discipline, Gender, and Whether the Faculty Member Has an Assigned Mentor - Assistant Professors Only (316-316)
Appendix 4-20b: Estimated Probability of Having Grant Funding by Discipline, Gender, and Whether the Faculty Member Has an Assigned Mentor - Associate Professors Only (317-317)
Appendix 4-21: Percentage of Faculty Missing Salary Data by Gender and Discipline (318-318)
Appendix 4-22: Percentage of Tenured and Tenure-Track Faculty at Research I Institutions That Were Nominated for at Least One Award (319-319)
Appendix 4-23: Percentage of Tenured and Tenure-Track Research I Faculty with Offers to Leave (320-320)
Appendix 4-24: Percentage of Tenured and Tenure-Track Faculty at Research I Institutions Planning to Leave or Retire (321-321)
Appendix 5-1: Knowledge of Tenure Procedures by Gender, Rank, and Presence of a Mentor (322-323)
Appendix 5-2: Detailed Tenure Information from Departmental Survey (324-324)
Appendix 5-3: Time Spent in Both Assistant and Associate Professorships (325-325)
Appendix 5-4: Years Between Starting Employment and Achieving Associate Professor Status, by Gender (326-326)
Appendix 5-5: Years Between Starting Employment and Achieving Full Professor Status, by Gender (327-327)
Appendix 5-6: Patterns of Nonresponse for Tenure Decisions (328-328)
Appendix 5-7: Patterns of Nonresponse for Promotion Decisions (329-329)
Bibliography (330-352)
Index (353-366)