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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 3-7: Marginal Mean and Variance of Transformed Response Variables." 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

Appendix 3-7
Marginal Mean and Variance of Transformed Response Variables

Data collected in the departmental and faculty surveys were used to answer various research questions in this report. Statistical analyses consisted essentially of fitting various types of regression models, including multiple linear regression, logistic regression, and Poisson regression models depending on the distributional assumptions that were appropriate for each response variable of interest. In some cases, the response variable was transformed so that the assumption of normality for the response in the transformed scale was plausible. Marginal or least-squares means were calculated (sometimes in the transformed scale) for effects of interest in the models.

TRANSFORMATIONS

We let y denote a response variable such as the proportion of women in the applicant pool or annual salary or number of manuscripts published in a year, and use x to denote a vector of covariates that might include type of institution, discipline, proportion of women on the search committee, etc. If y can be assumed to be normally distributed with some mean μ and some variance σ2 then we typically fit a linear regression model to y that establishes that μ = , where β is a vector of unknown regression coefficients.

When the response y is not normally distributed (for example, because y can only take on values 0 and 1) then we can define η = xβ and then choose a transformation g of μ such that

For example, if the response variable is a proportion, the logit transformation

is appropriate. When y is a count variable (as in the number of manuscripts published in a year) the usual transformation is the log transformation.

One approach to obtaining estimates of β is the method of maximum likelihood. Let denote the maximum likelihood estimate (MLE) of β. A nice property of MLEs is invariance; in general, the MLE of a function h(β) is equal to the function of the MLE of β, thus

Page
291
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)

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OCR for page 291
Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty Appendix 3-7 Marginal Mean and Variance of Transformed Response Variables Data collected in the departmental and faculty surveys were used to answer various research questions in this report. Statistical analyses consisted essentially of fitting various types of regression models, including multiple linear regression, logistic regression, and Poisson regression models depending on the distributional assumptions that were appropriate for each response variable of interest. In some cases, the response variable was transformed so that the assumption of normality for the response in the transformed scale was plausible. Marginal or least-squares means were calculated (sometimes in the transformed scale) for effects of interest in the models. TRANSFORMATIONS We let y denote a response variable such as the proportion of women in the applicant pool or annual salary or number of manuscripts published in a year, and use x to denote a vector of covariates that might include type of institution, discipline, proportion of women on the search committee, etc. If y can be assumed to be normally distributed with some mean μ and some variance σ2 then we typically fit a linear regression model to y that establishes that μ = xβ, where β is a vector of unknown regression coefficients. When the response y is not normally distributed (for example, because y can only take on values 0 and 1) then we can define η = xβ and then choose a transformation g of μ such that For example, if the response variable is a proportion, the logit transformation is appropriate. When y is a count variable (as in the number of manuscripts published in a year) the usual transformation is the log transformation. One approach to obtaining estimates of β is the method of maximum likelihood. Let denote the maximum likelihood estimate (MLE) of β. A nice property of MLEs is invariance; in general, the MLE of a function h(β) is equal to the function of the MLE of β, thus

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Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty In particular, if then The difficulty arises when we wish to also estimate the variance of for example to then obtain a confidence interval around the point estimate . To do so, we typically need to resort to linearization techniques that allow us to compute an approximation to the variance of a non-linear function of the parameters. A method that can be used for this purpose is called the Delta method and is described below. LEAST-SQARES MEANS Least-squares means of the response, also known as adjusted means or marginal means can be computed for each classification or qualitative effect in the model. Examples of qualitative effects in our models include type of institution (two levels: public or private) discipline (with six categories in our study), gender of chair of search committee, and others. Least-squares means are predicted population margins or within-effect level means adjusted for the other effects in the model. If the design is balanced, the least-squares means (LSM) equal the observed marginal means. Our study design is highly unbalanced and thus the LSM of the response variable for any effect level will not coincide with the simple within-effect level mean response. Each least-squares mean is computed as for a given vector L. For example, in a model with two factors A and B, where A has three levels and B has two levels, the least squares mean response for the first level of factor A is given by: where the first coefficient 1 in L corresponds to the intercept, the next three coefficients correspond to the three levels of factor A and the last two coefficients correspond to the two levels of factor B. If the model also includes an interaction between A and B, then L and has an additional 3 × 2 elements. The corresponding values of the additional six elements in L would be ½ for the two interaction levels involving the first level of factor A (A1B1, A1B2 ) and 0 for the four interaction levels that do not involve the first level of factor A (A2B1, AsB2, A3B1, A3B2). The coefficient vector L is constructed in a similar way to compute the LSM of y (or a transformation of y) for the remaining two levels of A, two levels of B, and even for the six levels of the interaction between A and B if it is present in the model. When the response variable has been transformed prior to fitting the model, the LSM is computed in the transformed scale and must be then transformed back into the original scale. If we have MLEs of the regression coefficients, we can easily compute the LSMs in the original scale simply by applying the inverse

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Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty transformation to . For example, if g(μ) = log(μ) = xβ and is the least squares mean in the transformed scale, we can compute the LSM in the original scale as If the transformation was the logit transformation, the LSM in the original scale is computed as VARIANCE OF A NONLINEAR FNCTION PARAMETERS Suppose that we fit a model to a response variable that has been transformed using some function g as above, and obtain an estimate of a mean . Programs including SAS will also output an estimate of the variance of . We can compute the estimate of the mean in the original scale by applying the inverse transformation g–1 to as described above. In order to obtain an estimate of the variance of , however, we need to make use of, for example, the Delta method, which we now explain. Given any non-linear function H of some scalar-valued random variable θ, H(θ) and given σ2, the variance of θ, we can obtain an expression for the variance of H(θ) as follows: For example, suppose that we used a log transformation on a response variable and obtained an LSM in the transformed scale that we denote , with estimated variance . The estimate of the mean in the original scale is obtained by applying the inverse transformation to the LSM: The variance of is given by: Suppose now that the response variable was binary and that we used a logit transformation so that

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Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty Given an MLE and an estimate of the least squares mean in the transformed scale, we compute and as follows: Given a point estimate of the least squares mean in the original scale and an approximation to its variance, we can compute an approximate 100(1–α)% confidence interval for the true mean in the original scale in the usual manner: where df is the appropriate degrees of freedom. In our case, and due to relatively large sample sizes everywhere, the t critical value can be replaced by the corresponding upper α/2 tail of the standard normal distribution.