of the aspects of climate that they can control, such as start-up packages and reduced teaching loads. Where the challenge may remain is in the climate at the departmental level. Interaction and collegial engagement with one’s colleagues is an important part of scientific discovery and collaboration, and here women faculty were not as connected.
Male and female faculty appeared to have similar access to many kinds of institutional resources, although there were some resources for which male faculty seemed to have an advantage. (Findings 4-1 through 4-5)
Survey data revealed a great deal of similarity between the professional lives of male and female faculty. In general, men and women spent similar proportions of their time on teaching, research, and service; male faculty spent 41.4 percent of their time on teaching, while female faculty spent 42.6 percent. Male and female faculty members reported comparable access to most institutional resources, including start-up packages, initial reduced teaching loads, travel funds, summer salary, and supervision of similar numbers of research assistants and postdocs.
Men appeared to have greater access to equipment needed for research and to clerical support. At first glance, men seemed to have more lab space than women, but this difference disappeared once other factors such as discipline and faculty rank were accounted for.
Female faculty reported that they were less likely to engage in conversation with their colleagues on a wide range of professional topics. (Findings 4-6, 4-7, and 4-8)
There were no differences between male and female faculty on two of our measures of inclusion: chairing committees (39 percent for men and 34 percent for women) and being part of a research team (62 percent for men and 65 percent for women). And although women reported that they were more likely to have mentors than men (57 percent for tenure-track female faculty compared to 49 percent for men), they were less likely to engage in conversation with their colleagues on a wide range of professional topics, including research, salary, and benefits (and, to some extent, interaction with other faculty members and departmental climate). This distance may prevent women from accessing important information and may make them feel less included and more marginalized in their professional lives. The male and female faculty surveyed did not differ in their reports of discussions with colleagues on teaching, funding, interaction with administration, and personal life.
There is little evidence across the six disciplines that men and women have exhibited different outcomes on most key measures (includ-