Sample records for academic women scientists

  1. The talent process of successful academic women scientists at elite research universities in New York state

    NASA Astrophysics Data System (ADS)

    Kaenzig, Lisa M.

    The importance of science in our society continues to increase, as the needs of the global culture and the problems of the world's growing populations affect resources internationally (DeLisi, 2008; Fischman, 2007; Park, 2008). The need for qualified and experienced scientists to solve complex problems is important to the future of the United States. Models of success for women in STEM disciplines are important to improve the recruitment and retention of women in academic science. This study serves as an examination of the facilitators and barriers---including external factors and internal characteristics---on the talent development process of successful women academic scientists. Since there are few studies relating specifically to the career experiences of successful women in academic science careers (Ceci & Williams, 2007; Wasserman, 2000; Xie & Shauman, 2003), a literature review was conducted that examined the (1) the gifted literature on women, including the eminence literature; (2) the higher education literature on women faculty and academic science, and (3) the literature related to the internal characteristics and external factors that influence the talent development process. The final section of the literature review includes a literature map (Creswell, 2009) outlining the major studies cited in this chapter. The conclusion, based on a critical analysis of the literature review, outlines the need for this study. The current study utilizes the framework of Gagne's differentiated talent development model for gifted individuals (Gagne, 1985, 1991) to examine the themes cited in multiple studies that influence the talent development process. Through a mixed-design methodology (Creswell, 2009) that incorporates quantitative and qualitative analysis using a survey and follow-up interviews with selected participants, this study seeks to explore the effects of internal characteristics, external influences, significant events, and experiences on the success of

  2. Mentoring, Gender, and Careers of Academic Scientists.

    ERIC Educational Resources Information Center

    Grant, Linda; And Others

    This study explores the dynamics and effects of mentoring relationships, with particular emphasis on the experiences of women and minorities as proteges. It draws upon quantitative and qualitative data gathered from a survey of 587 academic scientists and interviews with 55 academic scientists, in 3 disciplinary areas: physics and astronomy,…

  3. Has ADVANCE Affected Senior Compared to Junior Women Scientists Differently?

    NASA Astrophysics Data System (ADS)

    Rosser, Sue

    2015-01-01

    Substantial evidence exists to demonstrate that the NSF ADVANCE Inititiative has made a positive impact upon institutions. Since it began in 2001, ADVANCE has changed the conversation, policies, and practices in ways to remove obstacles and systemic barriers preventing success for academic women scientists and engineers. Results from ADVANCE projects on campuses have facilitated consensus nationally about policies and practices that institutions may implement to help to alleviate issues, particularly for junior women scientists.Although getting women into senior and leadership positions in STEM constituted an initial impetus for ADVANCE, less emphasis was placed upon the needs of senior women scientists. Surveys of academic women scientists indicate that the issues faced by junior and senior women scientists differ significantly. The focus of ADVANCE on junior women in many ways seemed appropriate--the senior cohort of women scinetists is fed by the junior cohort of scientists; senior women serve as mentors, role models, and leaders for the junior colleagues, while continuing to struggle to achieve full status in the profession. This presentation will center on the differences in issues faced by senior compared to junior women scientists to explore whether a next step for ADVANCE should be to address needs of senior academic women scientists.

  4. Women scientists in Taiwan: an update.

    PubMed

    Wang, Hsiu-Yun; Stocker, Joel Floyd

    2010-06-01

    This paper reflects upon issues of gender and science in Taiwan. Its starting point is the first academic paper on the subject published in Taiwan in 1996 by Fu and Wang, and then it draws upon the biographical accounts of 20 women scientists. We emphasize the importance of focusing on the specific contexts of the history of science and women in Taiwan. Partly as a result of Taiwan's colonial past and women's limited access to education, women scientists did not emerge in Taiwan until the second half of the 20(th) century when higher education became available to women. The gender issues with which women scientists in Taiwan have had to cope include the ways in which women have been excluded or included, their marital and career status, the local and global politics of scientific knowledge, and negotiating social networks. These issues have remained largely the same since the Fu and Wang study, but they have certainly gained wider attention and understanding, and greater articulation, both within academia and society. 2010 Elsevier. Published by Elsevier B.V. All rights reserved.

  5. Women scientists' scientific and spiritual ways of knowing

    NASA Astrophysics Data System (ADS)

    Buffington, Angela Cunningham

    While science education aims for literacy regarding scientific knowledge and the work of scientists, the separation of scientific knowing from other knowing may misrepresent the knowing of scientists. The majority of science educators K-university are women. Many of these women are spiritual and integrate their scientific and spiritual ways of knowing. Understanding spiritual women of science would inform science education and serve to advance the scientific reason and spirituality debate. Using interviews and grounded theory, this study explores scientific and spiritual ways of knowing in six women of science who hold strong spiritual commitments and portray science to non-scientists. From various lived experiences, each woman comes to know through a Passive knowing of exposure and attendance, an Engaged knowing of choice, commitment and action, an Mindful/Inner knowing of prayer and meaning, a Relational knowing with others, and an Integrated lifeworld knowing where scientific knowing, spiritual knowing, and other ways of knowing are integrated. Consequences of separating ways of knowing are discussed, as are connections to current research, implications to science education, and ideas for future research. Understanding women scientists' scientific/ spiritual ways of knowing may aid science educators in linking academic science to the life-worlds of students.

  6. Educators Who Work in Science: The Narratives of Women Negotiating Careers in Academic Science

    NASA Astrophysics Data System (ADS)

    Tullos, Kimberly C.

    2011-12-01

    The purpose of this life story narrative study was to explore how women scientists develop views of self that enable them to negotiate careers within academic science. I framed the study using feminist standpoint theory as my theoretical foundation, and used possible selves theory as my conceptual framework. Eight women scientists working in academe described their journey regarding their views of self and career-related experiences. The study produced two key findings. First, seven themes emerged from my data analysis; these themes suggest that these women shared significant experiences in their quest to become scientists. Second, my feminist analysis of the participants' narratives indicates that distinct, but submerged gender-related tensions shaped their views of themselves as scientists and their science career decisions. These tensions include career choice and advancement constrained by family obligations, work environments that do not recognize or undervalue their skills and contributions to the profession, and perceived pressure to de-feminize their behavior to blend in to their work environment. Not unlike other women negotiating careers in academic science, they generally accepted their status as women to be an inherent part of their career pursuits and viewed workplace challenges as an opportunity to prove their competency. Seven of the eight women did not attribute their challenges to gender differences. However, the combined narratives revealed underlying conflicts between their views of self as women and as scientists resulting from their experiences in, and perceptions of, academic science environments. The study's principal theoretical contribution, from the feminist standpoint perspective, highlights the pervasive and unseen influence of gender dynamics. In this study, the participants developed views of themselves, not as scientists, but as "educators who work in science." This critical distinction enabled these participants, perhaps unknowingly

  7. Using women's health research to develop women leaders in academic health sciences: the National Centers of Excellence in Women's Health.

    PubMed

    Carnes, M; VandenBosche, G; Agatisa, P K; Hirshfield, A; Dan, A; Shaver, J L; Murasko, D; McLaughlin, M

    2001-01-01

    While the number of women entering U.S. medical schools has risen substantially in the past 25 years, the number of women in leadership positions in academic medicine is disproportionately small. The traditional pathway to academic leadership is through research. Women's health research is an ideal venue to fill the pipeline with talented women physicians and scientists who may become academic leaders in positions where they can promote positive change in women's health as well as mentor other women. The Office on Women's Health (OWH) in the U.S. Department of Health and Human Services has contracted with 18 academic medical centers to develop National Centers of Excellence in Women's Health. Emphasizing the integral link between women's health and women leaders, each of the Centers of Excellence must develop a leadership plan for women in academic medicine as part of the contract requirements. This paper describes the training programs in women's health research that have developed at five of the academic medical centers: the University of Wisconsin, Magee Women's Hospital, the University of Maryland, Medical College of Pennsylvania Hahnemann University, and the University of Illinois at Chicago. We discuss some of the challenges faced for both initiation and future viability of these programs as well as criteria by which these programs will be evaluated for success.

  8. Stress and morale of academic biomedical scientists.

    PubMed

    Holleman, Warren L; Cofta-Woerpel, Ludmila M; Gritz, Ellen R

    2015-05-01

    Extensive research has shown high rates of burnout among physicians, including those who work in academic health centers. Little is known, however, about stress, burnout, and morale of academic biomedical scientists. The authors interviewed department chairs at one U.S. institution and were told that morale has plummeted in the past five years. Chairs identified three major sources of stress: fear of not maintaining sufficient funding to keep their positions and sustain a career; frustration over the amount of time spent doing paperwork and administrative duties; and distrust due to an increasingly adversarial relationship with the executive leadership.In this Commentary, the authors explore whether declining morale and concerns about funding, bureaucracy, and faculty-administration conflict are part of a larger national pattern. The authors also suggest ways that the federal government, research sponsors, and academic institutions can address these concerns and thereby reduce stress and burnout, increase productivity, and improve overall morale of academic biomedical scientists.

  9. Academic and non-academic career options for marine scientists. - Support measures for early career scientists offered at MARUM - Center for Marine Environmental Sciences, University of Bremen, Germany

    NASA Astrophysics Data System (ADS)

    Hebbeln, Dierk; Klose, Christina

    2015-04-01

    Early career scientists at MARUM cover a wide range of research topics and disciplines including geosciences, biology, chemistry, social sciences and law. Just as colourful as the disciplinary background of the people, are their ideas for their personal careers. With our services and programmes, we aim to address some important career planning needs of PhD students and early career Postdocs, both, for careers in science and for careers outside academia. For PhD students aiming to stay in science, MARUM provides funding opportunities for a research stay abroad for a duration of up to 6 months. A range of courses is offered to prepare for the first Postdoc position. These include trainings in applying for research funding, proposal writing and interview skills. Following MARUM lectures which are held once a month, early career scientists are offered the opportunity to talk to senior scientists from all over the world in an informal Meet&Greet. Mentoring and coaching programmes for women in science are offered in cooperation with the office for equal opportunities at the University of Bremen. These programmes offer an additional opportunity to train interpersonal skills and to develop personal career strategies including a focus on special challenges that especially women might (have to) face in the scientific community. Early career scientists aiming for a non-academic career find support on different levels. MARUM provides funding opportunities for placements in industry, administration, consulting or similar. We offer trainings in e.g. job hunting strategies or interview skills. For a deeper insight into jobs outside the academic world, we regularly invite professionals for informal fireside chats and career days. These events are organised in cooperation with other graduate programmes in the region to broaden the focus of both, the lecturers and the participants. A fundamental component of our career programmes is the active involvement of alumni of MARUM and our

  10. Work and family conflict in academic science: patterns and predictors among women and men in research universities.

    PubMed

    Fox, Mary Frank; Fonseca, Carolyn; Bao, Jinghui

    2011-10-01

    This article addresses work-family conflict as reported among women and men academic scientists in data systematically collected across fields of study in nine US research universities. Arguing that academic science is a particularly revealing case for studying work-family conflict, the article addresses: (1) the bi-directional conflict of work with family, and family with work, reported among the scientists; (2) the ways that higher, compared with lower, conflict, is predicted by key features of family, academic rank, and departments/institutions; and (3) patterns and predictors of work-family conflict that vary, as well as converge, by gender. Results point to notable differences, and commonalties, by gender, in factors affecting interference in both directions of work-family conflict reported by scientists. These findings have implications for understandings of how marriage and children, senior compared with junior academic rank, and departmental climates shape work-family conflict among women and men in US academic science.

  11. Does stereotype threat affect women in academic medicine?

    PubMed

    Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly

    2012-04-01

    Multiple complex factors contribute to the slow pace of women's advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including (1) introducing the concept of stereotype threat to the academic medicine community, (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias, (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders, (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards, and (5) building leadership efficacy among female physicians and scientists.

  12. COAChing Women to Succeed in Academic Careers in the Chemical Sciences

    NASA Astrophysics Data System (ADS)

    Richmond, Geraldine L.

    2005-03-01

    COAChing (Committee on the Advancement of Women Chemists) was formed in 1998 by a group of senior women chemists to address issues related to the documented disparity in hiring, promotion, and advancement of women faculty in academic chemistry departments in the United States. Several national programs have been launched by COACh that are already showing a high degree of impact on the lives and careers of many women chemists in the academic arena. As word of the effectiveness of these programs has spread, other science disciplines (including physics, biology, mathematics, and computer science) have adopted COACh programs with similar goals in mind. This article describes several opportunities that COACh is providing to help increase the number and success of women scientists in academia.

  13. It's a wonderful life: a career as an academic scientist.

    PubMed

    Vale, Ronald D

    2010-01-01

    Many years of training are required to obtain a job as an academic scientist. Is this investment of time and effort worthwhile? My answer is a resounding "yes." Academic scientists enjoy tremendous freedom in choosing their research and career path, experience unusual camaraderie in their lab, school, and international community, and can contribute to and enjoy being part of this historical era of biological discovery. In this essay, I further elaborate by listing my top ten reasons why an academic job is a desirable career for young people who are interested in the life sciences.

  14. Maximizing the potential of scientists in Japan: promoting equal participation for women scientists through leadership development.

    PubMed

    Homma, Miwako Kato; Motohashi, Reiko; Ohtsubo, Hisako

    2013-07-01

    In order to examine the current status of gender equality in academic societies in Japan, we inquired about the number of women involved in leadership activities at society conferences and annual meetings, as these activities are critical in shaping scientific careers. Our findings show a clear bias against female scientists, and a need to raise consciousness and awareness in order to move closer to equality for future generations. © 2013 The Authors Genes to Cells © 2013 by the Molecular Biology Society of Japan and Wiley Publishing Asia Pty Ltd.

  15. Participation of Academic Scientists in Relationships with Industry

    PubMed Central

    Zinner, Darren E.; Bolcic-Jankovic, Dragana; Clarridge, Brian; Blumenthal, David; Campbell, Eric G.

    2013-01-01

    Relationships between academic researchers and industry have received considerable attention in the last 20 years, but current data on the prevalence, magnitude, and trends in such relationships are rare. In a mailed survey of 3080 academic life science researchers conducted in 2007, we found the majority (52.8%) of academic life scientists have some form of relationship with industry. Compared to our previous studies in 1995 and 1985, we found a significant decrease in industry support of university research, which could have major consequences for the academic life science research sector. PMID:19887423

  16. Sponsorship: a path to the academic medicine C-suite for women faculty?

    PubMed

    Travis, Elizabeth L; Doty, Leilani; Helitzer, Deborah L

    2013-10-01

    Despite increases in the percentages of women medical school graduates and faculty over the past decade, women physicians and scientists remain underrepresented in academic medicine's highest-level executive positions, known as the "C-suite." The challenges of today and the future require novel approaches and solutions that depend on having diverse leaders. Such diversity has been widely shown to be critical to creating initiatives and solving complex problems such as those facing academic medicine and science. However, neither formal mentoring programs focused on individual career development nor executive coaching programs focused on individual job performance have led to substantial increases in the proportion of women in academic medicine's top leadership positions.Faced with a similar dilemma, the corporate world has initiated sponsorship programs designed to accelerate the careers of women as leaders. Sponsors differ from mentors and coaches in one key area: They have the position and power to advocate publicly for the advancement of nascent talent, including women, in the organization. Although academic medicine differs from the corporate world, the strong sponsorship programs that have advanced women into corporations' upper levels of leadership can serve as models for sponsorship programs to launch new leaders in academic medicine.

  17. Information needs of academic medical scientists at Chulalongkorn University.

    PubMed Central

    Premsmit, P

    1990-01-01

    The information needs of scientists in English-speaking countries have been studied and reported in the library literature. However, few studies exist on the information-seeking patterns of scientists in developing countries, and no study has examined the information needs of medical scientists in developing Asian countries. This study investigated the information needs of academic medical scientists at Chulalongkorn University in Bangkok, Thailand. The results indicate that medical scientists have three types of information needs: identifying up-to-date information, obtaining relevant studies and data, and developing research topics. Thai scientists' information-seeking behavior was different from that of scientists in developed countries. The study shows a high use of libraries as information providers; Thai medical scientists rely heavily on information from abroad. PMID:2224302

  18. Inside the "Turris Eburnea": Entrepreneurial Scientists Emerging from Academic Hierarchies

    ERIC Educational Resources Information Center

    Peruta, Maria Rosaria Della

    2008-01-01

    Why do inventors and top scientists from leading universities exploit their research results differently from others? Why do apparently similar laboratory experiences make "academic entrepreneurs" achieve different entrepreneurial goals? Does the academic experience have an influence on the willingness to spin off? Or is that willingness simply…

  19. The Impacts of Postdoctoral Training on Scientists' Academic Employment

    ERIC Educational Resources Information Center

    Su, Xuhong

    2013-01-01

    This article examines the dynamics of postdoctoral training affecting scientists' academic employment, focusing on timing and prestige dimensions. Postdoc training proves beneficial to academic employment--more so in less prestigious departments than in top ones. Postdoc duration is subject to diminishing returns. The benefits of training…

  20. Women in Academic Medicine.

    PubMed

    Thibault, George E

    2016-08-01

    More than a decade ago, women achieved parity with men in the number of matriculants to medical school, nearly one-third of the faculty of medical schools were women, and there were some women deans and department chairs. These trends were promising, but today there are still significant differences in pay, academic rank, and leadership positions for women compared with men in academic medicine. Though there has been progress in many areas, the progress is too slow to achieve previously recommended goals, such as 50% women department chairs by 2025 and 50% women deans by 2030.The author points to the findings presented in the articles from the Research Partnership on Women in Biomedical Careers in this issue, as well as research being published elsewhere, as an evidence base for the ongoing discussion of gender equity in academic medicine. More attention to culture and the working environment will be needed to achieve true parity for women in academic medical careers.

  1. Does Stereotype Threat Affect Women in Academic Medicine?

    PubMed Central

    Burgess, Diana Jill; Joseph, Anne; van Ryn, Michelle; Carnes, Molly

    2012-01-01

    Multiple complex factors contribute to the slow pace of women’s advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including: (1) introducing the concept of stereotype threat to the academic medicine community; (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias; (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders; (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards; and (5) building leadership efficacy among female physicians and scientists. PMID:22361794

  2. Purposeful Leadership: The Life Calling of Successful Women Scientists

    NASA Astrophysics Data System (ADS)

    West, Ja-Quel April

    The experiences of six women who are successful in the world of science, technology, engineering, and mathematics (STEM) are examined through lenses constructed from self-efficacy, resiliency, social capital, and identity. Each of the women successfully earned a doctorate in STEM, in spite of being the minority in a male-dominated career field. Examination of individual discoveries and experiences provides a platform for enhancing an understanding of what facilitates women scientists' achievements when pursuing meaningful work. All women in this study display, how social networks and personal characteristics have helped women scientists, become leaders and advance in their field. The findings of this research provides a scaffold for young students to will better understand, and appreciate how women scientists overcome many barriers, how women in science gained their strength, and fulfilled their purposeful leadership.

  3. Gender, Ethnicity, and Physics Education: Understanding How Black Women Build Their Identities as Scientists

    NASA Astrophysics Data System (ADS)

    Rosa, Katemari Diogo da

    This research focuses on the underrepresentation of minoritized groups in scientific careers. The study is an analysis of the relationships between race, gender, and those with careers in the sciences, focusing on the lived experiences of Black women physicists, as viewed through the lens of women scientists in the United States. Although the research is geographically localized, the base-line question is clear and mirrors in the researcher's own intellectual development: "How do Black women physicists describe their experiences towards the construction of a scientific identity and the pursuit of a career in physics?" Grounded on a critical race theory perspective, the study uses storytelling to analyze how these women build their identities as scientists and how they have negotiate their multiple identities within different communities in society. Findings show that social integration is a key element for Black women physicists to enter study groups, which enables access to important resources for academic success in STEM. The study has implications for physics education and policymakers. The study reveals the role of the different communities that these women are part of, and the importance of public policies targeted to increase the participation of underrepresented groups in science, especially through after-school programs and financial support through higher education.

  4. Living with Internationalization: The Changing Face of the Academic Life of Chinese Social Scientists

    ERIC Educational Resources Information Center

    Xie, Meng

    2018-01-01

    Internationalization is an integral part of the strategies of leading Chinese universities to strive for world-class standing. It has left its marks on the academic life of China's social scientists. This article explores the impact of internationalization on the academic life of Chinese social scientists using Tsinghua University as an example.…

  5. Women Doctoral Scientists in the United States (1973).

    ERIC Educational Resources Information Center

    Kistiakowsky, Vera

    A demographic profile of women doctoral scientists in the United States is presented, based on the survey of doctoral scientists carried out by the National Academy of Sciences--National Research Council (NAS-NRC). In addition to an overview of the NAS-NRC survey, the presentation compares the demographic profile of women with that of men and…

  6. Women in academic medicine.

    PubMed

    Bickel, J

    2000-01-01

    Women now constitute 43% of US medical students, 37% of residents, and 27% of full-time medical school faculty. Less than 11% of women faculty are full professors, however, compared to 31% of men, and these proportions haven't changed in more than 15 years. Since the proportion of women reaching the top ranks remains relatively low, the pool of women available for leadership positions in academic medicine is still small. This review article first summarizes recent data on women's representation in academic medicine and then discusses why they are not succeeding at the same pace as men. Reasons include a complex combination of women's choices, sexism, cultural stereotypes, constraints in combining family responsibilities with professional opportunities, and lack of effective mentoring. Multiple approaches are required to overcome these "cumulative disadvantages," among them improving the gender climate at academic medical centers; the mentoring of women faculty, residents, and students; and skill-building opportunities for women.

  7. Women in academic general surgery.

    PubMed

    Schroen, Anneke T; Brownstein, Michelle R; Sheldon, George F

    2004-04-01

    To portray the professional experiences of men and women in academic general surgery with specific attention to factors associated with differing academic productivity and with leaving academia. A 131-question survey was mailed to all female (1,076) and a random 2:1 sample of male (2,152) members of the American College of Surgeons in three mailings between September 1998 and March 1999. Detailed questions regarding academic rank, career aspirations, publication rate, grant funding, workload, harassment, income, marriage and parenthood were asked. A five-point Likert scale measured influences on career satisfaction. Responses from strictly academic and tenure-track surgeons were analyzed and interpreted by gender, age, and rank. Overall, 317 surgeons in academic practice (168 men, 149 women) responded, of which 150 were in tenure-track positions (86 men, 64 women). Men and women differed in academic rank, tenure status, career aspirations, and income. Women surgeons had published a median of ten articles compared with 25 articles for men (p <.001). Marriage or parenthood did not influence numbers of publications for women. Overall career satisfaction was high, but women reported feeling career advancement opportunities were not equally available to them as to their male colleagues and feeling isolation from surgical peers. Ten percent to 20% of surgeons considered leaving academia, with women assistant professors (29%) contemplating this most commonly. Addressing the differences between men and women academic general surgeons is critical in fostering career development and in recruiting competitive candidates of both sexes to general surgery.

  8. Women in Academic Medicine: Measuring Stereotype Threat Among Junior Faculty.

    PubMed

    Fassiotto, Magali; Hamel, Elizabeth Otto; Ku, Manwai; Correll, Shelley; Grewal, Daisy; Lavori, Philip; Periyakoil, V J; Reiss, Allan; Sandborg, Christy; Walton, Gregory; Winkleby, Marilyn; Valantine, Hannah

    2016-03-01

    Gender stereotypes in science impede supportive environments for women. Research suggests that women's perceptions of these environments are influenced by stereotype threat (ST): anxiety faced in situations where one may be evaluated using negative stereotypes. This study developed and tested ST metrics for first time use with junior faculty in academic medicine. Under a 2012 National Institutes of Health Pathfinder Award, Stanford School of Medicine's Office of Diversity and Leadership, working with experienced clinicians, social scientists, and epidemiologists, developed and administered ST measures to a representative group of junior faculty. 174 School of Medicine junior faculty were recruited (62% women, 38% men; 75% assistant professors, 25% instructors; 50% white, 40% Asian, 10% underrepresented minority). Women reported greater susceptibility to ST than did men across all items including ST vulnerability (p < 0.001); rejection sensitivity (p = 0.001); gender identification (p < 0.001); perceptions of relative potential (p = 0.048); and, sense of belonging (p = 0.049). Results of career-related consequences of ST were more nuanced. Compared with men, women reported lower beliefs in advancement (p = 0.021); however, they had similar career interest and identification, felt just as connected to colleagues, and were equally likely to pursue careers outside academia (all p > 0.42). Innovative ST metrics can provide a more complete picture of academic medical center environments. While junior women faculty are susceptible to ST, they may not yet experience all of its consequences in their early careers. As such, ST metrics offer a tool for evaluating institutional initiatives to increase supportive environments for women in academic medicine.

  9. The Manhattan Project and its Effects on American Women Scientists

    NASA Astrophysics Data System (ADS)

    Fletcher, Samuel

    2008-04-01

    There have been many detailed historical accounts of the Manhattan Project, but few have recognized the technical role women scientists and engineers crucially played in the Project's success. Despite their absence from these prominent accounts, recent studies have revealed that, in fact, women participated in every non-combat operation associated with the Manhattan Project. With such extensive participation of women and such a former lack of historical attention upon them, little analysis has been done on how the Manhattan Project might have influenced the prospectus of women scientists after the war. This talk has two aims: 1) to recount some of the technical and scientific contributions of women to the Manhattan Project, and 2) to examine what effects these contributions had on the women's careers as scientists. In other words, I intend offer a preliminary explanation of the extent to which the Manhattan Project acted both as a boon and as a detriment to American women scientists. And finally, I will address what this historical analysis could imply about the effects of current efforts to recruit women into science.

  10. Women in Academic Medicine: Measuring Stereotype Threat Among Junior Faculty

    PubMed Central

    Hamel, Elizabeth Otto; Ku, Manwai; Correll, Shelley; Grewal, Daisy; Lavori, Philip; Periyakoil, V.J.; Reiss, Allan; Sandborg, Christy; Walton, Gregory; Winkleby, Marilyn; Valantine, Hannah

    2016-01-01

    Abstract Background: Gender stereotypes in science impede supportive environments for women. Research suggests that women's perceptions of these environments are influenced by stereotype threat (ST): anxiety faced in situations where one may be evaluated using negative stereotypes. This study developed and tested ST metrics for first time use with junior faculty in academic medicine. Methods: Under a 2012 National Institutes of Health Pathfinder Award, Stanford School of Medicine's Office of Diversity and Leadership, working with experienced clinicians, social scientists, and epidemiologists, developed and administered ST measures to a representative group of junior faculty. Results: 174 School of Medicine junior faculty were recruited (62% women, 38% men; 75% assistant professors, 25% instructors; 50% white, 40% Asian, 10% underrepresented minority). Women reported greater susceptibility to ST than did men across all items including ST vulnerability (p < 0.001); rejection sensitivity (p = 0.001); gender identification (p < 0.001); perceptions of relative potential (p = 0.048); and, sense of belonging (p = 0.049). Results of career-related consequences of ST were more nuanced. Compared with men, women reported lower beliefs in advancement (p = 0.021); however, they had similar career interest and identification, felt just as connected to colleagues, and were equally likely to pursue careers outside academia (all p > 0.42). Conclusions: Innovative ST metrics can provide a more complete picture of academic medical center environments. While junior women faculty are susceptible to ST, they may not yet experience all of its consequences in their early careers. As such, ST metrics offer a tool for evaluating institutional initiatives to increase supportive environments for women in academic medicine. PMID:26555562

  11. Academic Women in Protest.

    ERIC Educational Resources Information Center

    Theodore, Athena

    This paper is an exploratory inquiry into some aspects of protest for sex equality by academic women. The analysis is based on published and unpublished information on sex discrimination in academia, as well as a sample of 65 cases of academic women obtained from a pilot survey. Following introductory material, Part II emphasizes patterns of…

  12. Career development for women scientists in Asia.

    PubMed

    Ip, Nancy Y

    2011-06-23

    Previously, challenges faced by women scientists have made it difficult for them to realize their dreams. The remarkable growth of Asian bioscience over the past decade, however, has created opportunities for young women in their home countries. The time is ripe for women in Asia to pursue their scientific aspirations. Copyright © 2011 Elsevier Inc. All rights reserved.

  13. Perspectives of Academic Social Scientists on Knowledge Transfer and Research Collaborations: A Cross-Sectional Survey of Australian Academics

    ERIC Educational Resources Information Center

    Cherney, Adrian; Head, Brian; Boreham, Paul; Povey, Jenny; Ferguson, Michele

    2012-01-01

    This paper reports results from a survey of academic social scientists in Australian universities on their research engagement experience with industry and government partners and end-users of research. The results highlight that while academics report a range of benefits arising from research collaborations, there are also significant impediments…

  14. 500 Women Scientists: Science Advocacy Through Community Action

    NASA Astrophysics Data System (ADS)

    Bohon, W.; Bartel, B. A.; Pendergrass, A. G.; Ramirez, K. S.; Vijayaraghavan, R.; Weintraub, S. R.; Zelikova, T. J.

    2017-12-01

    500 Women Scientists is a grassroots organization formed in late 2016 to empower women to grow to their full potential in science, increase scientific literacy through public engagement, and advocate for science and equality. Our organization is global but we focus on building community relationships through local action. Our "pods," or local chapters, focus on issues that resonate in their communities, rooted in our mission and values. Pod members meet regularly, develop a support network, make strategic plans, and take action. In less than a year, 500 Women Scientists has already formed important partnerships and begun to work on local, regional and national projects. Nationally, we partnered with The Cairn Project to raise money to support girls in science. In an effort led by the DC pod, our members sent postcards sharing stories of how the EPA protects their communities in the #OurEPA postcard campaign. Pods have also participated in marches, including the Women's March, the March for Science and the People's Climate March. The "Summer of Op-Ed" campaign catalyzed pods and individuals to write to their local newspapers to speak up for funding science, climate change action, and general science advocacy. We have organized "strike-teams" that are working on local issues like education, the environment, climate change, and equal access to science. Additionally, pod members serve as mentors, participate in local events, hold workshops and partner with local organizations. As women scientists, we are in the position to take action to increase diversity in science and to draw attention to unacknowledged structural biases that negatively impact historically under-represented groups. 500 Women Scientists enables women in science to embrace this advocacy role, both within our scientific system and within our local communities.

  15. [Women's academic careers in medicine].

    PubMed

    Schlichting, Ellen; Nielsen, Harriet Bjerrum; Fosså, Sophie Dorothea; Aasland, Olaf Gjerløw

    2007-08-23

    Few female doctors hold top academic positions at the University of Oslo. A working group was appointed by the Faculty of Medicine to investigate possible reasons for this and to come up with recommendations on how to increase the fraction of female professors. A questionnaire was sent to 875 medical graduates who had either completed or were taking a PhD at the University of Oslo. Two focus group interviews were also performed, one with female and one with male graduates. The questionnaire response rate was 42%. The genders did not differ concerning motivation to pursue academic careers, and they both wished to have better access to combined positions (academic and clinical work). Women needed more positive signals on being wanted as researchers. For women below 45 years of age, academic and clinical role models and a good network were considered to be especially important. Women emphasized the importance of equality at home and at work for pursuing an academic career more than men. The gender imbalance among medical professors will not resolve itself. Young women should be more actively identified and encouraged to pursue academic careers.

  16. Managing an academic career in science: What gender differences exist and why?

    NASA Astrophysics Data System (ADS)

    Richards, Gayle Patrice

    The present study examines the career trajectories of academic scientists during the period from 1993 to 2001 to explore gender differences in mobility. Data from the National Science Foundation's Survey of Doctorate Recipients are used to examine and compare gender differences in the odds of promotion. The effects of age, marital and family status, duration of time to complete doctorate, academic discipline, cumulative number of publications and time in the survey are considered as explanatory variables. Event history analyses are conducted for all scientists, for scientists in four major academic disciplines and for scientists in various academic ranks. While no overall gender differences were observed in the odds of promotion, several important similarities and differences were evident. Expectedly, publications had a significant and positive relationship with advancement for both women and men. The role of parent influenced promotions quite differently for women and men. Contrary to expectations based on prior research, academic women scientists who were mothers advanced at similar rates as women without children. Consistent with expectations based on traditional roles, married men and men with children generally advanced more quickly than single or childless men, respectively. Two surprising patterns emerged among subgroups of women. Marriage was associated with greater odds of advancement for women engineers and motherhood was associated with greater odds of advancement for among assistant professors. Possible explanations for these findings are presented.

  17. Partnerships and Grassroots Action in the 500 Women Scientists Network

    NASA Astrophysics Data System (ADS)

    Weintraub, S. R.; Zelikova, T. J.; Pendergrass, A. G.; Bohon, W.; Ramirez, K. S.

    2017-12-01

    The past year has presented real challenges for scientists, especially in the US. The political context catalyzed the formation of many new organizations with a range of goals, from increasing the role of science in decision making to improving public trust in science and scientists. The grassroots organization 500 Women Scientists formed in the wake of the 2016 US election as a response to widespread anti-science, intolerant rhetoric and to form a community that could take action together. Within months, the network grew to more than 20,000 women scientists from across the globe. We evolved from our reactionary beginnings towards a broader mission to serve society by making science open, inclusive, and accessible. With the goal of transforming scientific institutions towards a more inclusive and just enterprise, we have been building alliances with diverse groups to provide training and mentorship opportunities to our members. In so doing, we created space for scientists from across disciplines to work together, speak out, and channel their energies toward making a difference. In partnership with the Union of Concerned Scientists and Rise Stronger, we assembled resources to help scientists write op-eds and letters to the editor about the importance of science in their communities. We partnered with researchers in Jordan to explore a new peer-to-peer mentoring model. Along with a healthcare advocacy group, we participated in dialogue to examine the role of science in affordable medicine. Finally, we are working with other groups to expand peer networks and career development resources for international STEM women. Our local chapters often initiate this work, teaming up with diverse organizations to bring science to their communities and, in the process, shift perceptions of what a scientist looks like. While as scientists, we would rather be conducting experiments or running models, what brings us together is an urgent sense that our scientific expertise is needed

  18. Biographies of Women Scientists for Young Readers.

    ERIC Educational Resources Information Center

    Bettis, Catherine; Smith, Walter S.

    The participation of women in the physical sciences and engineering woefully lags behind that of men. One significant vehicle by which students learn to identify with various adult roles is through the literature they read. This annotated bibliography lists and describes biographies on women scientists primarily focusing on publications after…

  19. Women and Teaching in Academic Psychiatry

    ERIC Educational Resources Information Center

    Hirshbein, Laura D.; Fitzgerald, Kate; Riba, Michelle

    2004-01-01

    Objective: This article explores past, present, and future issues for women and teaching in academic psychiatry. A small study of didactic teaching responsibilities along faculty groups in one academic psychiatry department helps to illustrate challenges and opportunities for women in psychiatric teaching settings. Background: Although women have…

  20. Women physicians: choosing a career in academic medicine.

    PubMed

    Borges, Nicole J; Navarro, Anita M; Grover, Amelia C

    2012-01-01

    Despite recent efforts to understand the complex process of physician career development, the medical education community has a poor understanding of why, how, and when women physicians embark on careers in academic medicine. In 2010, the authors phone-interviewed women physicians in academic medicine regarding why, how, and when they chose academic medicine careers. Project investigators first individually and then collectively analyzed transcripts to identify themes in the data. Through analyzing the transcripts of the 53 interviews, the investigators identified five themes related to why women choose careers in academic medicine: fit, aspects of the academic health center environment, people, exposure, and clinical medicine. They identified five themes related to how women make the decision to enter academic medicine: change in specialty, dissatisfaction with former career, emotionality, parental influence, and decision-making styles. The authors also identified four themes regarding when women decide to enter academic medicine: as a practicing physician, fellow, resident, or medical student. Choosing a career in academic medicine is greatly influenced by the environment in which one trains and by people-be they faculty, mentors, role models, or family. An interest in teaching is a primary reason women choose a career in academic medicine. Many women physicians entering academic medicine chose to do so after or during fellowship, which is when they became more aware of academic medicine as a possible career. For many women, choosing academic medicine was not necessarily an active, planned decision; rather, it was serendipitous or circumstantial.

  1. The Voice of Women Scientists in EU Research Policy (abstract)

    NASA Astrophysics Data System (ADS)

    Šatkovskienė, Dalia

    2009-04-01

    The European Platform of Women Scientists (www.epws.org) is an umbrella organization bringing together networks of women scientists and organisations committed to gender equality in research in all disciplines all over Europe and the countries associated to the European Union's Framework Programmes for Research and Technological Development. The goals of EPWS and its activities are presented.

  2. Scientists want more children.

    PubMed

    Ecklund, Elaine Howard; Lincoln, Anne E

    2011-01-01

    Scholars partly attribute the low number of women in academic science to the impact of the science career on family life. Yet, the picture of how men and women in science--at different points in the career trajectory--compare in their perceptions of this impact is incomplete. In particular, we know little about the perceptions and experiences of junior and senior scientists at top universities, institutions that have a disproportionate influence on science, science policy, and the next generation of scientists. Here we show that having fewer children than wished as a result of the science career affects the life satisfaction of science faculty and indirectly affects career satisfaction, and that young scientists (graduate students and postdoctoral fellows) who have had fewer children than wished are more likely to plan to exit science entirely. We also show that the impact of science on family life is not just a woman's problem; the effect on life satisfaction of having fewer children than desired is more pronounced for male than female faculty, with life satisfaction strongly related to career satisfaction. And, in contrast to other research, gender differences among graduate students and postdoctoral fellows disappear. Family factors impede talented young scientists of both sexes from persisting to research positions in academic science. In an era when the global competitiveness of US science is at risk, it is concerning that a significant proportion of men and women trained in the select few spots available at top US research universities are considering leaving science and that such desires to leave are related to the impact of the science career on family life. Results from our study may inform university family leave policies for science departments as well as mentoring programs in the sciences.

  3. Women and teaching in academic psychiatry.

    PubMed

    Hirshbein, Laura D; Fitzgerald, Kate; Riba, Michelle

    2004-01-01

    This article explores past, present, and future issues for women and teaching in academic psychiatry. A small study of didactic teaching responsibilities along faculty groups in one academic psychiatry department helps to illustrate challenges and opportunities for women in psychiatric teaching settings. Although women have comprised half of all medical school admissions for over a decade, tenure-track positions are still largely dominated by men. In contrast, growing numbers of women have been entering academic medicine through clinical-track positions in which patient care and teaching, rather than research, are the key factors for promotion. Thus, the authors hypothesized better representation of clinical-track women in formal, didactic teaching within the medical school setting. The authors compared the numbers of tenure and clinical-track men and women teaching lectures to medical students and residents at the University of Michigan, Department of Psychiatry. Contrary to the hypothesis, the majority of didactic teaching was done by tenure-track men. Possible explanations and remedies for the continuing under-representation of women in academic psychiatry, particularly teaching settings, are explored. Suggestions are made for future areas in which female faculty might have opportunities for participation and leadership.

  4. Women Physicians: Choosing a Career in Academic Medicine

    PubMed Central

    Borges, Nicole J.; Navarro, Anita M.; Grover, Amelia C.

    2011-01-01

    Purpose Despite recent efforts to understand the complex process of physician career development, the medical education community has a poor understanding of why, how, and when women physicians embark on a career in academic medicine. Method In 2010, the authors phone-interviewed women physicians in academic medicine regarding why, how, and when they chose an academic medicine career. Project investigators first individually and then collectively analyzed transcripts to identify themes in the data. Results Through analyzing the transcripts of the 53 interviews, the investigators identified five themes related to why women choose careers in academic medicine: fit, aspects of the academic health center environment, people, exposure, and clincial medicine. They identified five themes related to how women make the decision to enter academic medicine: change in specialty, dissatisfaction with former career, emotionality, parental influence, and decision-making styles. The authors also identified four themes regarding when women decide to enter academic medicine: as a practicing phyisican, fellow, resident, or medical student. Conclusions Choosing a career in academic medicine is greatly influenced by the environment in which one trains and by people—be they faculty, mentors, role models, or family. An interest in teaching is a primary reason women choose a career in academic medicine. Many women physicians entering acadmic medicine chose this after or during fellowship, which is when they became more aware of academic medicine as a possible career. For many women, choosing academic medicine was not necessarily an active, planned decision; rather it was serendipitous or circumstantial. PMID:22104052

  5. Women, race, and science: The academic experiences of twenty women of color with a passion for science

    NASA Astrophysics Data System (ADS)

    Johnson, Angela C.

    Women of color drop out of science at higher rates than other students. This study is an ethnographic examination of why this occurs and how women of color can be supported in studying science. Through participant observation in science classes, labs, and a program supporting high-achieving students of color, as well as interviews with minority women science students, the student identities celebrated by science departments, as well as those embraced by my informants, were uncovered. Cultural norms of science classes often differed from those of the women in the study. Only one identity---apprentice research scientist---was celebrated in science settings, although others were tolerated. The women tended to either embrace the apprentice research scientist identity, form an alternative science-oriented identity, or never form a satisfying science student identity. Women who were more racially marked were more likely to fall into the second and third groups. This study uncovered difficulties which women students of color faced more than other science students. In addition, it uncovered several seemingly neutral institutional features of science lectures and labs which actually served to discourage or marginalize women students of color. It revealed values held in common by the women in the study and how those characteristics (especially altruism and pride and pleasure in academic challenge) led them to study science. It also revealed strategies used by the most successful women science students, as well as by professors and programs most successful at supporting women of color in the study of science. Based on this study, increasing the participation of women of color in science holds the possibility of altering the basic values of science; however, institutional features and personal interactions within science departments tend to resist those changes, primarily by encouraging women of color to abandon their study of science.

  6. Women's Participation in Academic Conferences in Israel

    ERIC Educational Resources Information Center

    Eden, Devorah

    2016-01-01

    This article examines the participation of women in academic conferences in Israel, a country in which women are under-represented in academia vertically and horizontally. Data were retrieved from announcements of academic conferences in Israel, for one academic year, covering 56 conferences that attracted 997 participants. Participation was…

  7. The Future of Basic Science in Academic Surgery: Identifying Barriers to Success for Surgeon-scientists.

    PubMed

    Keswani, Sundeep G; Moles, Chad M; Morowitz, Michael; Zeh, Herbert; Kuo, John S; Levine, Matthew H; Cheng, Lily S; Hackam, David J; Ahuja, Nita; Goldstein, Allan M

    2017-06-01

    The aim of this study was to examine the challenges confronting surgeons performing basic science research in today's academic surgery environment. Multiple studies have identified challenges confronting surgeon-scientists and impacting their ability to be successful. Although these threats have been known for decades, the downward trend in the number of successful surgeon-scientists continues. Clinical demands, funding challenges, and other factors play important roles, but a rigorous analysis of academic surgeons and their experiences regarding these issues has not previously been performed. An online survey was distributed to 2504 members of the Association for Academic Surgery and Society of University Surgeons to determine factors impacting success. Survey results were subjected to statistical analyses. We also reviewed publicly available data regarding funding from the National Institutes of Health (NIH). NIH data revealed a 27% decline in the proportion of NIH funding to surgical departments relative to total NIH funding from 2007 to 2014. A total of 1033 (41%) members responded to our survey, making this the largest survey of academic surgeons to date. Surgeons most often cited the following factors as major impediments to pursuing basic investigation: pressure to be clinically productive, excessive administrative responsibilities, difficulty obtaining extramural funding, and desire for work-life balance. Surprisingly, a majority (68%) did not believe surgeons can be successful basic scientists in today's environment, including departmental leadership. We have identified important barriers that confront academic surgeons pursuing basic research and a perception that success in basic science may no longer be achievable. These barriers need to be addressed to ensure the continued development of future surgeon-scientists.

  8. Role Models for boosting mobility of women scientists in geosciences

    NASA Astrophysics Data System (ADS)

    Avellis, Giovanna; Theodoridou, Magdalini

    2017-04-01

    More and more women today are choosing to study science and undertake scientific careers. Likewise mobility during one's career is increasingly important as research tends to be undertaken via international collaboration, often within networks based on the researchers mobility, especially in geosciences. We have developed an ebook on Role Models for boosting mobility of women scientists to showcase the careers of women scientists who have undertaken mobility during their careers. It is hoped that their stories will provide young women who are just starting out in their science careers with inspirational role models, and that these stories give them realistic information about career opportunities: many of them are women scientists in geosciences. These are not famous scientists, but rather real examples of people who express all the passion of the world of science. It is hoped that reading about successful scientists who have achieved a healthy work-life balance while moving to new locations will be particularly helpful for those individuals considering mobility in their own career. The ebook is available to be used by programs that support the development of systematic approaches to increasing the representation and advancement of women in science, engineering and technology, since mobility plays a key role in these programs. The stories contained herein will be useful to mentoring or advising program focusing on career, networking opportunities, discussion and grants opportunities in conjunction with mobility. There is still a gap between female graduates and the pool of female job applicants - even though the proportion of female graduate students and postdocs in most scientific fields is higher today than it is ever been. Therefore we suggest that focus should be placed on examining the real challenges which women need to overcome, particularly when "mobility" comes into play. Role models who have overcome these challenges will continue to play an important

  9. Can a Clinician-Scientist Training Program Develop Academic Orthopaedic Surgeons? One Program's Thirty-Year Experience.

    PubMed

    Brandt, Aaron M; Rettig, Samantha A; Kale, Neel K; Zuckerman, Joseph D; Egol, Kenneth A

    2017-10-25

    Clinician-scientist numbers have been stagnant over the past few decades despite awareness of this trend. Interventions attempting to change this problem have been seemingly ineffective, but research residency positions have shown potential benefit. We sought to evaluate the effectiveness of a clinician-scientist training program (CSTP) in an academic orthopedic residency in improving academic productivity and increasing interest in academic careers. Resident training records were identified and reviewed for all residents who completed training between 1976 and 2014 (n = 329). There were no designated research residents prior to 1984 (pre-CSTP). Between 1984 and 2005, residents self-selected for the program (CSTP-SS). In 2005, residents were selected by program before residency (CSTP-PS). Residents were also grouped by program participation, research vs. clinical residents (RR vs. CR). Data were collected on academic positions and productivity through Internet-based and PubMed search, as well as direct e-mail or phone contact. Variables were then compared based on the time duration and designation. Comparing all RR with CR, RR residents were more likely to enter academic practice after training (RR, 34%; CR, 20%; p = 0.0001) and were 4 times more productive based on median publications (RR, 14; CR, 4; p < 0.0001). Furthermore, 42% of RR are still active in research compared to 29% of CR (p = 0.04), but no statistical difference in postgraduate academic productivity identified. The CSTP increased academic productivity during residency for the residents and the program. However, this program did not lead to a clear increase in academic productivity after residency and did not result in more trainees choosing a career as clinician-scientists. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  10. How Many Women Scientists Does It Take?

    NASA Astrophysics Data System (ADS)

    Zelikova, T. J.; Ramirez, K. S.; Pendergrass, A. G.; Vijayaraghavan, R.; Weintraub, S. R.; Bohon, W.; Bartel, B. A.

    2017-12-01

    Science and activism are not mutually exclusive. In today's political and cultural landscape, scientists must become advocates. But we cannot simply support the scientific enterprise while ignoring marginalized groups in science. We must promote diversity and confront the structural inequalities and discrimination that are prevalent in science today. How do we begin to confront this challenge? 500 Women Scientists is a grassroots organization that formed in the wake of the 2016 US election. We quickly grew to more than 20,000 supporters from across the globe and moved towards a broader mission to serve society by making science open, inclusive, and accessible. Ensuring women's inclusion and an explicit consideration of diversity improves science and spurs innovation. A focus on diversity means that the best minds and talent are in the room and that we implement the most effective solutions to solve the complex global challenges we face. We accomplish our mission by bringing together communities to foster real change that comes from small groups, not large crowds. Across the world, groups of 500 Women Scientists - pods - help create deep roots through strong, personal relationships and focus on issues that resonate in their communities. Pod members meet regularly to carry out our mission through 3 types of activities: 1. Empowering women to succeed in science through mentorship, networking, and support; 2. Advocating for science through participation in marches and efforts like the "#ourEPA" and "Summer of Op-Eds" campaigns; and 3. Local outreach at schools, local community events, and more. We are building a powerful voice in conversations at the intersection of science and our most pressing issues: environmental degradation, gender politics, structural inequalities and cultural diversity. We tell our own story so that we do not remain `hidden figures,' and so that future generations can inherit and advance the knowledge that we work so hard to produce.

  11. Connections, Productivity and Funding: An Examination of Factors Influencing Scientists' Perspectives on the Market Orientation of Academic Research

    ERIC Educational Resources Information Center

    Ronning, Emily Anne

    2012-01-01

    This study examines scientists' perceptions of the environment in which they do their work. Specifically, this study examines how academic and professional factors such as research productivity, funding levels for science, connections to industry, type of academic appointment, and funding sources influence scientists' perceptions of the…

  12. Evaluating Academic Scientists Collaborating in Team-Based Research: A Proposed Framework.

    PubMed

    Mazumdar, Madhu; Messinger, Shari; Finkelstein, Dianne M; Goldberg, Judith D; Lindsell, Christopher J; Morton, Sally C; Pollock, Brad H; Rahbar, Mohammad H; Welty, Leah J; Parker, Robert A

    2015-10-01

    Criteria for evaluating faculty are traditionally based on a triad of scholarship, teaching, and service. Research scholarship is often measured by first or senior authorship on peer-reviewed scientific publications and being principal investigator on extramural grants. Yet scientific innovation increasingly requires collective rather than individual creativity, which traditional measures of achievement were not designed to capture and, thus, devalue. The authors propose a simple, flexible framework for evaluating team scientists that includes both quantitative and qualitative assessments. An approach for documenting contributions of team scientists in team-based scholarship, nontraditional education, and specialized service activities is also outlined. Although biostatisticians are used for illustration, the approach is generalizable to team scientists in other disciplines.The authors offer three key recommendations to members of institutional promotion committees, department chairs, and others evaluating team scientists. First, contributions to team-based scholarship and specialized contributions to education and service need to be assessed and given appropriate and substantial weight. Second, evaluations must be founded on well-articulated criteria for assessing the stature and accomplishments of team scientists. Finally, mechanisms for collecting evaluative data must be developed and implemented at the institutional level. Without these three essentials, contributions of team scientists will continue to be undervalued in the academic environment.

  13. Inclusion of Women Academics into American Universities: Analysis of Women Status Reports

    ERIC Educational Resources Information Center

    Su, Xuhong; Gaughan, Monica

    2014-01-01

    American research universities play an important role in the ongoing campaign to improve the status of women academics. During the last four decades, the practice of producing 'status of women' reports has been widely developed as part of the policy and management repertoire to understand the barriers women academics may face in their…

  14. The motivational stories of how women become scientists: A hermeneutic phenomenological inquiry

    NASA Astrophysics Data System (ADS)

    Watson, Sandra White

    2002-01-01

    The under-representation of women in science careers is well documented (Astin, Green, Korn, & Riggs, 1991; Felder, Felder, Mauny, Hamrin, & Dietz, 1995; Green, 1989; National Science Foundation, 1996, 1998; Seymour & Hewitt, 1997; Strenta, Elliot, Adair, Scott, & Matier, 1994; Tobias, 1990, 1992). While important information has been published concerning various factors that influenced women to pursue science careers (American Association of University Women, 1992; Debacker & Nelson, 2000; Samuels, 1999), very few research projects have allowed women scientists to share their personal experiences of what motivated them to become scientists in their own voices. The purpose of this inquiry was to investigate the elicited stories of seven women research scientists so that their retrospective motivational experiences with science as girls and young women inside and outside the formal school setting might be better understood. This inquiry examined specific motivational factors and experiences that encouraged or discouraged these women to pursue careers in science. These factors included the motivational influences of gender perceptions, science experiences, and social interactions. From the collective experiences offered, emergent themes were identified and interpreted. These motivational themes were compared with motivational findings in the literature review. Educational implications of the identified themes for these and other women considering careers in science, women's parents, science educators and society, are discussed.

  15. International Project Participation by Women Academics

    ERIC Educational Resources Information Center

    Arthur, Nancy; Patton, Wendy; Giancarlo, Christine

    2007-01-01

    The internationalization of higher education has led to changing roles for academics, including opportunities to participate in international projects. The extent to which academics feel prepared to enter this arena has received little attention. This study examines women academics' perceptions of barriers to, facilitators of, and career benefits…

  16. Women's health and women's leadership in academic medicine: hitting the same glass ceiling?

    PubMed

    Carnes, Molly; Morrissey, Claudia; Geller, Stacie E

    2008-11-01

    The term "glass ceiling" refers to women's lack of advancement into leadership positions despite no visible barriers. The term has been applied to academic medicine for over a decade but has not previously been applied to the advancement of women's health. This paper discusses (1) the historical linking of the advances in women's health with women's leadership in academic medicine, (2) the slow progress of women into leadership in academic medicine, and (3) indicators that the advancement of women's health has stalled. We make the case that deeply embedded unconscious gender-based biases and assumptions underpin the stalled advancement of women on both fronts. We conclude with recommendations to promote progress beyond the apparent glass ceiling that is preventing further advancement of women's health and women leaders. We emphasize the need to move beyond "fixing the women" to a systemic, institutional approach that acknowledges and addresses the impact of unconscious, gender-linked biases that devalue and marginalize women and issues associated with women, such as their health.

  17. Storming the Tower: Women in the Academic World.

    ERIC Educational Resources Information Center

    Lie, Suzanne Stiver, Ed.; O'Leary, Virginia E., Ed.

    This book contains a collection of papers dealing with various aspects of the careers of women in academic life from an international, comparative perspective. Information detailing the status of academic women in nine countries is included along with analyses of these women's experiences in socio-historical context. The papers are grouped in four…

  18. Doing science: Lessons learned from the oral histories of women scientists

    NASA Astrophysics Data System (ADS)

    Koehl, Laura Ann

    The major purpose of this study was to examine, through the use of oral history technique, the lived experiences of seven women scientists and the factors that affected their pursuit of science. Numerous reports indicate that while women are gaining ground in the sciences, they are behind their male counterparts in many areas and continue to face barriers (National Science Foundation Report, 2002; Wilson, 2004). There is still work to be done to understand how gender differences in science participation affect the lives of women scientists (Clewell and Campbell, 2002). The qualitative data from seven women's histories was coded to identify emerging themes in the areas of family life, education and experiences with science. The seven women interviewed represented work in science, technology, engineering and math, had terminal degrees and 10 to 55 years of professional experience. Six themes were identified as major factors in the science careers of these women; experiences with science, support from others, an ethic of care, passions of the mind, self efficacy in science and belonging vs. marginality. Each of these had some impact on each woman's sense of identity as a scientist and their strong sense of agency for accomplishing their career goals. The factors and influences that lead them to their careers speak to the ways in which they were able to overcome any barriers and become successful scientists. The stories of these women present a picture that is both consistent with and offers some challenge to the feminist critique of science. While their stories attest to the predominance of males in science they also refute that image in the way these women were able to create a science career for themselves that is not solely defined by the conditions of a male science. As the feminist critique suggests, gender is an important variable in the factors influencing the pursuit of science. While these women acknowledged the role of gender in their scientific experience

  19. Women's Health and Women's Leadership in Academic Medicine: Hitting the Same Glass Ceiling?

    PubMed Central

    Morrissey, Claudia; Geller, Stacie E.

    2008-01-01

    Abstract The term “glass ceiling” refers to women's lack of advancement into leadership positions despite no visible barriers. The term has been applied to academic medicine for over a decade but has not previously been applied to the advancement of women's health. This paper discusses (1) the historical linking of the advances in women's health with women's leadership in academic medicine, (2) the slow progress of women into leadership in academic medicine, and (3) indicators that the advancement of women's health has stalled. We make the case that deeply embedded unconscious gender-based biases and assumptions underpin the stalled advancement of women on both fronts. We conclude with recommendations to promote progress beyond the apparent glass ceiling that is preventing further advancement of women's health and women leaders. We emphasize the need to move beyond “fixing the women” to a systemic, institutional approach that acknowledges and addresses the impact of unconscious, gender-linked biases that devalue and marginalize women and issues associated with women, such as their health. PMID:18954235

  20. Violence against women: the perspective of academic women.

    PubMed

    Kalaca, Sibel; Dundar, Pınar

    2010-08-17

    Opinion surveys about potential causes of violence against women (VAW) are uncommon. This study explores academic women's opinions about VAW and the ways of reducing violence. Quantitative and qualitative methods were used in this descriptive study. One hundred-and-fifteen academicians participated in the study from two universities. A questionnaire was used regarding the definition and the causes of VAW, the risk groups and opinions about the solutions. Additionally, two authors interviewed 8 academicians from universities other than that of the interviewing author. Academicians discussed the problem from the perspective of "gender-based violence" rather than "family violence". The majority of the participants stated that nonworking women of low socioeconomic status are most at risk for VAW. They indicated that psychological violence is more prevalent against educated women, whilst physical violence is more likely to occur against uneducated and nonworking women. Perpetrator related factors were the most frequently stated causes of VAW. Thirty-five percent of the academicians defined themselves as at risk of some act of VAW. Recommendations for actions against violence were empowerment of women, increasing the educational levels in the society, and legal measures. Academic women introduced an ecological approach for the explanation of VAW by stressing the importance of taking into account the global context of the occurrence of VAW. Similar studies with various community members -including men- will help to define targeted interventions.

  1. Historical Trends of Participation of Women Scientists in Robotic Spacecraft Mission Science Teams: Effect of Participating Scientist Programs

    NASA Astrophysics Data System (ADS)

    Rathbun, Julie A.; Castillo-Rogez, Julie; Diniega, Serina; Hurley, Dana; New, Michael; Pappalardo, Robert T.; Prockter, Louise; Sayanagi, Kunio M.; Schug, Joanna; Turtle, Elizabeth P.; Vasavada, Ashwin R.

    2016-10-01

    Many planetary scientists consider involvement in a robotic spacecraft mission the highlight of their career. We have searched for names of science team members and determined the percentage of women on each team. We have limited the lists to members working at US institutions at the time of selection. We also determined the year each team was selected. The gender of each team member was limited to male and female and based on gender expression. In some cases one of the authors knew the team member and what pronouns they use. In other cases, we based our determinations on the team member's name or photo (obtained via a google search, including institution). Our initial analysis considered 22 NASA planetary science missions over a period of 41 years and only considered NASA-selected PI and Co-Is and not participating scientists, postdocs, or graduate students. We found that there has been a dramatic increase in participation of women on spacecraft science teams since 1974, from 0-2% in the 1970s - 1980s to an average of 14% 2000-present. This, however, is still lower than the recent percentage of women in planetary science, which 3 different surveys found to be ~25%. Here we will present our latest results, which include consideration of participating scientists. As in the case of PIs and Co-Is, we consider only participating scientists working at US institutions at the time of their selection.

  2. Black Women Scientists: Outliers in South African Universities

    ERIC Educational Resources Information Center

    Liccardo, Sabrina; Bradbury, Jill

    2017-01-01

    Black women scientists are living in an important time in South Africa as the socio-political landscape is changing rapidly, effecting changes in many dimensions of identification, particularly "race", gender and class. This paper draws data from in-depth interviews with a cohort (n = 10) of Science scholarship students to explore…

  3. Educating the surgeon-scientist: A qualitative study evaluating challenges and barriers toward becoming an academically successful surgeon.

    PubMed

    Kodadek, Lisa M; Kapadia, Muneera R; Changoor, Navin R; Dunn, Kelli Bullard; Are, Chandrakanth; Greenberg, Jacob A; Minter, Rebecca M; Pawlik, Timothy M; Haider, Adil H

    2016-12-01

    The advancement of surgical science relies on educating new generations of surgeon-scientists. Career development awards (K Awards) from the National Institutes of Health, often considered a marker of early academic success, are one way physician-scientists may foster skills through a mentored research experience. This study aimed to develop a conceptual framework to understand institutional support and other factors leading to a K Award. A national, qualitative study was conducted with academic surgeons. Participants included 15 K Awardees and 12 surgery department Chairs. Purposive sampling ensured a diverse range of experiences. Semistructured, in-depth telephone interviews were conducted. Interviews were audio recorded and transcribed verbatim, and 2 reviewers analyzed the transcripts using Grounded Theory methodology. Participants described individual and institutional factors contributing to success. K Awardees cited personal factors such as perseverance and team leadership skills. Chairs described the K Awardee as an institutional "investment" requiring protected time for research, financial support, and mentorship. Both K Awardees and Chairs identified a number of challenges unique to the surgeon-scientist, including financial strains and competing clinical demands. Institutional support for surgeons pursuing K Awards is a complex investment with significant initial costs to the department. Chairs act as stewards of institutional resources and support those surgeon-scientists most likely to be successful. Although the K Award pathway is one way to develop surgeon-scientists, financial burdens and challenges may limit its usefulness. These findings, however, may better prepare young surgeons to develop career plans and identify new mechanisms for academic productivity. Copyright © 2016 Elsevier Inc. All rights reserved.

  4. Violence against women: The perspective of academic women

    PubMed Central

    2010-01-01

    Background Opinion surveys about potential causes of violence against women (VAW) are uncommon. This study explores academic women's opinions about VAW and the ways of reducing violence. Methods Quantitative and qualitative methods were used in this descriptive study. One hundred-and-fifteen academicians participated in the study from two universities. A questionnaire was used regarding the definition and the causes of VAW, the risk groups and opinions about the solutions. Additionally, two authors interviewed 8 academicians from universities other than that of the interviewing author. Results Academicians discussed the problem from the perspective of "gender-based violence" rather than "family violence". The majority of the participants stated that nonworking women of low socioeconomic status are most at risk for VAW. They indicated that psychological violence is more prevalent against educated women, whilst physical violence is more likely to occur against uneducated and nonworking women. Perpetrator related factors were the most frequently stated causes of VAW. Thirty-five percent of the academicians defined themselves as at risk of some act of VAW. Recommendations for actions against violence were empowerment of women, increasing the educational levels in the society, and legal measures. Conclusions Academic women introduced an ecological approach for the explanation of VAW by stressing the importance of taking into account the global context of the occurrence of VAW. Similar studies with various community members -including men- will help to define targeted interventions. PMID:20716338

  5. Women in Academic Medicine Leadership: Has Anything Changed in 25 Years?

    PubMed

    Rochon, Paula A; Davidoff, Frank; Levinson, Wendy

    2016-08-01

    Over the past 25 years, the number of women graduating from medical schools in the United States and Canada has increased dramatically to the point where roughly equal numbers of men and women are graduating each year. Despite this growth, women continue to face challenges in moving into academic leadership positions. In this Commentary, the authors share lessons learned from their own careers relevant to women's careers in academic medicine, including aspects of leadership, recruitment, editorship, promotion, and work-life balance. They provide brief synopses of current literature on the personal and social forces that affect women's participation in academic leadership roles. They are persuaded that a deeper understanding of these realities can help create an environment in academic medicine that is generally more supportive of women's participation, and that specifically encourages women in medicine to take on academic leadership positions.

  6. Academic Employment of Women at Stanford.

    ERIC Educational Resources Information Center

    Miner, Anne S.

    Women in the academic world, as in other types of professions, have traditionally been discriminated against with regard to rank, promotions, and salary. The author or the present document was asked to carry out a special study and analysis of the employment of women at Stanford University; to review the status of women at all levels of…

  7. Women in Science in India: Has Feminism Passed Them By?

    ERIC Educational Resources Information Center

    Subrahmanyan, Lalita

    1995-01-01

    Discusses problems women academic scientists in India face because of gender. Women scientists are aware of how their position in the academy is different from that of men but have not made efforts to address their problems collectively. States that these women have a feminist perspective of a kind but have been disassociated from the women's…

  8. Do Men and Women Perform Academic Work Differently?

    ERIC Educational Resources Information Center

    González Ramos, Ana M.; Fernández Palacín, Fernando; Muñoz Márquez, Manuel

    2015-01-01

    Why is the gender gap so large in researchers' career progression? Do men and women have different priorities in their academic careers? This study explores men's and women's academic work to shed light on the strategies of male and female researchers. The online survey collected data on Andalusian researchers to determine possible differences in…

  9. Gender Differences in the Careers of Academic Scientists and Engineers: A Literature Review. Special Report.

    ERIC Educational Resources Information Center

    Bentley, Jerome T.; Adamson, Rebecca

    The literature on women in science and engineering is extensive and addresses such issues as early education, decision to study and pursue careers in science, and how women fair in their jobs. This review used the literature on the careers of women scientists and engineers employed in academia to examine how women in these disciplines fare…

  10. Evaluation of VA Women's Health Fellowships: developing leaders in academic women's health.

    PubMed

    Tilstra, Sarah A; Kraemer, Kevin L; Rubio, Doris M; McNeil, Melissa A

    2013-07-01

    The Department of Veterans Affairs (VA) instituted the VA Women's Health Fellowship (VAWHF) Program in 1994, to accommodate the health needs of increasing numbers of female veterans and to develop academic leaders in women's health. Despite the longevity of the program, it has never been formally evaluated. To describe the training environments of VAWHFs and career outcomes of female graduates. Cross-sectional web-based surveys of current program directors (2010-2011) and VAWHF graduates (1995-2011). Responses were received from six of seven program directors (86 %) and 42 of 74 graduates (57 %). The mean age of graduates was 41.2 years, and mean time since graduation was 8.5 years. Of the graduates, 97 % were female, 74 % trained in internal medicine, and 64 % obtained an advanced degree. Those with an advanced degree were more likely than those without an advanced degree to pursue an academic career (82 % vs. 60 %; P<0.01). Of the female graduates, 76 % practice clinical women's health and spend up to 66 % of their time devoted to women's health issues. Thirty percent have held a VA faculty position. Seventy-nine percent remain in academics, with 39 % in the tenure stream. Overall, 94 % had given national presentations, 88 % had received grant funding, 79 % had published in peer-reviewed journals, 64 % had developed or evaluated curricula, 51 % had received awards for teaching or research, and 49 % had held major leadership positions. At 11 or more years after graduation, 33 % of the female graduates in academics had been promoted to the rank of associate professor and 33 % to the rank of full professor. The VAWHF Program has been successful in training academic leaders in women's health. Finding ways to retain graduates in the VA system would ensure continued clinical, educational, and research success for the VA women veteran's healthcare program.

  11. Women in science.

    PubMed

    Dean, Caroline; Osborn, Mary; Oshlack, Alicia; Thornton, Janet

    2012-01-01

    To coincide with International Women's Day, Genome Biology asked several female scientists about their experience of an academic career, how they managed to balance an active research career with family life, and what should be done to encourage more women to pursue research careers to stop the 'leaky' pipeline.

  12. Pilot Project on Women and Science. A report on women scientists at the University of New Mexico and Los Alamos National Laboratory

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Salvaggio, R.

    In the fall of 1991, through the coordinating efforts of the University of New Mexico and Los Alamos National Laboratory, the Pilot Project on Women and Science was initiated as a year-long study of women scientists at both the university and the laboratory. Its purpose was to gather information directly from women scientists in an attempt to analyze and make recommendations concerning the professional and cultural environment for women in the sciences. This report is an initial attempt to understand the ways in which women scientists view themselves, their profession, and the scientific culture they inhabit. By recording what thesemore » women say about their backgrounds and educational experiences, their current positions, the difficult negotiations many have made between their personal and professional lives, and their relative positions inside and outside the scientific community, the report calls attention both to the individual perspectives offered by these women and to the common concerns they share.« less

  13. Exploring women community college natural scientists' personal experience narratives through a subjectivist lens

    NASA Astrophysics Data System (ADS)

    Woods, Nancy Anne

    The thrust in education today is to encourage young women to enter nontraditional fields of study such as chemistry, physics, and biology. In order to better prepare the next generation of women scientists, then, we should examine the experiences of women participants already working within these areas. We can learn from their experiences. What motivated them toward science? What influenced them to become teachers? What brought them to the community college? If the premise is that we want more women involved in science, then one way to understand how to entice women into science would be to research those who are already there. This research project has two important findings, (1) women community college natural science instructors can experience issues of identity between their roles as scientists and teachers; (2) women community college natural science instructors value a different community structure compared to many of their male counterparts. This research lists several recommendations for future practice as well as recommendations for future research.

  14. [Glass ceiling for women in academic medicine in France].

    PubMed

    Rosso, C; Leger, A; Steichen, O

    2018-06-03

    To determine whether career development in academic medicine is more difficult for women than for men, and, if any, the nature and level of barriers to this progression. Extraction of full-time medical staff in a Parisian hospital group, through the SIGAPS platform; an online questionnaire survey of career choices and barriers experienced by full-time male and female physicians. The study population comprises 181 hospital practitioners and 141 academic physicians (49 associate professors and 92 full professors). Women represent 49% of the medical staff but 15% of full professors. This underrepresentation of women is more important among intensivists/anesthesiologists than technique-based specialists (such as radiologists, biologists…). There is no difference in scientific output, marital status and parenthood between women and men. On the other hand, there is a difference in attitudes highlighted by the EVAR risk-taking scale as well as in the burden of familial involvement and the prejudices felt by women during the academic selection process. The glass ceiling exists in one of the largest French hospital group. Career development principles promote merit, but should decrease the benefit of "masculine" attitudes in the competition for academic positions. Academic selection criteria should evolve to limit the disadvantage of women related to deeper familial involvement and less competitive strategies and risk-taking attitudes. Copyright © 2018 Société Nationale Française de Médecine Interne (SNFMI). Published by Elsevier SAS. All rights reserved.

  15. Women in academic medicine: perceived obstacles to advancement.

    PubMed

    Bennett, N M; Nickerson, K G

    1992-01-01

    To investigate perceived obstacles to the advancement of women in academic medicine, we sent a questionnaire assessing perceptions of the fairness and supportiveness of the academic environment to the 229 female teaching and research faculty of the School of Physicians & Surgeons at Columbia University. The overall response rate was 85%. Forty-six percent believed that they had not had the same professional opportunities as their male colleagues, 52% believed that salaries were not equivalent for men and women in similar positions, and 50% believed that promotions were awarded in a biased manner. Thirty percent reported that sexist behavior was common and that sexual harassment occurred in the workplace. Eighty-one percent experienced conflicts between their professional and personal lives and most believed that the institution failed to adequately address the needs of women with children. This survey indicates that there are significant perceived obstacles to the advancement of women in academic medicine that must be addressed.

  16. Women in Science

    PubMed Central

    2012-01-01

    To coincide with International Women's Day, Genome Biology asked several female scientists about their experience of an academic career, how they managed to balance an active research career with family life, and what should be done to encourage more women to pursue research careers to stop the 'leaky' pipeline. PMID:22405408

  17. Image Problems Deplete the Number of Women in Academic Applicant Pools

    NASA Astrophysics Data System (ADS)

    Sears, Anna L. W.

    Despite near numeric parity in graduate schools, women and men in science and mathematics may not perceive the same opportunities for career success. Instead, female doctoral students' career ambitions may often be influenced by perceptions of irreconcilable conflicts between personal and academic goals. This article reports the results of a career goals survey of math and science doctoral students at the University of California, Davis. Fewer women than men began their doctoral programs seeking academic research careers. Of those who initially favored academic research, twice as many women as men downgraded these ambitions during graduate school. Women were more likely to feel geographically constrained by family ties and to express concern about balancing work and family, long work hours, and tenure clock inflexibility. These results partially explain why the percentage of women in academic applicant pools is often well below the number of Ph.D. recipients. The current barriers to gender equity thus cannot be completely ameliorated by increasing the number of women in the pipeline or by altered hiring practices, but changes must be undertaken to make academic research careers more flexible, family friendly, and attractive to women.

  18. Climate for women in climate science: Women scientists and the Intergovernmental Panel on Climate Change.

    PubMed

    Gay-Antaki, Miriam; Liverman, Diana

    2018-02-27

    The Intergovernmental Panel on Climate Change (IPCC) is an authoritative and influential source of reports on climate change. The lead authors of IPCC reports include scientists from around the world, but questions have been raised about the dominance of specific disciplines in the report and the disproportionate number of scholars from the Global North. In this paper, we analyze the as-yet-unexamined issue of gender and IPCC authorship, looking at changes in gender balance over time and analyzing women's views about their experience and barriers to full participation, not only as women but also at the intersection of nationality, race, command of English, and discipline. Over time, we show that the proportion of female IPCC authors has seen a modest increase from less than 5% in 1990 to more than 20% in the most recent assessment reports. Based on responses from over 100 women IPCC authors, we find that many women report a positive experience in the way in which they are treated and in their ability to influence the report, although others report that some women were poorly represented and heard. We suggest that an intersectional lens is important: not all women experience the same obstacles: they face multiple and diverse barriers associated with social identifiers such as race, nationality, command of English, and disciplinary affiliation. The scientific community benefits from including all scientists, including women and those from the Global South. This paper documents barriers to participation and identifies opportunities to diversify climate science. Copyright © 2018 the Author(s). Published by PNAS.

  19. Becoming and Being Academic Women: Perspectives from the Maldives

    ERIC Educational Resources Information Center

    Maxwell, T. W.; Mohamed, Mizna; Mohamed, Naashia; Naseer, Badhoora; Zahir, Aminath; Nasheeda, Aminath

    2015-01-01

    This exploratory study aimed at understanding the role of women teaching in a university in the Maldives is a first of its kind. The many studies of academic women in Western countries guided the 20 semi-structured interviews. The data were thematically analysed with the assistance of NVivo. Becoming an academic appeared to be an independent…

  20. Women in physics in Mexico: The question of the female scientist

    NASA Astrophysics Data System (ADS)

    Delgadillo-Holtfort, Isabel; Fernández-Sabido, Silvia; González-Fernández, Belinka; Cárdenas, Ana Laura; Martínez, Amalia; Meza-Montes, Lilia

    2015-12-01

    This report covers the three principal strategies have been implemented over the last three years to promote better conditions for Mexican women in science: organization of events, forming alliances, and supporting young female scientists. Additionally, figures and facts demonstrate changing gender demographics during the last decade of research as well as numbers of men vs. women in physics, mathematics, and earth sciences.

  1. Academic Couples, Parenthood and Women's Research Careers

    ERIC Educational Resources Information Center

    Vohlídalová, Marta

    2017-01-01

    The paper focuses on dual-career academic couples, how they combine careers and parenthood and how their strategies translate into employment pathways of researchers, and especially women researchers. Based on sixteen in-depth interviews with dual-career academic couples, the analysis identified two types of partnerships which differed in terms of…

  2. Unpredictable Feelings: Academic Women under Research Audit

    ERIC Educational Resources Information Center

    Grant, Barbara M.; Elizabeth, Vivienne

    2015-01-01

    Academic research is subject to audit in many national settings. In Aotearoa/New Zealand, the government regulates the flow of publicly funded research income into tertiary institutions through the Performance-Based Research Fund (PBRF). This article enquires into the effects of the PBRF by exploring data collected from 16 academic women of…

  3. Thresholds and Glass Ceilings: Career Pattern of Women Scientists

    NASA Astrophysics Data System (ADS)

    Sonnert, Gerhard

    2004-05-01

    The Project Access study examined the careers of men and women who had received prestigious postdoctoral fellowships and thus were presumably of about equal promise at the start of their professional careers. Had the women scientists in this elite group overcome a threshold beyond which they proceeded on equal footing with their male counterparts; or did a glass ceiling impede their careers? We found gender differences in career outcomes in the group we studied (699 questionnaires, 200 interviews), but these differences varied considerably by scientific discipline. Moreover, the career disparities for women, as a group, appear now to result chiefly from a series of subtle but identifiable and sometimes counterintuitive impediments as well as from slight gender differences in socialization. Each disadvantage by itself may be small, but in their accumulation they significantly influence women's careers.

  4. #Me_Who: Anatomy of Scholastic, Leadership, and Social Isolation of Underrepresented Minority Women in Academic Medicine.

    PubMed

    Albert, Michelle A

    2018-05-22

    In academic medicine, under-represented minority women physician-scientists (URMWP)* are uncommon, particularly in leadership positions. Data from the American Association of Medical Colleges (AAMC) show that among internal medicine chairs, there are 12 Asian males, 10 African/American (blacks; 9 men), 7 Hispanics (2 females) and 137 whites (21 females). In the top 40 ranked cardiology programs, there are no female cardiology chiefs, whereas there are at least 10, 2, 1 and 24 Asian, black, Hispanic and white males respectively. There are more URMWP than URM males, yet URMWP are less likely to be professors and occupy leadership positions in academia. Specifically, among United States medical school faculty, relative proportions at assistant, associate and full professor levels according to race/ethnicity and gender have remained essentially unchanged over the past 20 years. AAMC information demonstrates that only 11%, 9%, 11% and 24% of Asian, black, Hispanic and white women are full professors compared with 21%, 18%, 19% and 36% of Asian, black, Hispanic and white men. Additionally, while there are representative proportions of women and Asians at the lowest faculty levels, they have not equitably progressed in academic medicine, likely reflecting discrimination and structural/organizational barriers that are also applicable to black and Hispanic females 1 .

  5. Applied Theatre Facilitates Dialogue about Career Challenges for Scientists.

    PubMed

    Segarra, Verónica A; Zavala, MariaElena; Hammonds-Odie, Latanya

    2017-04-01

    The design of programs in support of a strong, diverse, and inclusive scientific workforce and academe requires numerous difficult conversations about sensitive topics such as the challenges scientists can face in their professional development. Theatre can be an interactive and effective way to foster discussion around such subjects. This article examines the implementation and benefits of such interactive strategies in different contexts, including the benefits of getting early career academics and professionals talking about some of the situations that women and underrepresented minorities face in the workplace, while allowing more seasoned professionals and colleagues to join in the conversation.

  6. Exploring Women Community College Natural Scientists' Personal Experience Narratives through a Subjectivist Lens

    ERIC Educational Resources Information Center

    Woods, Nancy Anne

    2010-01-01

    The thrust in education today is to encourage young women to enter nontraditional fields of study such as chemistry, physics, and biology. In order to better prepare the next generation of women scientists, then, we should examine the experiences of women participants already working within these areas. We can learn from their experiences. What…

  7. Promotion of women physicians in academic medicine. Glass ceiling or sticky floor?

    PubMed

    Tesch, B J; Wood, H M; Helwig, A L; Nattinger, A B

    1995-04-05

    To assess possible explanations for the finding that the percentage of women medical school faculty members holding associate or full professor rank remains well below the percentage of men. Cross-sectional survey of physician faculty of US medical schools using the Association of American Medical Colleges (AAMC) database. Surveyed were 153 women and 263 men first appointed between 1979 and 1981, matched for institutions of original faculty appointment. Academic rank achieved, career preparation, academic resources at first appointment, familial responsibilities, and academic productivity. After a mean of 11 years on a medical school faculty, 59% of women compared with 83% of men had achieved associate or full professor rank, and 5% of women compared with 23% of men had achieved full professor rank. Women and men reported similar preparation for an academic career, but women began their careers with fewer academic resources. The number of children was not associated with rank achieved. Women worked about 10% fewer hours per week and had authored fewer publications. After adjustment for productivity factors, women remained less likely to be associate or full professors (adjusted odds ratio [OR] = 0.37; 95% confidence interval [CI], 0.21 to 0.66) or to achieve full professor rank (adjusted OR = 0.27; 95% CI, 0.12 to 0.63). Based on the AAMC database, 50% of both women and men originally appointed as faculty members between 1979 and 1981 had left academic medicine by 1991. Women physician medical school faculty are promoted more slowly than men. Gender differences in rank achieved are not explained by productivity or by differential attrition from academic medicine.

  8. Climate for women in climate science: Women scientists and the Intergovernmental Panel on Climate Change

    PubMed Central

    Gay-Antaki, Miriam; Liverman, Diana

    2018-01-01

    The Intergovernmental Panel on Climate Change (IPCC) is an authoritative and influential source of reports on climate change. The lead authors of IPCC reports include scientists from around the world, but questions have been raised about the dominance of specific disciplines in the report and the disproportionate number of scholars from the Global North. In this paper, we analyze the as-yet-unexamined issue of gender and IPCC authorship, looking at changes in gender balance over time and analyzing women’s views about their experience and barriers to full participation, not only as women but also at the intersection of nationality, race, command of English, and discipline. Over time, we show that the proportion of female IPCC authors has seen a modest increase from less than 5% in 1990 to more than 20% in the most recent assessment reports. Based on responses from over 100 women IPCC authors, we find that many women report a positive experience in the way in which they are treated and in their ability to influence the report, although others report that some women were poorly represented and heard. We suggest that an intersectional lens is important: not all women experience the same obstacles: they face multiple and diverse barriers associated with social identifiers such as race, nationality, command of English, and disciplinary affiliation. The scientific community benefits from including all scientists, including women and those from the Global South. This paper documents barriers to participation and identifies opportunities to diversify climate science. PMID:29440422

  9. The women in science and engineering scholars program

    NASA Technical Reports Server (NTRS)

    Falconer, Etta Z.; Guy, Lori Ann

    1989-01-01

    The Women in Science and Engineering Scholars Program provides scientifically talented women students, including those from groups underrepresented in the scientific and technical work force, with the opportunity to pursue undergraduate studies in science and engineering in the highly motivating and supportive environment of Spelman College. It also exposes students to research training at NASA Centers during the summer. The program provides an opportunity for students to increase their knowledge of career opportunities at NASA and to strengthen their motivation through exposure to NASA women scientists and engineers as role models. An extensive counseling and academic support component to maximize academic performance supplements the instructional and research components. The program is designed to increase the number of women scientists and engineers with graduate degrees, particularly those with an interest in a career with NASA.

  10. Recommendations from the Society for Academic Emergency Medicine (SAEM) Taskforce on women in academic emergency medicine.

    PubMed

    Kuhn, Gloria J; Abbuhl, Stephanie B; Clem, Kathleen J

    2008-08-01

    The Society for Academic Emergency Medicine (SAEM) convened a taskforce to study issues pertaining to women in academic emergency medicine (EM). The charge to the Taskforce was to "Create a document for the SAEM Board of Directors that defines and describes the unique recruitment, retention, and advancement needs for women in academic emergency medicine." To this end, the Taskforce and authors reviewed the literature to highlight key data points in understanding this issue and made recommendations for individuals at four levels of leadership and accountability: leadership of national EM organizations, medical school deans, department chairs, and individual women faculty members. The broad range of individuals targeted for recommendations reflects the interdependent and shared responsibility required to address changes in the culture of academic EM. The following method was used to determine the recommendations: 1) Taskforce members discussed career barriers and potential solutions that could improve the recruitment, retention, and advancement of women in academic EM; 2) the authors reviewed recommendations in the literature by national consensus groups and experts in the field to validate the recommendations of Taskforce members and the authors; and 3) final recommendations were sent to all Taskforce members to obtain and incorporate additional comments and ensure a consensus. This article contains those recommendations and cites the relevant literature addressing this topic.

  11. Perceived obstacles to career success for women in academic surgery.

    PubMed

    Colletti, L M; Mulholland, M W; Sonnad, S S

    2000-08-01

    We conducted this study to determine whether concerns expressed by male and female surgeons at 1 academic center are generally reflective of broader concerns for academic surgery and academic medicine. We reviewed published studies concerning women in academic surgery within the context of reporting the results of a survey of both male and female surgeons at 1 academic center. We developed a survey that included demographic information, work experience, and social issues. The survey was distributed to the entire faculty. For key questions, we compared answers between male and female faculty. Additional data came from the published literature. We reviewed all available studies identified by a MEDLINE search with key words women and academic and medicine or physician. Included studies contained either data collection or editorial comment concerning women in academic medicine. Data and opinions from all included studies paralleling survey questions were extracted from each article. Male and female faculty members reported different experiences and perceptions, specifically relating to relationships between family and professional life and perceptions of subtle sex-related biases. Both men and women reported insufficient mentoring and difficulties in balancing personal and professional responsibilities. Attitudes, behaviors, and traditions surrounding how we structure work and evaluate participation in academic surgery are more difficult to change than just addressing obvious inequities in support for female surgeons. However, attempting the deeper changes is worthwhile, because addressing obstacles faced by female faculty, many of which also affect men, will allow progress toward environments that attract and retain the best physicians, regardless of sex.

  12. Salary Negotiation Patterns between Women and Men in Academic Libraries

    ERIC Educational Resources Information Center

    Silva, Elise; Galbraith, Quinn

    2018-01-01

    Due to persistent wage gaps between men and women nationally, and in the field of academic librarianship, researchers wished to study possible issues that contribute to the phenomenon. This study examines the tendency for men and women to negotiate salaries in academic libraries upon hire. Researchers surveyed professional librarians employed in…

  13. Women Leaders' Construction of Leadership and Management of the Academic Department

    ERIC Educational Resources Information Center

    Zulu, C. B.

    2011-01-01

    Research on women in leadership has received growing attention in recent years. But not enough studies have investigated the way women construct leadership and management of the academic department. This article reports on the findings of an inquiry into the experiences of women heads of academic departments (HoDs) at universities in South Africa…

  14. Career Issues and Laboratory Climates: Different Challenges and Opportunities for Women Engineers and Scientists (survey of Fiscal Year 1997 Powre Awardees)

    NASA Astrophysics Data System (ADS)

    Rosser, Sue V.; Zieseniss, Mireille

    A survey of fiscal year 1997 POWRE (Professional Opportunities for Women in Research and Education) awardees from the National Science Foundation revealed that women engineers and scientists face similar issues, challenges, and opportunities and think that the laboratory climate has similar impacts on their careers. Separating responses of women scientists from those of women engineers revealed that 70% of both groups listed balancing work with family responsibilities as the most difficult issue. Discrepancies in percentages of women, coupled with differences among disciplinary and subdisciplinary cultures within science, engineering, mathematics, and technology fields, complicate work climates and their impact on women's careers. More frequently than women scientists, women engineers listed issues such as (a) low numbers of women leading to isolation, (b) lack of camaraderie and mentoring, (c) gaining credibility/respect from peers and administrators, (d) time management, (e) prioritizing responsibilities due to disproportionate demands, and (f) learning the rules of the game to survive in a male-dominated environment. Women engineers also listed two positive issues more frequently than women scientists: active recruitment/more opportunities for women and impact of successful women in the profession. The small number of women engineers may explain these results and suggests that it may be inappropriate to group them with other women scientists for analysis, programs, and policies.

  15. Adolescent women's daily academic behaviors, sexual behaviors, and sexually related emotions.

    PubMed

    Hensel, Devon J; Sorge, Brandon H

    2014-12-01

    Emerging literature suggests that the emotional and behavioral experience in young women's romantic/sexual relationships may link to their academic success. However, existing studies' reliance on retrospective and/or global measures prevents detailed understanding of how and when specific academic experiences link to specific relationship experiences and whether these associations could vary over different school days. Adolescent women (N = 387; 14-17 years at enrollment) were recruited from primary care adolescent clinics for a longitudinal cohort study of sexual relationships and sexual behavior. Participants provided daily diary information on academic behaviors, sexual emotions, and sexual behaviors. Chi-square and generalized estimating equation ordinal logistic or linear regression, respectively, assessed prevalence of sexual behaviors or differences in sexual emotions when academic behaviors did and did not occur. Young women's weekday reports of skipping school or failing a test were significantly linked to more frequent vaginal sex, less frequent condom use, and different levels of sexual emotions, on that same day. Our findings provide evidence that the emotional and behavioral experiences in young women's romantic/sexual relationships may impact young women's reaction to academic events. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

  16. "The Older Women Are Men:" Navigating the Academic Terrain, Perspectives from Ghana

    ERIC Educational Resources Information Center

    Mabokela, Reitumetse Obakeng; Mlambo, Yeukai Angela

    2015-01-01

    This qualitative study investigates how the intersection of gender, socio-cultural factors, and organizational culture impact professional experiences of women academics at a selected public university in Ghana. Given the glaring absence of women in academic positions across many African universities, particularly at academic ranks beyond the…

  17. The Climate for Women in Academic Science: The Good, the Bad, and the Changeable

    ERIC Educational Resources Information Center

    Settles, Isis H.; Cortina, Lilia M.; Malley, Janet; Stewart, Abigail J.

    2006-01-01

    Deficits theory posits that women scientists have not yet achieved parity with men scientists because of structural aspects of the scientific environment that provide them with fewer opportunities and more obstacles than men. The current study of 208 faculty women scientists tested this theory by examining the effect of personal negative…

  18. The Professorship: A Portrait of Women in Academe.

    ERIC Educational Resources Information Center

    Hampton, Letitia A.

    The career paths of women full professors at a university with predominantly male faculty was studied to identify the developmental trends in their lives and to project success paths that could be contemplated by aspiring women academics. Interviews were conducted with 13 women faculty members and their vitas were analyzed. The following broad…

  19. On Campus with Women. Number 18, October 1977.

    ERIC Educational Resources Information Center

    Association of American Colleges, Washington, DC. Project on the Status and Education of Women.

    Contents of this bulletin from the Association of American College's Project on the Status and Education of Women include: (1) affirmative action and employment, covering the future of women in academe, administrative positions, the "old boy" network, salaries, noncompliance with Title IX, women scientists and engineers, publications…

  20. [How EPMEWSE* worked with supporting programs for female scientists in STEM** fields in Japan].

    PubMed

    Ohtsubo, Hisako

    2013-09-01

    In gender equality, Japan is still lagging behind other developed nations. The ratio of female to male researchers is only at 14% in 2012, the lowest among developed countries. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) in Japan has started the programs to support the female researchers and to develop their leadership activities. Our survey revealed that there are too few women in higher positions who can help younger women with career enhancement. Also, male scientists have unconscious bias when they evaluate their female colleagues. At the same time, female scientists often underestimate their ability when seeking leadership roles. The MEXT programs will only exert a long-term effect on the ratio and roles of women in science if the academic climate and leadership changes in Japan. In Japan, a long-term strategy with support by government and universities is essential to overcome the gender gap and maximize the potential of female scientists.

  1. Women in Academe: Historical and Sociological Perspectives.

    ERIC Educational Resources Information Center

    Kelly, Jan W.

    This paper examines the unequal status of women in academic life from the ideological framework of the women's movement and issues a call to action to change this position. The paper discusses the following issues: (1) persons in the majority culture highlight the differences between them and the minority by exaggerating their culture; (2) the…

  2. Why Do Women Choose to Enter Academic Oral and Maxillofacial Surgery?

    PubMed

    Kolokythas, Antonia; Miloro, Michael

    2016-05-01

    To determine why women choose to enter an academic career in oral and maxillofacial surgery (OMS). An online questionnaire was developed and e-mailed to female OMS surgeons to assess the reasons women choose to pursue an academic career, the perceived positive and negative features of academia for women, and proposed measures to increase the percentage of women choosing to specialize in OMS and pursue an academic career. Thirty-one female OMS surgeons completed the questionnaire; 1 additional participant accessed the survey but did not respond to any of the questions. There were 25 full-time academics and 6 part-time academics (≥50% time commitment). Of the responders, 72% were married, and of these, 72% were married before entering academics. Forty-seven percent of the women had children, all during their academic tenure. Among the full-time academicians with children, only 2 (7.7%) reported moderate difficulty finding the time for childbirth and maternity leave, whereas 3 of the 5 part-time academics with children reported moderate or significant difficulty with childbirth and maternity leave. Factors associated with choosing and enjoying an academic career are involvement in resident-student teaching (78%), followed by colleague camaraderie and collaboration (65.6%), research potential (50%), time flexibility, and not having to deal with excessive "business" practice issues (33%). The main reason for considering leaving an academic OMS career and/or among the least enjoyable aspects of being in academics was the potential for a higher income in private practice (56%). Less significant reasons for considering leaving an academic OMS career were a more flexible work schedule in the private sector and less institutional red tape (37.5%), as well as independence/being in control and more family time (22%). Engaging residents and students by female OMS surgeons, better mentorship from academic OMS surgeons, and increasing the number of women serving in leadership

  3. Bimbo or boffin? Women in science: an analysis of media representations and how female scientists negotiate cultural contradictions.

    PubMed

    Chimba, Mwenya; Kitzinger, Jenny

    2010-09-01

    This paper examines the gendered representations of scientists in the UK media. Our analysis reveals the asymmetrical ways in which men and women working in science, engineering and technology are portrayed, in particular through the emphasis on women's appearance and a focus on their exceptional status. It also highlights the way female scientists may be used to "sex up" the discipline in the context of increasing concern about the (un)popularity of science. This media analysis is contextualized by drawing on data from 86 scientists examining how women themselves experience press and television coverage and address the cultural contradictions surrounding their role. The research highlights the challenges facing women working in these fields and the dilemmas for those seeking to develop a "human" face for science and promote a positive image for women.

  4. Increasing women's leadership in academic medicine: report of the AAMC Project Implementation Committee.

    PubMed

    Bickel, Janet; Wara, Diane; Atkinson, Barbara F; Cohen, Lawrence S; Dunn, Michael; Hostler, Sharon; Johnson, Timothy R B; Morahan, Page; Rubenstein, Arthur H; Sheldon, George F; Stokes, Emma

    2002-10-01

    The AAMC's Increasing Women's Leadership Project Implementation Committee examined four years of data on the advancement of women in academic medicine. With women comprising only 14% of tenured faculty and 12% of full professors, the committee concludes that the progress achieved is inadequate. Because academic medicine needs all the leaders it can develop to address accelerating institutional and societal needs, the waste of most women's potential is of growing importance. Only institutions able to recruit and retain women will be likely to maintain the best housestaff and faculty. The long-term success of academic health centers is thus inextricably linked to the development of women leaders. The committee therefore recommends that medical schools, teaching hospitals, and academic societies (1) emphasize faculty diversity in departmental reviews, evaluating department chairs on their development of women faculty; (2) target women's professional development needs within the context of helping all faculty maximize their faculty appointments, including helping men become more effective mentors of women; (3) assess which institutional practices tend to favor men's over women's professional development, such as defining "academic success" as largely an independent act and rewarding unrestricted availability to work (i.e., neglect of personal life); (4) enhance the effectiveness of search committees to attract women candidates, including assessment of group process and of how candidates' qualifications are defined and evaluated; and (5) financially support institutional Women in Medicine programs and the AAMC Women Liaison Officer and regularly monitor the representation of women at senior ranks.

  5. Women in academic surgery: why is the playing field still not level?

    PubMed

    Seemann, Natashia M; Webster, Fiona; Holden, Helen Alyx; Moulton, Carol-Anne E; Baxter, Nancy; Desjardins, Christine; Cil, Tulin

    2016-02-01

    The purpose of this study was to explore career satisfaction and advancement for women in academic surgery. A 48-item web-based survey was emailed to women surgeons in academic centers across Canada, exploring career advancement, family planning, mentorship, discrimination, and career satisfaction. The survey response rate was 38% (81 of 212); 18% of participants felt they experienced gender discrimination in medical school, 36% in residency, 12% in fellowship, and 41% as staff surgeons. More than half felt that their gender had played a role in the career challenges they faced. Responses to open-ended questions suggested that many surgeons struggled to balance their academic careers with family life. Despite this, participants rated their career satisfaction very highly. There remain ongoing challenges for women in academic surgery including lack of gender equality, appropriate mentorship, and accommodations for surgeons with families. Continued advancement of women in academic surgery is dependent on addressing these concerns. Copyright © 2016 Elsevier Inc. All rights reserved.

  6. Gender differences in patenting in the academic life sciences.

    PubMed

    Ding, Waverly W; Murray, Fiona; Stuart, Toby E

    2006-08-04

    We analyzed longitudinal data on academic careers and conducted interviews with faculty members to determine the scope and causes of the gender gap in patenting among life scientists. Our regressions on a random sample of 4227 life scientists over a 30-year period show that women faculty members patent at about 40% of the rate of men. We found that the gender gap has improved over time but remains large.

  7. Barriers to leadership positions for Indian women in academic dentistry.

    PubMed

    Tandon, Shobha; Kohli, Anil; Bhalla, Sumati

    2007-10-01

    Indian women, have come up a long way during the past 50 years. Gone are the days when the leadership positions in dentistry and health care professions were occupied solely by males and the women in-charge were looked down upon as anomalies. The staff rooms in dental and medical schools, the research laboratories in India today are employing women, who have quietly begun challenging the conventional male ideas that had shaped the policies earlier on. Women have advanced considerably in academic dentistry but like every coin, this story too, has two sides. In spite of the considerable gain in equity of status, women in research and academic careers related to health care professions still face innumerable barriers to their careers. This study was conducted with an aim to highlight the various barriers being faced by women in leadership positions in academic dentistry in India and this paper also suggests issues which require global concern for unbiased advancement of women. This was a questionnaire-based study in which the subjects were women in leadership positions in the various dental colleges in India. The questions are related to the various barriers like family commitments, attitude of the society, sexual harassment, gender bias and lack of cooperation from spouse which hinders the development of the careers of such women with tremendous potential. The results show that 67% of the subjects feel there are more barriers to their careers as women than men and health care professions definitely need more women leaders for improvement in women's health status globally. 63.5% of women in dentistry feel their family commitments are barriers to rising in their careers and 64.7% report that a marriage is happier if the husband's career graph is better than wife's. The survey results indicate that the same salary is paid to 93.5% women as their male colleagues. The results of the study show that there certainly has been a change in outlook of Indian women as they have

  8. Mentoring the next generation of physician-scientists in Japan: a cross-sectional survey of mentees in six academic medical centers.

    PubMed

    Sakushima, Ken; Mishina, Hiroki; Fukuhara, Shunichi; Sada, Kenei; Koizumi, Junji; Sugioka, Takashi; Kobayashi, Naoto; Nishimura, Masaharu; Mori, Junichiro; Makino, Hirofumi; Feldman, Mitchell D

    2015-03-19

    Physician-scientists play key roles in biomedical research across the globe, yet prior studies have found that it is increasingly difficult to recruit and retain physician-scientists in research careers. Access to quality research mentorship may help to ameliorate this problem in the U.S., but there is virtually no information on mentoring in academic medicine in Japan. We conducted a survey to determine the availability and quality of mentoring relationships for trainee physician-scientists in Japan. We surveyed 1700 physician-scientists in post-graduate research training programs in 6 academic medical centers in Japan about mentorship characteristics, mentee perceptions of the mentoring relationship, and attitudes about career development. A total of 683 potential physician-scientist mentees completed the survey. Most reported that they had a departmental mentor (91%) with whom they met at least once a month; 48% reported that they were very satisfied with the mentoring available to them. Mentoring pairs were usually initiated by the mentor (85% of the time); respondents identified translational research skills (55%) and grant writing (50%) as unmet needs. Mentoring concerning long-term career planning was significantly associated with the intention to pursue research careers, however this was also identified by some mentees as an unmet need (35% desired assistance; 15% reported receiving it). More emphasis and formal training in career mentorship may help to support Japanese physician-scientist mentees to develop a sense of self-efficacy to pursue and stay in research careers.

  9. Hierarchy as a barrier to advancement for women in academic medicine.

    PubMed

    Conrad, Peter; Carr, Phyllis; Knight, Sharon; Renfrew, Megan R; Dunn, Mary B; Pololi, Linda

    2010-04-01

    Research on barriers to professional advancement for women in academic medicine has not adequately considered the role of environmental factors and how the structure of organizations affects professional advancement and work experiences. This article examines the impact of the hierarchy, including both the organization's hierarchical structure and professionals' perceptions of this structure, in medical school organization on faculty members' experience and advancement in academic medicine. As part of an inductive qualitative study of faculty in five disparate U.S. medical schools, we interviewed 96 medical faculty at different career stages and in diverse specialties, using in-depth semistructured interviews, about their perceptions about and experiences in academic medicine. Data were coded and analysis was conducted in the grounded theory tradition. Our respondents saw the hierarchy of chairs, based on the indeterminate tenure of department chairs, as a central characteristic of the structure of academic medicine. Many faculty saw this hierarchy as affecting inclusion, reducing transparency in decision making, and impeding advancement. Indeterminate chair terms lessen turnover and may create a bottleneck for advancement. Both men and women faculty perceived this hierarchy, but women saw it as more consequential. The hierarchical structure of academic medicine has a significant impact on faculty work experiences, including advancement, especially for women. We suggest that medical schools consider alternative models of leadership and managerial styles, including fixed terms for chairs with a greater emphasis on inclusion. This is a structural reform that could increase opportunities for advancement especially for women in academic medicine.

  10. A culture conducive to women's academic success: development of a measure.

    PubMed

    Westring, Alyssa Friede; Speck, Rebecca M; Sammel, Mary Dupuis; Scott, Patricia; Tuton, Lucy Wolf; Grisso, Jeane Ann; Abbuhl, Stephanie

    2012-11-01

    The work environment culture inhibits women's career success in academic medicine. The lack of clarity and consistency in the definition, measurement, and analysis of culture constrains current research on the topic. The authors addressed this gap by defining the construct of a culture conducive to women's academic success (CCWAS) and creating a measure (i.e., tool) to evaluate it. First, the authors conducted a review of published literature, held focus groups, and consulted with subject matter experts to develop a measure of academic workplace culture for women. Then they developed and pilot-tested the measure with a convenience sample of women assistant professors. After refining the measure, they administered it, along with additional scales for validation, to 133 women assistant professors at the University of Pennsylvania. Finally, they conducted statistical analyses to explore the measure's nature and validity. A CCWAS consists of four distinct, but related, dimensions: equal access, work-life balance, freedom from gender biases, and supportive leadership. The authors found evidence that women within departments/divisions agree on the supportiveness of their units but that substantial differences among units exist. The analyses provided strong evidence for the reliability and validity of their measure. This report contributes to a growing understanding of women's academic medicine careers and provides a measure that researchers can use to assess the supportiveness of the culture for women assistant professors and that leaders can use to evaluate the effectiveness of interventions designed to increase the supportiveness of the environment for women faculty.

  11. Perceptions and Development of Political Leadership Skills of Women in Academic Medicine: A Study of Selected Women Alumnae of the Hedwig Van Ameringen Executive Leadership in Academic Medicine (ELAM) Program

    ERIC Educational Resources Information Center

    Evers, Cynthia D.

    2014-01-01

    Despite women having much to offer in the field of academic medicine, women may not be sufficiently attuned to developing their political leadership skills, which are crucial for successful leadership (Ferris, Frink, & Galang, 1993; Ferris & Perrewe, 2010). The study's purpose was to examine how 14 women in academic medicine perceived…

  12. Women in Academic Science: A Changing Landscape.

    PubMed

    Ceci, Stephen J; Ginther, Donna K; Kahn, Shulamit; Williams, Wendy M

    2014-12-01

    Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men and women faring equally, whereas other analyses have suggested numerous areas in which the playing field is not level. The only widely-agreed-upon conclusion is that women are underrepresented in college majors, graduate school programs, and the professoriate in those fields that are the most mathematically intensive, such as geoscience, engineering, economics, mathematics/computer science, and the physical sciences. In other scientific fields (psychology, life science, social science), women are found in much higher percentages. In this monograph, we undertake extensive life-course analyses comparing the trajectories of women and men in math-intensive fields with those of their counterparts in non-math-intensive fields in which women are close to parity with or even exceed the number of men. We begin by examining early-childhood differences in spatial processing and follow this through quantitative performance in middle childhood and adolescence, including high school coursework. We then focus on the transition of the sexes from high school to college major, then to graduate school, and, finally, to careers in academic science. The results of our myriad analyses reveal that early sex differences in spatial and mathematical reasoning need not stem from biological bases, that the gap between average female and male math ability is narrowing (suggesting strong environmental influences), and that sex differences in math ability at the right tail show variation over time and across nationalities, ethnicities, and other factors, indicating that the ratio of males to females at the right tail can and does change. We find that gender differences in attitudes toward and expectations about math careers and ability (controlling for actual ability) are evident by kindergarten and increase

  13. Rationale and Design of the Women and Inclusion in Academic Medicine Study.

    PubMed

    Hill, Emorcia V; Wake, Michael; Carapinha, René; Normand, Sharon-Lise; Wolf, Robert E; Norris, Keith; Reede, Joan Y

    2016-04-21

    Women of color (WOC) (African American, Hispanic, Native American/Alaskan Native, and Asian American) faculty remain disproportionately underrepresented among medical school faculty and especially at senior ranks compared with White female faculty. The barriers or facilitators to the career advancement of WOC are poorly understood. The Women and Inclusion in Academic Medicine (WIAM) study was developed to characterize individual, institutional and sociocultural factors that influence the entry, progression and persistence, and advancement of women faculty in academic medical careers with a focus on WOC. Using a purposive sample of 13 academic medical institutions, we collected qualitative interview data from 21 WOC junior faculty and quantitative data from 3,127 (38.9% of 8,053 eligible women) respondents via an online survey. To gather institutional data, we used an online survey and conducted 23 key administrative informant interviews from the 13 institutions. Grounded theory methodology will be used to analyze qualitative data. Multivariable analysis including hierarchical linear modeling will be used to investigate outcomes, such as the inclusiveness of organizational gender climate and women faculty's intent to stay. We describe the design, methods, rationale and limitations of one of the largest and most comprehensive studies of women faculty in academic medicine with a focus on WOC. This study will enhance our understanding of challenges that face women, and, especially WOC, faculty in academic medicine and will provide solutions at both the individual and institutional levels.

  14. Women, Scientists, Agitators: Magazine Portrayal of Rachel Carson and Theo Colborn.

    ERIC Educational Resources Information Center

    Corbett, Julia B.

    2001-01-01

    Utilizes a theoretical framework of the media's role in reporting conflict and uncertain science, and feminism and science in a thematic analysis of magazine coverage given Rachel Carson and "the Rachel Carson of '90s," Theo Colborn. Notes that Carson and Colborn's identities as women, scientists, and agitators led critics to charge that…

  15. Gender, Ethnicity, and Physics Education: Understanding How Black Women Build Their Identities as Scientists

    ERIC Educational Resources Information Center

    da Rosa, Katemari Diogo

    2013-01-01

    This research focuses on the underrepresentation of minoritized groups in scientific careers. The study is an analysis of the relationships between race, gender, and those with careers in the sciences, focusing on the lived experiences of Black women physicists, as viewed through the lens of women scientists in the United States. Although the…

  16. Academe's Glass Ceiling: Societal, Professional-Organizational, and Institutional Barriers to the Career Advancement of Academic Women.

    ERIC Educational Resources Information Center

    Bain, Olga; Cummings, William

    2000-01-01

    A survey of 10 national systems of higher education found that less than 10 percent of professors were women, and the proportion of female professors was negatively related to institutional prestige. This academic "glass ceiling" was related to women's shorter careers, tenure issues during hard times, and women's lower level of academic…

  17. The Spaces and Places That Women Casual Academics (Often Fail To) Inhabit

    ERIC Educational Resources Information Center

    Crimmins, Gail

    2016-01-01

    This paper discusses a research project that aims to address the binary/irony of the central physical and teaching space that women casual academics inhabit within Australian universities, against their lack of presence in the existing discourses around higher education. The invisibility of women casual academics within the discourses around…

  18. Academic Success Among Mexican American Women in a Community College.

    ERIC Educational Resources Information Center

    Castellanos, Mary; Fujitsubo, Lani C.

    1997-01-01

    Discusses a study conducted to show how factors such as depression, somatization, and acculturation affect the academic performance of Mexican-American women in community colleges. Results indicate these variables have no significant relationship to academic performance. Includes 24 citations. (JDI)

  19. Albanian women in physics

    NASA Astrophysics Data System (ADS)

    Deda, Antoneta; Alushllari, Mirela; Mico, Silvana

    2015-12-01

    In this report, presented at the 5th IUPAP International Conference on Women in Physics, we describe the status of women physicists in Albania and offer some statistical data illustrating the present situation. Undergraduate physics enrollment by girls is high and stable, more women are receiving financial support for doctoral studies, women are well represented in recent academic promotions, and recently women scientists have been appointed to several leadership positions. However, both women and men are challenged by the overall low levels of funding for research and by issues of availability and affordability of child care.

  20. Effectiveness of the Use of Spiritual Intelligence in Women Academic Leadership Practice

    ERIC Educational Resources Information Center

    Ramachandaran, Sharmila Devi; Krauss, Steven Eric; Hamzah, Azimi; Idris, Khairuddin

    2017-01-01

    Purpose: The purpose of this paper is to explore the effectiveness of the use of spiritual intelligence into women academic leadership practices. The study designed to provide a clear understanding of the effectiveness of the use of spiritual intelligence practices within women academic leadership practices. In addition, the study will be an ideal…

  1. Lithuanian women physicists: Current situation and involvement in gender projects

    NASA Astrophysics Data System (ADS)

    Šatkovskienė, Dalia; Ruželė, Živilė; Rutkūnienė, Živilė; Kupliauskienė, Alicija

    2015-12-01

    The changes in the situation of women in physics since the last Lithuanian country report are discussed on the basis of available statistics. The overall percentage of women physicists in research is 28%. Results show that there is a noticeable increase in female scientists in most phases of the academic career progression except in the highest positions. The results also show a permanent change in the awareness of gender-related issues in research. We also discuss the initiatives taken by Lithuanian women scientists to change the situation during three last years and their outcomes.

  2. Inadequate progress for women in academic medicine: findings from the National Faculty Study.

    PubMed

    Carr, Phyllis L; Gunn, Christine M; Kaplan, Samantha A; Raj, Anita; Freund, Karen M

    2015-03-01

    Women have entered academic medicine in significant numbers for 4 decades and now comprise 20% of full-time faculty. Despite this, women have not reached senior positions in parity with men. We sought to explore the gender climate in academic medicine as perceived by representatives to the Association of American Medical Colleges (AAMC) Group on Women in Medicine and Science (GWIMS) and Group on Diversity and Inclusion (GDI). We conducted a qualitative analysis of semistructured telephone interviews with GWIMS and GDI representatives and other senior leaders at 24 randomly selected medical schools of the 1995 National Faculty Study. All were in the continental United States, balanced for public/private status and AAMC geographic region. Interviews were audiotaped, transcribed, and organized into content areas before an inductive thematic analysis was conducted. Themes that were expressed by multiple informants were studied for patterns of association. Five themes were identified: (1) a perceived wide spectrum in gender climate; (2) lack of parity in rank and leadership by gender; (3) lack of retention of women in academic medicine (the "leaky pipeline"); (4) lack of gender equity in compensation; and (5) a disproportionate burden of family responsibilities and work-life balance on women's career progression. Key informants described improvements in the climate of academic medicine for women as modest. Medical schools were noted to vary by department in the gender experience of women, often with no institutional oversight. Our findings speak to the need for systematic review by medical schools and by accrediting organizations to achieve gender equity in academic medicine.

  3. Women faculty: an analysis of their experiences in academic medicine and their coping strategies.

    PubMed

    Pololi, Linda H; Jones, Sandra J

    2010-10-01

    Women represent a persistently low proportion of faculty in senior and leadership roles in medical schools, despite an adequate pipeline. This article highlights women's concerns in the context of the academic medical culture in which they work, and considers the ways in which they cope with and resist marginalizing situations. To explore the experiences of faculty in academic medicine, a multidisciplinary faculty research team conducted 96 open-ended interviews with faculty representing a broad set of disciplines at 4 different career stages (early career, leaders, plateaued, and left academic medicine) in 5 medical schools. Coded data from interview transcripts indicated situations in which women were marginalized. Experiences of marginality were examined through a systematic secondary analysis of a subset of 17 representative cases using qualitative analysis. Women had a sense of "not belonging" in the organization, perceiving themselves as cultural outsiders and feeling isolated and invisible. They described barriers to advancement, including bias and gender role expectations. Faculty from underrepresented minority groups and PhDs perceived a double disadvantage. Four strategies were identified that helped women cope with and resist professional barriers: self-silencing, creating microenvironments, balancing life and work, and simultaneously holding dual identities--being successful in the organization while trying to change the culture. Although the sample size was small, this analysis found that many women faculty perceive themselves as outsiders within academic medicine. Because of their marginalization, minority and non-minority women are more able to see the bias and exclusion that may operate in academic medical centers as well as other problematic dimensions of the culture. As cultural outsiders, women may be better able to advance change to improve academic medical culture. A next step is to leverage women's awareness to develop a broader vision of what

  4. Educated in Romance. Women, Achievement, and College Culture.

    ERIC Educational Resources Information Center

    Holland, Dorothy C.; Eisenhart, Margaret A.

    This ethnographic study investigated why so few women become scientists or mathematicians. The study followed the lives of two groups of women, one black and one white, all with strong academic records, who were attending two southern U.S. universities, one predominantly black and the other predominantly white. The study was initiated in 1979 when…

  5. Lean in or Opt Out: Career Pathways of Academic Women

    ERIC Educational Resources Information Center

    Eddy, Pamela L.; Ward, Kelly

    2015-01-01

    Casual observers of academic environments might conclude that women's problems in higher education have been resolved. Colleges enroll more women than men on an overall basis. There is gender parity in entry-level faculty hires, and the number of women in senior administrative positions continues to rise. A closer look however at the work, lives,…

  6. Inadequate Progress for Women in Academic Medicine: Findings from the National Faculty Study

    PubMed Central

    Gunn, Christine M.; Kaplan, Samantha A.; Raj, Anita; Freund, Karen M.

    2015-01-01

    Abstract Background: Women have entered academic medicine in significant numbers for 4 decades and now comprise 20% of full-time faculty. Despite this, women have not reached senior positions in parity with men. We sought to explore the gender climate in academic medicine as perceived by representatives to the Association of American Medical Colleges (AAMC) Group on Women in Medicine and Science (GWIMS) and Group on Diversity and Inclusion (GDI). Methods: We conducted a qualitative analysis of semistructured telephone interviews with GWIMS and GDI representatives and other senior leaders at 24 randomly selected medical schools of the 1995 National Faculty Study. All were in the continental United States, balanced for public/private status and AAMC geographic region. Interviews were audiotaped, transcribed, and organized into content areas before an inductive thematic analysis was conducted. Themes that were expressed by multiple informants were studied for patterns of association. Results: Five themes were identified: (1) a perceived wide spectrum in gender climate; (2) lack of parity in rank and leadership by gender; (3) lack of retention of women in academic medicine (the “leaky pipeline”); (4) lack of gender equity in compensation; and (5) a disproportionate burden of family responsibilities and work-life balance on women's career progression. Conclusions: Key informants described improvements in the climate of academic medicine for women as modest. Medical schools were noted to vary by department in the gender experience of women, often with no institutional oversight. Our findings speak to the need for systematic review by medical schools and by accrediting organizations to achieve gender equity in academic medicine. PMID:25658907

  7. Women as Academic Administrators in the Age of Affirmative Action.

    ERIC Educational Resources Information Center

    Palley, Marian Lief

    1978-01-01

    Data indicate that, once academic women select or are selected for administrative careers, quantitative opportunities are available to those who seem to be approximately equivalent to men. However, if qualitative measures are assessed, it becomes clear that women administrators do not fare as well as men. (Author)

  8. 'How many female scientists do you know?'.

    PubMed

    Jones, Robert A

    2005-06-01

    The stereotypical scientist wears a lab-coat, is often eccentric and is usually male. Images of female scientists in popular culture remain rare. Some of the first portrayals of women in science occurred in a handful of British films made during the 1950s and 1960s. These films reflected the difficulties experienced by women in science at the time, but they might also explain why representations of female scientists in film continue to downplay their role as scientists and emphasize their identity as women.

  9. Women in physics in Bangladesh

    NASA Astrophysics Data System (ADS)

    Choudhury, Shamima K.

    2013-03-01

    Bangladesh has had a glorious physics tradition since the beginning of the last century, when the physicist S.N. Bose published a groundbreaking paper with Albert Einstein on Bose-Einstein statistics. However, women in Bangladesh traditionally have not been able to make their way in the realm of science in general and physics in particular. Since Bangladesh achieved independence in 1971, the situation has gradually changed and more and more women choose physics as an academic discipline. The percentage of women students in physics rose from 10% in 1970 to almost 30% in 2010. In recent years, women physicists have actively participated in many activities promoting science and technology, creating awareness among the public about the importance of physics education. The present status of women physicists in academic, research, and administrative programs in the government and private sectors in Bangladesh is reported. The greater inclusion of women scientists, particularly physicists, in policy-making roles on important issues of global and national interest is suggested.

  10. Beginning careers in academic psychiatry for women--"Bermuda Triangle"?

    PubMed

    Reiser, L W; Sledge, W H; Fenton, W; Leaf, P

    1993-09-01

    The proportion of women in leadership positions in academic psychiatry has not kept pace with the increase in the number of women entering the field. This study examines differences in career activities between women and men who graduated from the Yale University psychiatric residency training program and explores whether these differences can be explained by preresidency expectations, residency experiences, or training immediately after residency. Departmental educational records of the Yale residency program were reviewed to determine professional interests expressed before psychiatric residency and training focus during residency for 355 residents in the 1970-1983 graduating classes. A 1984 follow-up study focused on their postresidency career activities. Differences in preresidency interests and experiences, training activities, and career paths between all female and male graduates and between women and men who chose academic careers were examined. After residency, the female graduates' marital status differed from men's--more had never married or were divorced. Women's professional activities diverged from men's; their practice pattern was different, they spent more hours teaching, and they had fewer publications in peer-reviewed journals. This divergence was not accounted for by differences in pretraining interests or in training focus during residency. The authors present possible explanations. Further research is indicated to determine the underlying causes of career differences between women and men in psychiatric practice and academia so that effective strategies for correcting the present inequality of women in senior faculty positions can be implemented.

  11. An Insight into the Challenges Faced by Academic Women with Pre-School Age Children in Academic Life

    ERIC Educational Resources Information Center

    Günçavdi, Gizem; Göktürk, Söheyda; Bozoglu, Oguzhan

    2017-01-01

    This study aimed to explore the challenges academic women, especially those who were mothers of pre-school age children, went through. The main guiding question of this study was "How do academic mothers with pre-school age children survive in the academia from pregnancy through all the various stages of parenting and motherhood?". This…

  12. Is there still a glass ceiling for women in academic surgery?

    PubMed

    Zhuge, Ying; Kaufman, Joyce; Simeone, Diane M; Chen, Herbert; Velazquez, Omaida C

    2011-04-01

    Despite the dramatically increased entry of women into general surgery and surgical subspecialties, traditionally male-dominated fields, there remains a gross under-representation of women in the leadership positions of these departments. Women begin their careers with fewer academic resources and tend to progress through the ranks slower than men. Female surgeons also receive significantly lower salaries than their male counterparts and are more vulnerable to discrimination, both obvious and covert. Although some argue that female surgeons tend to choose their families over careers, studies have actually shown that women are as eager as men to assume leadership positions, are equally qualified for these positions as men, and are as good as men at leadership tasks.Three major constraints contribute to the glass-ceiling phenomenon: traditional gender roles, manifestations of sexism in the medical environment, and lack of effective mentors. Gender roles contribute to unconscious assumptions that have little to do with actual knowledge and abilities of an individuals and they negatively influence decision-making when it comes to promotions. Sexism has many forms, from subtle to explicit forms, and some studies show that far more women report being discriminately against than do men. There is a lack of same-sex mentors and role models for women in academic surgery, thereby isolating female academicians further. This review summarizes the manifestation of the glass-ceiling phenomenon, identifies some causes of these inequalities, and proposes different strategies for continuing the advancement of women in academic surgery and to shatter the glass ceiling.

  13. Men (and Women) in Academic Radiology: How Can We Reduce the Gender Discrepancy?

    PubMed

    Grimm, Lars J; Ngo, Jennifer; Pisano, Etta D; Yoon, Sora

    2016-04-01

    There is a chronic gender imbalance in academic radiology departments, which could limit our field's ability to foster creative, productive, and innovative environments. We recently reviewed 51 major academic radiology faculty rosters and discovered that 34% of academic radiologists are women, but only 25% of vice chairs and section chiefs and 9% of department chairs are women. Active intervention is needed to correct this imbalance, which should start with awareness of the issue, exposing medical students to radiology early in their training, and implementing better mentorship programs for female radiologists.

  14. Academic Careers of Immigrant Women Professors in the U.S.

    ERIC Educational Resources Information Center

    Skachkova, Penka

    2007-01-01

    The article draws on the narratives of 34 immigrant women professors from 22 different countries who teach in a major research university in the U.S. First, the article presents immigrant women professors' voices of experiencing traditional academic activities in terms of teaching, research, and administration/service. Second, the paper voices…

  15. Academic Women Chemists in the 20th Century: Past, Present, Projections.

    ERIC Educational Resources Information Center

    Roscher, Nina Matheny; Cavanaugh, Margaret A.

    1987-01-01

    The number of women obtaining degrees in chemistry has increased and many indicators suggest that the trend will continue. The percentage of women obtaining BS, MS, and PhD degrees in chemistry is also expected to continue to rise. Doctoral women chemists are beginning to be distributed in governmental, academic, and industrial workplaces in the…

  16. A Balancing Act: A Quantitative Analysis of the Influence of Work/Life Balance and Work Atmosphere on Personal and Professional Success of Women Scientists

    NASA Astrophysics Data System (ADS)

    Archie, T.; Laursen, S. L.; Kogan, M.

    2012-12-01

    Despite an increase in advanced degrees awarded to women in the geosciences, scientific leaders in academia remain dominantly male. Women are underrepresented in tenure-track positions in Earth science departments at research universities and are less likely to have more senior positions within their academic institutions. Our empirical study analyzes factors that influence personal and professional success for women scientists. Prior research has shown that women are subjected to unintended and unrecognized biases that can have an ultimate impact on their productivity, advancement, and success. We used an electronic survey to collect data from 662 early-career geoscientists who are members of the Earth Science Women's Network and/or the network's Earth Science Jobs list. We asked respondents to self-report their perceptions of work/life balance, professional atmosphere and other variables indicative and/or predictive of personal and professional success. In a previous analysis (Kogan & Laursen, 2011) we found that women consistently rated the professional atmosphere in their departments and their interactions with colleagues less favorably than men. Women indicated lower rates of collaboration with colleagues in their unit compared to their male peers. We also found work/life balance is of particular concern to early-career scientists, especially since tenure clock and the biological clock function on similar timetables. Women reported more caregiving responsibilities than men, further complicating the balance between work and personal life. We hypothesize that the work life balance and professional atmosphere influences productivity, advancement, and career/job satisfaction. We now investigate how work/life balance, atmosphere within the work unit, and mentoring influence productivity, job and career satisfaction, and career advancement. We introduce a structural equation model that seeks to explain how these relationships vary dependent upon gender, career level

  17. A woman like you: Women scientists and engineers at Brookhaven National Laboratory

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Benkovitz, Carmen; Bernholc, Nicole; Cohen, Anita

    1991-01-01

    This publication by the women in Science and Engineering introduces career possibilities in science and engineering. It introduces what work and home life are like for women who have already entered these fields. Women at Brookhaven National Laboratory work in a variety of challenging research roles -- from biologist and environmental scientist to safety engineer, from patent lawyer to technician. Brookhaven National Laboratory is a multi-program laboratory which carries out basic and applied research in the physical, biomedical and environmental sciences and in selected energy technologies. The Laboratory is managed by Associated University, Inc., under contract with the US Departmentmore » of Energy. Brookhaven and the other national laboratories, because of their enormous research resources, can play a critical role in a education and training of the workforce.« less

  18. Retaining Faculty in Academic Medicine: The Impact of Career Development Programs for Women.

    PubMed

    Chang, Shine; Morahan, Page S; Magrane, Diane; Helitzer, Deborah; Lee, Hwa Young; Newbill, Sharon; Peng, Ho-Lan; Guindani, Michele; Cardinali, Gina

    2016-07-01

    For more than two decades, national career development programs (CDPs) have addressed underrepresentation of women faculty in academic medicine through career and leadership curricula. We evaluated CDP participation impact on retention. We used Association of American Medical Colleges data to compare 3268 women attending CDPs from 1988 to 2008 with 17,834 women and 40,319 men nonparticipant faculty similar to CDP participants in degree, academic rank, first year of appointment in rank, and home institution. Measuring from first year in rank to departure from last position held or December 2009 (study end date), we used Kaplan-Meier curves; Cox survival analysis adjusted for age, degree, tenure, and department; and 10-year rates to compare retention. CDP participants were significantly less likely to leave academic medicine than their peers for up to 8 years after appointment as Assistant and Associate Professors. Full Professor participants were significantly less likely to leave than non-CDP women. Men left less often than non-CDP women at every rank. Participants attending more than one CDP left less often than those attending one, but results varied by rank. Patterns of switching institutions after 10 years varied by rank; CDP participants switched significantly less often than men at Assistant and Associate Professor levels and significantly less often than non-CDP women among Assistant Professors. Full Professors switched at equal rates. National CDPs appear to offer retention advantage to women faculty, with implications for faculty performance and capacity building within academic medicine. Intervals of retention advantage for CDP participants suggest vulnerable periods for intervention.

  19. The W(h)ine Club: Women Finding Joy in Academic Work

    ERIC Educational Resources Information Center

    Selepe, Mosa; Grobler, Christa; Dicks, Emsie; Oldewage-Theron, Wilna

    2012-01-01

    The W(h)ine Club is a multidisciplinary women's research team which has been working together for the past 10 years. The idea for this Viewpoint piece grew as we participated in a Women in Research programme. The aim of the programme was to improve academic publications among women. A group of us in the programme found ourselves repeatedly…

  20. Crossing Borders: Academic Refugee Women, Education and the British Federation of University Women during the Nazi Era

    ERIC Educational Resources Information Center

    Cohen, Susan

    2010-01-01

    This paper explores the educational experiences of a specific group of refugees, namely academic women refugees who were members of various branches of the International Federation of University Women, and who came to Britain under the auspices of the British Federation of University Women from 1933. As a result of voluntary or forced migration…

  1. Career Advancement of Women Senior Academic Administrators in Indonesia: Supports and Challenges

    ERIC Educational Resources Information Center

    Murniati, Cecilia Titiek

    2012-01-01

    Increasing numbers of women have gained access to college and the college teaching profession worldwide. However, women continue to be underrepresented in academic, research, and leadership positions. Women who have aspirations for top leadership positions still encounter numerous internal and external challenges. Existent literature on women…

  2. The Effects of an Academic Environment Intervention on Science Identification among Women in STEM

    ERIC Educational Resources Information Center

    Ramsey, Laura R.; Betz, Diana E.; Sekaquaptewa, Denise

    2013-01-01

    Academic environments can feel unwelcoming for women in science, technology, engineering, and math (STEM) fields. Two studies examined academic environments of female undergraduates majoring in STEM fields at a university in the United States. In Study 1, we compared women in STEM who are in a welcoming environment to those in a traditional STEM…

  3. Key Barriers for Academic Institutions Seeking to Retain Female Scientists and Engineers: Family-Unfriendly Policies. Low Numbers, Stereotypes, and Harassment

    NASA Astrophysics Data System (ADS)

    Rosser, Sue V.; Lane, Eliesh O'neil

    At the end of a special meeting held at the Massachusetts Institute of Technology in January 2001, a statement released on behalf of the most prestigious U. S. research universities suggested that institutional harriers have prevented viomen from having a level playing field in science and engineering. In 2001, the National Science Foundation initiated a new awards program, ADVANCE, focusing on institutional rather than individual solutions to empower women to participate fully in science and technology. In this study, the authors evaluate survey responses from almost 400 Professional Opportunities for Women in Research and Education awardees from fiscal years 1997 to 2000 to elucidate problems and opportunities identified by female scientists and engineers. Besides other issues, the respondents identified balancing a career and a family as the most significant challenge facing female scientists and engineers today. Institutions must seek to remove or at least lower these and other harriers to attract and retain female scientists and engineers. Grouping the survey responses into four categories forms the basis for four corresponding policy areas, which could be addressed at the institutional level to mitigate the difficulties and challenges currently experienced by female scientists and engineers.

  4. Graduates-of-foreign-dermatology residencies and military dermatology residencies and women in academic dermatology.

    PubMed

    Wu, Jashin J; Davis, Kristy F; Ramirez, Claudia C; Alonso, Carol A; Berman, Brian; Tyring, Stephen K

    2009-05-15

    It is well known that there is a growing shortage of academic dermatologists in the U.S. The number of graduates of foreign dermatology residencies (GFDR) and graduates of military dermatology residencies (GMDR) who take full-time academic dermatology positions are currently unknown. It is likely that a higher proportion of GFDRs and GMDRs are more likely to enter academics and practice medical dermatology. The percentage of women in academic dermatology has not been reported since 1994. To determine the total number of GFDRs, GMDRs, and women who are full-time faculty members at U.S. dermatology residency programs. The educational background of all full-time faculty members of the 107 U.S. dermatology residency programs that were active as of December 2004 were determined through extensive Internet searches, telephone, and email correspondences with residency coordinators and faculty members. Pure PhDs, physicians who did not complete a dermatology residency program at an allopathic school, PharmDs, DDSs, and FNPs were excluded. The University of Puerto Rico was not considered a foreign residency program. As of December 2004, there were 988 full-time dermatology faculty members in the US, 813 of which met our inclusion criteria. There were 30 GFDRs, accounting for 3.7 percent of full-time academic dermatologists. There were 29 GMDRs, accounting for 3.6 percent of all full-time academic dermatologists. Women accounted for 44.42 percent of academic dermatologists and 15.9 percent (14/107) of dermatology chairs/chiefs. GFDRs, GMDRs, and women comprise important proportions of full-time faculty members at U.S. dermatology residency programs.

  5. Men and Women Academics: An Anglo-American Comparison of Subject Choices and Research Activity

    ERIC Educational Resources Information Center

    Blackstone, Tessa; Fulton, Oliver

    1974-01-01

    In both the U.S. and the United Kingdom women academics are concentrated in certain subject fields. The causes of the different behavior and interests of men and women academics are likely to be a function both of cultural definitions of male and female roles in the wider society, and institutional factors associated with educational systems both…

  6. Retaining Faculty in Academic Medicine: The Impact of Career Development Programs for Women

    PubMed Central

    Morahan, Page S.; Magrane, Diane; Helitzer, Deborah; Lee, Hwa Young; Newbill, Sharon; Peng, Ho-Lan; Guindani, Michele; Cardinali, Gina

    2016-01-01

    Abstract Background: For more than two decades, national career development programs (CDPs) have addressed underrepresentation of women faculty in academic medicine through career and leadership curricula. We evaluated CDP participation impact on retention. Methods: We used Association of American Medical Colleges data to compare 3268 women attending CDPs from 1988 to 2008 with 17,834 women and 40,319 men nonparticipant faculty similar to CDP participants in degree, academic rank, first year of appointment in rank, and home institution. Measuring from first year in rank to departure from last position held or December 2009 (study end date), we used Kaplan–Meier curves; Cox survival analysis adjusted for age, degree, tenure, and department; and 10-year rates to compare retention. Results: CDP participants were significantly less likely to leave academic medicine than their peers for up to 8 years after appointment as Assistant and Associate Professors. Full Professor participants were significantly less likely to leave than non-CDP women. Men left less often than non-CDP women at every rank. Participants attending more than one CDP left less often than those attending one, but results varied by rank. Patterns of switching institutions after 10 years varied by rank; CDP participants switched significantly less often than men at Assistant and Associate Professor levels and significantly less often than non-CDP women among Assistant Professors. Full Professors switched at equal rates. Conclusion: National CDPs appear to offer retention advantage to women faculty, with implications for faculty performance and capacity building within academic medicine. Intervals of retention advantage for CDP participants suggest vulnerable periods for intervention. PMID:27058451

  7. Underrepresentation of Women in the Academic Profession: A Comparative Analysis of the North American Region

    ERIC Educational Resources Information Center

    Metcalfe, Amy Scott; Gonzalez, Laura Padilla

    2013-01-01

    The present study addresses women's underrepresentation in the academic profession, as well as the need for policies and practices aimed at this issue. It compares underrepresentation of academic women in North American countries, and explores, throughout a bivariate analysis, personal, professional, as well as institutional variables related to…

  8. Why do women choose or reject careers in academic medicine? A narrative review of empirical evidence.

    PubMed

    Edmunds, Laurel D; Ovseiko, Pavel V; Shepperd, Sasha; Greenhalgh, Trisha; Frith, Peggy; Roberts, Nia W; Pololi, Linda H; Buchan, Alastair M

    2016-12-10

    Women are under-represented in academic medicine. We reviewed the empirical evidence focusing on the reasons for women's choice or rejection of careers in academic medicine. Using a systematic search, we identified 52 studies published between 1985, and 2015. More than half had methodological limitations and most were from North America. Eight main themes were explored in these studies. There was consistent evidence for four of these themes: women are interested in teaching more than in research; participation in research can encourage women into academic medicine; women lack adequate mentors and role models; and women experience gender discrimination and bias. The evidence was conflicting on four themes: women are less interested in research than men; women lose commitment to research as their education and training progress; women are deterred from academic careers by financial considerations; and women are deterred by concerns about work-life balance. Inconsistency of findings across studies suggests significant opportunities to overcome barriers by providing a more enabling environment. We identified substantial gaps in the scientific literature that could form the focus of future research, including shifting the focus from individuals' career choices to the societal and organisational contexts and cultures within which those choices are made; extending the evidence base to include a wider range of countries and settings; and testing the efficacy of interventions. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. Fewer invited talks by women in evolutionary biology symposia.

    PubMed

    Schroeder, J; Dugdale, H L; Radersma, R; Hinsch, M; Buehler, D M; Saul, J; Porter, L; Liker, A; De Cauwer, I; Johnson, P J; Santure, A W; Griffin, A S; Bolund, E; Ross, L; Webb, T J; Feulner, P G D; Winney, I; Szulkin, M; Komdeur, J; Versteegh, M A; Hemelrijk, C K; Svensson, E I; Edwards, H; Karlsson, M; West, S A; Barrett, E L B; Richardson, D S; van den Brink, V; Wimpenny, J H; Ellwood, S A; Rees, M; Matson, K D; Charmantier, A; Dos Remedios, N; Schneider, N A; Teplitsky, C; Laurance, W F; Butlin, R K; Horrocks, N P C

    2013-09-01

    Lower visibility of female scientists, compared to male scientists, is a potential reason for the under-representation of women among senior academic ranks. Visibility in the scientific community stems partly from presenting research as an invited speaker at organized meetings. We analysed the sex ratio of presenters at the European Society for Evolutionary Biology (ESEB) Congress 2011, where all abstract submissions were accepted for presentation. Women were under-represented among invited speakers at symposia (15% women) compared to all presenters (46%), regular oral presenters (41%) and plenary speakers (25%). At the ESEB congresses in 2001-2011, 9-23% of invited speakers were women. This under-representation of women is partly attributable to a larger proportion of women, than men, declining invitations: in 2011, 50% of women declined an invitation to speak compared to 26% of men. We expect invited speakers to be scientists from top ranked institutions or authors of recent papers in high-impact journals. Considering all invited speakers (including declined invitations), 23% were women. This was lower than the baseline sex ratios of early-mid career stage scientists, but was similar to senior scientists and authors that have published in high-impact journals. High-quality science by women therefore has low exposure at international meetings, which will constrain Evolutionary Biology from reaching its full potential. We wish to highlight the wider implications of turning down invitations to speak, and encourage conference organizers to implement steps to increase acceptance rates of invited talks. © 2013 The Authors. Journal of Evolutionary Biology © 2013 European Society For Evolutionary Biology.

  10. Fewer invited talks by women in evolutionary biology symposia

    PubMed Central

    Schroeder, J; Dugdale, H L; Radersma, R; Hinsch, M; Buehler, D M; Saul, J; Porter, L; Liker, A; De Cauwer, I; Johnson, P J; Santure, A W; Griffin, A S; Bolund, E; Ross, L; Webb, T J; Feulner, P G D; Winney, I; Szulkin, M; Komdeur, J; Versteegh, M A; Hemelrijk, C K; Svensson, E I; Edwards, H; Karlsson, M; West, S A; Barrett, E L B; Richardson, D S; van den Brink, V; Wimpenny, J H; Ellwood, S A; Rees, M; Matson, K D; Charmantier, A; dos Remedios, N; Schneider, N A; Teplitsky, C; Laurance, W F; Butlin, R K; Horrocks, N P C

    2013-01-01

    Lower visibility of female scientists, compared to male scientists, is a potential reason for the under-representation of women among senior academic ranks. Visibility in the scientific community stems partly from presenting research as an invited speaker at organized meetings. We analysed the sex ratio of presenters at the European Society for Evolutionary Biology (ESEB) Congress 2011, where all abstract submissions were accepted for presentation. Women were under-represented among invited speakers at symposia (15% women) compared to all presenters (46%), regular oral presenters (41%) and plenary speakers (25%). At the ESEB congresses in 2001–2011, 9–23% of invited speakers were women. This under-representation of women is partly attributable to a larger proportion of women, than men, declining invitations: in 2011, 50% of women declined an invitation to speak compared to 26% of men. We expect invited speakers to be scientists from top ranked institutions or authors of recent papers in high-impact journals. Considering all invited speakers (including declined invitations), 23% were women. This was lower than the baseline sex ratios of early-mid career stage scientists, but was similar to senior scientists and authors that have published in high-impact journals. High-quality science by women therefore has low exposure at international meetings, which will constrain Evolutionary Biology from reaching its full potential. We wish to highlight the wider implications of turning down invitations to speak, and encourage conference organizers to implement steps to increase acceptance rates of invited talks. PMID:23786459

  11. Mapping Women's and Gender Studies in the Academic Field in Slovenia

    ERIC Educational Resources Information Center

    Gaber, Milica Antic

    2017-01-01

    The aim of the present paper is to map the development of women's and gender studies (WGS) in the academic field in Slovenia. Slovenia is the first of the former Yugoslav state republics in which WGS have succeeded in entering the academic field and becoming part of institutionalised university study. In this paper we will ask the following…

  12. Enduring Influence of Stereotypical Computer Science Role Models on Women's Academic Aspirations

    ERIC Educational Resources Information Center

    Cheryan, Sapna; Drury, Benjamin J.; Vichayapai, Marissa

    2013-01-01

    The current work examines whether a brief exposure to a computer science role model who fits stereotypes of computer scientists has a lasting influence on women's interest in the field. One-hundred undergraduate women who were not computer science majors met a female or male peer role model who embodied computer science stereotypes in appearance…

  13. Stories from early-career women physicians who have left academic medicine: a qualitative study at a single institution.

    PubMed

    Levine, Rachel B; Lin, Fenny; Kern, David E; Wright, Scott M; Carrese, Joseph

    2011-06-01

    The number of women in academic medicine has steadily increased, although gender parity still does not exist and women leave academics at somewhat higher rates than men. The authors investigated the reasons why women leave careers in academic medicine. Semistructured, one-on-one interviews were conducted in 2007-2008 with 20 women physicians who had left a single academic institution to explore their reasons for opting out of academic careers. Data analysis was iterative, and an editing analysis style was used to derive themes. A lack of role models for combining career and family responsibilities, frustrations with research (funding difficulties, poor mentorship, competition), work-life balance, and the institutional environment (described as noncollaborative and biased in favor of male faculty) emerged as key factors associated with a decision to leave academic medicine for respondents. Faced with these challenges, respondents reevaluated their priorities and concluded that a discrepancy existed between their own and institutional priorities. Many respondents expressed divergent views with the institutional norms on how to measure success and, as a consequence, felt that they were undervalued at work. Participants report a disconnection between their own priorities and those of the dominant culture in academic medicine. Efforts to retain women faculty in academic medicine may include exploring the aspects of an academic career that they value most and providing support and recognition accordingly.

  14. Women and Academic Workloads: Career Slow Lane or Cul-de-Sac?

    ERIC Educational Resources Information Center

    Barrett, Lucinda; Barrett, Peter

    2011-01-01

    Career progression for women academics to higher levels is not in proportion to their representation within the profession. This paper looks at theories about this and relates them to current practices within universities for allocating work. The management of workloads can disadvantage women through a number of interactive factors. Interruptions…

  15. Academic career intentions in the life sciences: Can research self-efficacy beliefs explain low numbers of aspiring physician and female scientists?

    PubMed Central

    Epstein, Nurith; Fischer, Martin R.

    2017-01-01

    A lack of physician scientists as well as a high female dropout rate from academic medicine and basic life sciences is a concern in many countries. The current study analyzes academic career intentions within a sample of recent doctoral graduates from medicine and basic life sciences (N = 1109), focusing on research self-efficacy beliefs as explanatory variable of gender and disciplinary differences. To ensure that differences in research self-efficacy could not be attributed solely to objective scientific performance, we controlled for number of publications and dissertation grade. The results of multivariate analyses pointed to a strong and significant association between research self-efficacy and academic career intentions (ß = 0.49, p<0.001). The lower academic career intentions of medical doctoral graduates were no longer significant when controlling for research self-efficacy. Within the field of medicine, female doctoral graduates expressed lower research self-efficacy beliefs and academic career intentions. When controlling for research self-efficacy, the correlation between gender and academic career intention was no longer significant. In contrast, no gender differences were found within the basic life sciences with respect to neither academic career intentions nor research self-efficacy. PMID:28910334

  16. Academic career intentions in the life sciences: Can research self-efficacy beliefs explain low numbers of aspiring physician and female scientists?

    PubMed

    Epstein, Nurith; Fischer, Martin R

    2017-01-01

    A lack of physician scientists as well as a high female dropout rate from academic medicine and basic life sciences is a concern in many countries. The current study analyzes academic career intentions within a sample of recent doctoral graduates from medicine and basic life sciences (N = 1109), focusing on research self-efficacy beliefs as explanatory variable of gender and disciplinary differences. To ensure that differences in research self-efficacy could not be attributed solely to objective scientific performance, we controlled for number of publications and dissertation grade. The results of multivariate analyses pointed to a strong and significant association between research self-efficacy and academic career intentions (ß = 0.49, p<0.001). The lower academic career intentions of medical doctoral graduates were no longer significant when controlling for research self-efficacy. Within the field of medicine, female doctoral graduates expressed lower research self-efficacy beliefs and academic career intentions. When controlling for research self-efficacy, the correlation between gender and academic career intention was no longer significant. In contrast, no gender differences were found within the basic life sciences with respect to neither academic career intentions nor research self-efficacy.

  17. Factors influencing career progress for early stage clinician-scientists in emerging Asian academic medical centres: a qualitative study in Singapore.

    PubMed

    Yoon, Sungwon; Koh, Woon-Puay; Ong, Marcus E H; Thumboo, Julian

    2018-03-03

    To explore the factors that influence career progress for early stage clinician-scientists and to identify ways to mitigate these factors in the context of emerging Asian academic medical centres (AMCs). Qualitative interviews and thematic data analysis based on grounded theory. Five focus group interviews comprising 29 early career clinician-scientists who have received their first national-level career development award in Singapore. Clinical priorities represented an overarching concern with many reporting the difficulty in delineating responsibilities between clinical care and research. Additionally, there was a prevailing perception of the lack of support for research at the institutional level. Participants tended to identify mentors through their own efforts in a relatively haphazard manner, often owing to the dearth of role models and perceived inadequacy of reward systems for mentoring. Support from mentors was thought to be limited in terms of targeted scientific guidance and long-term commitments to the relationship. Most of the participants expressed concerns about how they could secure the next level of funding with diminishing confidence. Notably, the work-life balance was neither conceptualised as a 'barrier' to successful pursuit of research career nor was it translated into the reason for leaving the dual clinical-research career pathway. Results revealed specific limitations presented by the research environment in newly emerging Asian AMCs. To retain a vibrant clinician-scientist workforce, additional measures are needed, aiming to improve institutional culture of research, build mentoring networks, adopt effective tools for tracking career progress and provide a clear and viable career progression path for clinician-scientist. Further research might explore the cross-cultural differences in managing work-life balance in academic medicine. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All

  18. Factors influencing career progress for early stage clinician-scientists in emerging Asian academic medical centres: a qualitative study in Singapore

    PubMed Central

    Yoon, Sungwon; Koh, Woon-Puay; Ong, Marcus E H; Thumboo, Julian

    2018-01-01

    Objectives To explore the factors that influence career progress for early stage clinician-scientists and to identify ways to mitigate these factors in the context of emerging Asian academic medical centres (AMCs). Design Qualitative interviews and thematic data analysis based on grounded theory. Setting and participants Five focus group interviews comprising 29 early career clinician-scientists who have received their first national-level career development award in Singapore. Results Clinical priorities represented an overarching concern with many reporting the difficulty in delineating responsibilities between clinical care and research. Additionally, there was a prevailing perception of the lack of support for research at the institutional level. Participants tended to identify mentors through their own efforts in a relatively haphazard manner, often owing to the dearth of role models and perceived inadequacy of reward systems for mentoring. Support from mentors was thought to be limited in terms of targeted scientific guidance and long-term commitments to the relationship. Most of the participants expressed concerns about how they could secure the next level of funding with diminishing confidence. Notably, the work-life balance was neither conceptualised as a ‘barrier’ to successful pursuit of research career nor was it translated into the reason for leaving the dual clinical-research career pathway. Conclusions Results revealed specific limitations presented by the research environment in newly emerging Asian AMCs. To retain a vibrant clinician-scientist workforce, additional measures are needed, aiming to improve institutional culture of research, build mentoring networks, adopt effective tools for tracking career progress and provide a clear and viable career progression path for clinician-scientist. Further research might explore the cross-cultural differences in managing work-life balance in academic medicine. PMID:29502093

  19. Some Biochemical Correlates of Academic Achievement (College Women--Their Eating Habits and Academic Achievement).

    ERIC Educational Resources Information Center

    Blai, Boris, Jr.

    A study was conducted among 332 young women at Harcum Junior College to investigate the relationship between eating patterns and academic achievement. Two groups were compared, one eating two or three regular meals daily (A) and one eating less than two regular meals daily (B). For each student in Group A, one was included in Group B who matched…

  20. Multi-Institutional Study of Women and Underrepresented Minority Faculty Members in Academic Pharmacy

    PubMed Central

    Spivey, Christina A.; Billheimer, Dean; Schlesselman, Lauren S.; Flowers, Schwanda K.; Hammer, Dana; Engle, Janet P.; Nappi, Jean M.; Pasko, Mary T.; Ann Ross, Leigh; Sorofman, Bernard; Rodrigues, Helena A.; Vaillancourt, Allison M.

    2012-01-01

    Objectives. To examine trends in the numbers of women and underrepresented minority (URM) pharmacy faculty members over the last 20 years, and determine factors influencing women faculty members’ pursuit and retention of an academic pharmacy career. Methods. Twenty-year trends in women and URM pharmacy faculty representation were examined. Women faculty members from 9 public colleges and schools of pharmacy were surveyed regarding demographics, job satisfaction, and their academic pharmacy career, and relationships between demographics and satisfaction were analyzed. Results. The number of women faculty members more than doubled between 1989 and 2009 (from 20.7% to 45.5%), while the number of URM pharmacy faculty members increased only slightly over the same time period. One hundred fifteen women faculty members completed the survey instrument and indicated they were generally satisfied with their jobs. The academic rank of professor, being a nonpharmacy practice faculty member, being tenured/tenure track, and having children were associated with significantly lower satisfaction with fringe benefits. Women faculty members who were tempted to leave academia for other pharmacy sectors had significantly lower salary satisfaction and overall job satisfaction, and were more likely to indicate their expectations of academia did not match their experiences (p<0.05). Conclusions. The significant increase in the number of women pharmacy faculty members over the last 20 years may be due to the increased number of female pharmacy graduates and to women faculty members’ satisfaction with their careers. Lessons learned through this multi-institutional study and review may be applicable to initiatives to improve recruitment and retention of URM pharmacy faculty members. PMID:22412206

  1. Navigating Power and Politics: Women of Color Senior Leaders in Academe

    ERIC Educational Resources Information Center

    Huang, Belinda Jung-Lee

    2012-01-01

    The purpose of this study was to understand how women of color who are at the senior level of academe continue to advance while navigating and maneuvering through power and politics encountered in the organizational system. Although we know that there are few women of color at the senior level of administration, this qualitative study provided…

  2. Becoming and Being Academic Women in Cambodia: Cultural and Other Understandings

    ERIC Educational Resources Information Center

    Maxwell, T. W.; Nget, Sokhany; Am, Kunthy; Peou, Leakhna; You, Songly

    2015-01-01

    Cambodia's higher education is under development. This is the first study of the role of women teaching in a university in Cambodia. There has been many studies of academic women in western countries and these guided the 16 interviews in Khmer that were carried out by young female researchers, translated by them and then analysed with the…

  3. Who Am I versus Who Can I Become? Exploring Women's Science Identities in STEM Ph.D. Programs

    ERIC Educational Resources Information Center

    Szelényi, Katalin; Bresonis, Kate; Mars, Matthew M.

    2016-01-01

    This article explores the science identities of 21 women STEM Ph.D. students at three research universities in the United States. Following a narrative approach, the findings depict five salient science identities, including those of a) academic, b) entrepreneurial, c) industrial, and d) policy scientist and e) scientist as community educator. Our…

  4. Women in Science: The Persistence of Traditional Gender Roles. A Case Study on Work-Life Interface

    ERIC Educational Resources Information Center

    Cervia, Silvia; Biancheri, Rita

    2017-01-01

    The underrepresentation of women in academe has been the focus of both academic literature and European policy-makers. However, albeit the number of female scientists has increased, true gender equality has yet to be achieved. When examining the reasons for this, we have to consider the interconnection between the expectations surrounding gender…

  5. Gender Attributions of Science and Academic Attributes: AN Examination of Undergraduate Science, Mathematics, and Technology Majors

    NASA Astrophysics Data System (ADS)

    Hughes, W. Jay

    Questionnaire data (n = 297) examined the relationship between gender attributions of science and academic attributes for undergraduate science, mathematics, and technology majors from the perspective of gender schema theory. Female and male respondents perceived that (a) the role of scientist was sex typed as masculine, (b) their majors were more valuable for members of their gender than for those of the opposite gender, (c) their majors were more valuable for themselves than for members of their gender in general. Androgynous attributions of scientists and the value of one's major for women predicted value for oneself, major confidence, and career confidence, and masculine attributions of scientists predicted class participation for female respondents. Feminine attributions of scientists predicted graduate school intent; value for women predicted major confidence and subjective achievement, and value for men predicted value for oneself, course confidence, and career confidence for male respondents.

  6. Feedback from the Coal-Face: How the Lived Experience of Women Casual Academics Can Inform Human Resources and Academic Development Policy and Practice

    ERIC Educational Resources Information Center

    Crimmins, Gail

    2017-01-01

    Casual academics form the backbone of learning and teaching practice in higher education in many developed countries and in many respects can be considered the norm around which academic policy and practice might be formed. Yet a narrative inquiry into the lived experience of women casual academics within Australian universities reveals that…

  7. Gender disparity among US anaesthesiologists: are women underrepresented in academic ranks and scholarly productivity?

    PubMed

    Pashkova, A A; Svider, P F; Chang, C Y; Diaz, L; Eloy, J A; Eloy, J D

    2013-09-01

    The h-index is an objective indicator of research productivity and influence on scholarly discourse within a discipline. It may be a valuable adjunct for measuring research productivity, a key component in decisions regarding appointment and promotion in academic medicine. The objectives of this analysis were to (1) examine whether there are gender disparities in research productivity among academic anaesthesiologists, and (2) compare results to measures of research productivity in other specialties. A bibliometric analysis of faculty members from 25 academic anaesthesiology departments was performed using the Scopus database. Academic anaesthesiologists were organised by academic rank and gender. The h-index and publication range (in years) of faculty members were calculated. Male anaesthesiologists had higher research productivity, as measured by the h-index, than female colleagues. Organised by rank, this difference was noted only among full professors. Men had higher overall and early-career research productivity, while women had mid-career research productivity rates equivalent to and surpassing that of their male colleagues. Gender disparities in research productivity were also noted among a sample of academic physicians in other specialties. While men had higher overall research productivity, women had equivalent or higher mid-career research output, suggesting that early-career considerations unique to women should be taken into account during appointment and promotion in academic anaesthesiology. While disparities in gender representation among anaesthesiologists have also been noted in Europe, further study as to whether these differences also extend to research productivity and academic promotion outside of the US would be of interest. © 2013 The Acta Anaesthesiologica Scandinavica Foundation. Published by John Wiley & Sons Ltd.

  8. Beyond the "Chilly Climate": Eliminating Bias against Women and Fathers in Academe

    ERIC Educational Resources Information Center

    Williams, Joan C.; Alon, Tamina; Bornstein, Stephanie

    2006-01-01

    It's no secret that academe is a challenging place to work, but those challenges are exacerbated when the academic also has family responsibilities. The scholarly world, so focused on achievement, advancement, and endless competition to break new ground, continues to advance at a glacial pace when it comes to the support and retention of women.…

  9. ROBOTIC MINING COMPETITORS BREAKFAST WITH NASA WOMEN ENGINEERS AND SCIENTISTS

    NASA Image and Video Library

    2017-05-25

    More than 40 female NASA engineers and scientists shared insights into their successful careers with several hundred students at NASA’s Women in STEM Mentoring Breakfast on Thursday, May 25, at Kennedy Space Center’s Debus Center in Florida. The students, members of the 45 teams in the 2017 NASA Robotic Mining Competition, sat alongside the female mentors and, between bites, learned of what paths the women took to establish their own careers in a field of science, technology, engineering and math, also known as STEM. Managed by, and held annually at Kennedy Space Center, the Robotic Mining Competition is a NASA Human Exploration and Operations Mission Directorate project designed to engage and retain students in STEM fields by expanding opportunities for student research and design. The project provides a competitive environment to foster innovative ideas and solutions with potential use on NASA’s deep space exploration missions, including to Mars. SOTs (In order of appearance): Janet Petro, Deputy Director, NASA Kennedy Space Center Camille Stimpson, Melbourne Central Catholic High School (Florida), Observer of Event Lynette Sugatan, Oakton Comminity College (Illinois), “Oaktobotics”

  10. The positive impact of a facilitated peer mentoring program on academic skills of women faculty.

    PubMed

    Varkey, Prathibha; Jatoi, Aminah; Williams, Amy; Mayer, Anita; Ko, Marcia; Files, Julia; Blair, Janis; Hayes, Sharonne

    2012-03-23

    In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty.

  11. The status of women at one academic medical center. Breaking through the glass ceiling.

    PubMed

    Nickerson, K G; Bennett, N M; Estes, D; Shea, S

    1990-10-10

    Despite recent gains in admission to medical school and in obtaining junior faculty positions, women remain underrepresented at senior academic ranks and in leadership positions in medicine. This discrepancy has been interpreted as evidence of a "glass ceiling" that prevents all but a few exceptional women from gaining access to leadership positions. We analyzed data from Columbia University College of Physicians & Surgeons, New York, NY, for all faculty hired from 1969 through 1988 and found that the likelihood of promotion on the tenure track was 0.40 for women and 0.48 for men (ratio, 0.82; 95% confidence interval, 0.56 to 1.20); on the clinical track the likelihood of promotion was 0.75 for women and 0.72 for men (ratio, 1.04; 95% confidence interval, 0.56 to 1.94). Additional analysis of current faculty showed that in the academic year 1988-1989 the proportion of women at each tenure track rank at the College of Physicians & Surgeons equaled or exceeded the national proportion of women graduating from medical school, once allowance was made for the average time lag necessary to attain each rank. On the clinical track women were somewhat overrepresented, particularly at the junior rank. National data that describe medical school faculty, which combine tenure and clinical tracks, showed that in 1988 women were proportionately represented at each rank once the lead time from graduation was considered. We conclude that objective evidence shows that women can succeed and are succeeding in gaining promotions in academic medicine.

  12. Recruitment, Promotion, and Retention of Women in Academic Medicine: How Institutions Are Addressing Gender Disparities.

    PubMed

    Carr, Phyllis L; Gunn, Christine; Raj, Anita; Kaplan, Samantha; Freund, Karen M

    Greater numbers of women in medicine have not resulted in more women achieving senior positions. Programs supporting the recruitment, promotion, and retention of women in academic medicine could help to achieve greater advancement of more women to leadership positions. Qualitative research was conducted to understand such programs at 23 institutions and, using the social ecological model, examine how they operate at the individual, interpersonal, institutional, academic community, and policy levels. Telephone interviews were conducted with faculty representatives (n = 44) of the Group on Women in Medicine and Science, Diversity and Inclusion, or senior leaders with knowledge on gender climate in 24 medical schools. Four trained interviewers conducted semistructured interviews that addressed faculty perceptions of gender equity and advancement, which were audiotaped and transcribed. The data were categorized into three content areas-recruitment, promotion, and retention-and coded a priori for each area based on their social ecological level of operation. Participants from nearly 40% of the institutions reported no special programs for recruiting, promoting, or retaining women, largely describing such programming as unnecessary. Existing programs primarily targeted the individual and interpersonal levels simultaneously, via training, mentoring, and networking, or the institutional level, via search committee trainings, child and elder care, and spousal hiring programs. Lesser effort at the academic community and policy levels were described. Our findings demonstrate that many U.S. medical schools have no programs supporting gender equity among medical faculty. Existing programs primarily target the individual or interpersonal level of the social ecological interaction. The academic community and broader policy environment require greater focus as levels with little attention to advancing women's careers. Universal multilevel efforts are needed to more effectively

  13. Is that your pager or mine: a survey of women academic family physicians in dual physician families.

    PubMed

    Schrager, Sarina; Kolan, Anne; Dottl, Susan L

    2007-08-01

    This study explored the unique challenges and strategies of women in academic family medicine who are in dual physician families. An e-mail survey was sent to all female physician members of the Society of Teachers of Family Medicine (STFM) who were listed in the on-line database. The survey collected demographic information, details of job descriptions and family life, and included 3 open-ended questions about the experiences of dual physician families. Over 1200 surveys were sent to women physicians in academic family medicine. One hundred fifty-nine surveys were returned. Half of all women worked full time compared to 87% of their partners. Most women reported benefits of having a physician partner including support and having an understanding person at home, though scheduling conflicts and childcare responsibilities contributed to the need for job compromises. Women prioritized finding work-life balance and having supportive partners and mentors as most important to their success as academic family physicians. Dual physician relationships involve rewards and conflicts. More research should explore the competing demands of family life with success in academic medicine.

  14. Institutional Factors Women Academics Perceive To Be Associated with Their Publishing Productivity.

    ERIC Educational Resources Information Center

    Creamer, Elizabeth G.; Engstrom, Catherine McHugh

    This study examined the attitudes of women academics in the field of education regarding institutional factors that they associate with their publishing productivity. Twenty-three senior-level faculty women in education participated in semi-structured interviews and supplied copies of their curriculum vitae. Of these, 18 qualified as being highly…

  15. Laughing within Reason: On Pleasure, Women, and Academic Performance.

    ERIC Educational Resources Information Center

    McWilliam, Erica

    In the formal settings of universities, all academics regulate themselves constantly, including how and when they laugh. This paper considers the matter of pleasure and women's scholastic and pedagogical work, and how it has come to be understood. The paper explores the idea that pleasure is taken "within reason," drawing on Michel…

  16. Institutional Limits: Christine Ladd-Franklin, Fellowships, and American Women's Academic Careers, 1880-1920

    ERIC Educational Resources Information Center

    Spillman, Scott

    2012-01-01

    Christine Ladd-Franklin spent the first forty years of her life becoming one of the best-educated women in nineteenth-century America. She spent the rest of her life devising fellowship programs designed to enable educated women to have the same opportunities as men in their academic careers. The difficulty women had in becoming professors had a…

  17. Women in Physics: Self-Actualization and Perspectives

    NASA Astrophysics Data System (ADS)

    Kunitsyna, E. V.; Murashova, A. V.; Sokolova, Z. N.; Shmidt, N. M.; Vitman, R. F.

    2005-10-01

    The status of women physicists at the Ioffe Institute of the Russian Academy of Sciences is analyzed. In the Ioffe Physico-Technical Institute (PTI), just 20% of the researchers are female. They work in all of the departments: in theoretical groups, 13% in technological laboratories. up to 30%. Women account for 18% among PhDs and about 11% among Doctors of Science. From 1991 to 2001 there was a trend of growth in the fraction of young women at PTI (from 7% up to 20%). For the last 3 years the percentage of women among postgraduate students has held at 20%. There seems to be the following social phenomenon in the sciences in Russia: against a background of the aging of scientists as a whole, the younger the scientists are, the more likely they are to be women. Women scientists of Ioffe Institute take a hand in organizing the conferences, the physics schools, and the Physics of the Solid State and Semiconductors journals. It is very important to note that careful and reliable results of pseudo-routine work of the PTI women are not always published. This fact exposes them to the ``publications gap.'' In spite of their high research levels, the PTI women physicists give talks at conferences and seminars much more seldom than their male colleagues. In the institute and the departments the male staff of the Academic Councils make decisions without taking gender issues into consideration. In addition, women account for only 3% of the laboratory heads. Now Russian young people are free from archaic gender stereotypes. We can say with certainty that the cultural and professional potential of women scientists is a considerable potential for the 21st century.

  18. Women of Color in Academic Administration: Trends, Progress, and Barriers.

    ERIC Educational Resources Information Center

    Wilson, Reginald

    1989-01-01

    Presents historical events, legal restrictions, and traditional customs as barriers that women of color have faced in pursuit of academic administrative positions. Discusses degree attainment and fields of study for different ethnic groups. Recent changes in affirmative action policy are discussed. (JS)

  19. Key Barriers for Academic Institutions Seeking To Retain Female Scientists and Engineers: Family-Unfriendly Policies, Low Numbers, Stereotypes, and Harassment.

    ERIC Educational Resources Information Center

    Rosser, Sue V.; Lane, Eliesh O'Neil

    2002-01-01

    Evaluates survey responses from almost (n=400) Professional Opportunities for Women in Research and Education (POWRE) awardees from fiscal years 1997-2000 to elucidate problems and opportunities identified by female scientists and engineers. (Contains 25 references.) (Author/YDS)

  20. How Are Scientists Using Social Media in the Workplace?

    PubMed

    Collins, Kimberley; Shiffman, David; Rock, Jenny

    2016-01-01

    Social media has created networked communication channels that facilitate interactions and allow information to proliferate within professional academic communities as well as in informal social circumstances. A significant contemporary discussion in the field of science communication is how scientists are using (or might use) social media to communicate their research. This includes the role of social media in facilitating the exchange of knowledge internally within and among scientific communities, as well as externally for outreach to engage the public. This study investigates how a surveyed sample of 587 scientists from a variety of academic disciplines, but predominantly the academic life sciences, use social media to communicate internally and externally. Our results demonstrate that while social media usage has yet to be widely adopted, scientists in a variety of disciplines use these platforms to exchange scientific knowledge, generally via either Twitter, Facebook, LinkedIn, or blogs. Despite the low frequency of use, our work evidences that scientists perceive numerous potential advantages to using social media in the workplace. Our data provides a baseline from which to assess future trends in social media use within the science academy.

  1. How Are Scientists Using Social Media in the Workplace?

    PubMed Central

    Collins, Kimberley; Shiffman, David

    2016-01-01

    Social media has created networked communication channels that facilitate interactions and allow information to proliferate within professional academic communities as well as in informal social circumstances. A significant contemporary discussion in the field of science communication is how scientists are using (or might use) social media to communicate their research. This includes the role of social media in facilitating the exchange of knowledge internally within and among scientific communities, as well as externally for outreach to engage the public. This study investigates how a surveyed sample of 587 scientists from a variety of academic disciplines, but predominantly the academic life sciences, use social media to communicate internally and externally. Our results demonstrate that while social media usage has yet to be widely adopted, scientists in a variety of disciplines use these platforms to exchange scientific knowledge, generally via either Twitter, Facebook, LinkedIn, or blogs. Despite the low frequency of use, our work evidences that scientists perceive numerous potential advantages to using social media in the workplace. Our data provides a baseline from which to assess future trends in social media use within the science academy. PMID:27732598

  2. The Representation of Women in Academic Geography: Contexts, Climate and Curricula. Symposium

    ERIC Educational Resources Information Center

    Monk, Janice; Fortuijn, Joos Droogleever; Raleigh, Clionadh

    2004-01-01

    This Symposium integrates quantitative and qualitative information to assess the representation of women in academic geography in The Netherlands, Catalonia, Hungary and Singapore. It offers comparative commentary on the situation in the United States and additionally a focus on the experiences of a group of women geographers of colour in Canada,…

  3. Scientists May Have Put Their Names on Papers Written by Drug Companies

    ERIC Educational Resources Information Center

    Guterman, Lila

    2008-01-01

    This article describes how academic scientists appear to have put their names on papers that are actually ghostwritten by for-profit companies and then published in medical journals. Some of the scientists accused of doing so deny any wrongdoing, but journal editors are already outlining measures to prevent future breaches of academic integrity.…

  4. Women Chief Academic Officers of Public Community Colleges: Significant Predictors for Their Career Paths.

    ERIC Educational Resources Information Center

    McKenney, Cynthia B.; Cejda, Brent D.

    As women now comprise 39% of the chief academic officer (CAO) positions, the focus of this investigation was the career paths and mobility factors of women CAOs in public comprehensive community colleges. This survey of 142 women resulted in eight distinct, common pathways by which women attain this rank. The typical profile of a female CAO is a…

  5. Career advancement of men and women in academic radiology: is the playing field level?

    PubMed

    Vydareny, K H; Waldrop, S M; Jackson, V P; Manaster, B J; Nazarian, G K; Reich, C A; Ruzal-Shapiro, C B

    2000-07-01

    The authors' purposes were to determine if there are gender differences in the speed of promotion and/or academic productivity in academic radiology and if this situation had changed since a previous study was performed in 1987. Surveys were distributed to faculty members of academic radiology departments in May 1997. A total of 707 surveys were analyzed according to gender for time at rank for assistant and associate professor levels, in relation to publication rate, grant funding rate, and distribution of professional time. There was no difference between genders in the time at assistant professor rank. Among all current professors, women had been associate professors longer than men, but there was no difference between genders for those who had been in academic radiology for less than 15 years. There was no gender difference at any rank in the rate of publishing original articles. There was no difference in funding rates, although men had more total grant support. Male associate professors reported spending more time in administration and slightly more time in total hours at work than did their female colleagues, and male professors spent slightly more time teaching residents. Otherwise, there is no difference in how men and women at any rank spend their professional time. There are, however, lower percentages of women in tenured positions and in the uppermost levels of departmental administration. The time at rank for men and women and their rate of publication appear to have equalized. Women still are underrepresented at the uppermost levels of departmental administration, however, and are less likely than men to hold tenured positions.

  6. Entry and Transition to Academic Leadership: Experiences of Women Leaders from Turkey and the U.S.

    ERIC Educational Resources Information Center

    Hacifazlioglu, Ozge

    2010-01-01

    Academics who aspire to become academic leaders experience a number of changes as they move into administration. New academic leaders find themselves immersed in a transition that demands personal development and creates new learning settings. The purpose of this study is to examine initial challenges experienced by women academic leaders in the…

  7. A Foot in the Revolving Door? Women Academics in Lower-Middle Management

    ERIC Educational Resources Information Center

    Acker, Sandra

    2014-01-01

    This article looks at a small group of women in Canadian faculties of education who hold what I call "lower-middle management" positions and considers whether they are on the ladder to recognized academic leadership or are in a revolving-door situation that will take them back to the ranks from whence they came. These nine women are…

  8. Women, Leadership, and Equality in Academe: Moving beyond Double Binds

    ERIC Educational Resources Information Center

    Frechette, Julie

    2009-01-01

    Although gender discrimination in all of its manifestations is often thought to be absent from higher education, academic institutions are hierarchical organizations that offer rewards, status and privilege, thereby rendering the status of women within these institutions politically and economically vulnerable. With each generation of female…

  9. Women and Minority Scientists

    ERIC Educational Resources Information Center

    Vetter, Betty M.

    1975-01-01

    Offers statistics on the numbers of women and members of minority groups in the sciences. Suggests if women and members of minority groups are to be encouraged to prepare for scientific careers, they must be given the same incentives as offered to men. (CP)

  10. Scouting for talent: appointment practices of women professors in academic medicine.

    PubMed

    Van den Brink, Marieke

    2011-06-01

    This paper contributes to current literature on the under-representation of women in academic medicine by critically examining appointment practices for medical professors in the Netherlands. By opening the black box of these highly secretive appointments, it is shown how allegedly gender-neutral practices contribute to the perpetuation of gender inequalities in academic medicine. The methods employed include quantitative analysis of 286 appointment reports and qualitative interviews with 21 scouts. The analysis revealed a dominant pattern of recruitment by invitation by male scouts, leading to three gender mechanisms of inclusion and exclusion through formal/informal networking. When candidates are recruited through homogeneous male networks, the pool of potential candidates is drastically restricted. Women are not seen as obvious choices for professorships since their commitment to the job is questioned. Furthermore, women do not correspond to the image of the ideal manager since they do not appear to conform to the gendered preconceptions of leadership held by the predominantly male scouts. Copyright © 2011 Elsevier Ltd. All rights reserved.

  11. The training, careers, and work of Ph.D. physical scientists: Not simply academic

    NASA Astrophysics Data System (ADS)

    Smith, Steven J.; Pedersen-Gallegos, Liane; Riegle-Crumb, Catherine

    2002-11-01

    We present an in-depth portrait of the training, careers, and work of recent Ph.D. physical scientists. Use of specialized training varies widely, with about half often using knowledge of their Ph.D. specialty area in their jobs. The use of specialized training does not, however, correlate with job satisfaction. In this and other important measures, there are relatively few differences between "academics" and "nonacademics." Important job skills for all employment sectors include writing, oral presentation, management, data analysis, designing projects, critical thinking, and working in an interdisciplinary context. Rankings given by respondents of graduate training in some of these skill areas were significantly lower than the importance of these skills in the workplace. We also found that the rated quality of graduate training varies relatively little by department or advisor. Finally, although nonacademic aspirations among graduate students are fairly common, these do not appear to be well supported while in graduate school.

  12. Developing a military nurse scientist program of research: A military women's health exemplar.

    PubMed

    Trego, Lori Lyn

    Developing a feasible, fundable, and sustainable program of research (POR) is an essential career goal in research. Nurse scientists can lay the foundation for a salient POR as early as during their doctoral studies. The ensuing years of postdoctoral experiences are informative as they expand their research skills and knowledge around their research area of interest. Following graduation from a doctoral research program, novice military nurse scientists (MNS) are placed in positions that are conducive to fostering a POR. Military organizational support and the rich experiences of peers and mentors facilitate early career development of MNS. The purpose of this article is to present a conceptual framework for research career development of the novice MNS. Using an exemplar POR in military women's health, the concepts are operationalized to illustrate how the military environment enhances the development of a successful POR. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. The positive impact of a facilitated peer mentoring program on academic skills of women faculty

    PubMed Central

    2012-01-01

    Background In academic medicine, women physicians lag behind their male counterparts in advancement and promotion to leadership positions. Lack of mentoring, among other factors, has been reported to contribute to this disparity. Peer mentoring has been reported as a successful alternative to the dyadic mentoring model for women interested in improving their academic productivity. We describe a facilitated peer mentoring program in our institution's department of medicine. Methods Nineteen women enrolled in the program were divided into 5 groups. Each group had an assigned facilitator. Members of the respective groups met together with their facilitators at regular intervals during the 12 months of the project. A pre- and post-program evaluation consisting of a 25-item self-assessment of academic skills, self-efficacy, and academic career satisfaction was administered to each participant. Results At the end of 12 months, a total of 9 manuscripts were submitted to peer-reviewed journals, 6 of which are in press or have been published, and another 2 of which have been invited to be revised and resubmitted. At the end of the program, participants reported an increase in their satisfaction with academic achievement (mean score increase, 2.32 to 3.63; P = 0.0001), improvement in skills necessary to effectively search the medical literature (mean score increase, 3.32 to 4.05; P = 0.0009), an improvement in their ability to write a comprehensive review article (mean score increase, 2.89 to 3.63; P = 0.0017), and an improvement in their ability to critically evaluate the medical literature (mean score increased from 3.11 to 3.89; P = 0.0008). Conclusions This facilitated peer mentoring program demonstrated a positive impact on the academic skills and manuscript writing for junior women faculty. This 1-year program required minimal institutional resources, and suggests a need for further study of this and other mentoring programs for women faculty. PMID:22439908

  14. Recruitment, Promotion and Retention of Women in Academic Medicine: How Institutions Are Addressing Gender Disparities

    PubMed Central

    Carr, Phyllis L.; Gunn, Christine; Raj, Anita; Kaplan, Samantha; Freund, Karen M.

    2017-01-01

    Objective Greater numbers of women in medicine have not resulted in more women achieving senior positions. Programs supporting recruitment, promotion and retention of women in academic medicine could help to achieve greater advancement of more women to leadership positions. Qualitative research was conducted to understand such programs at 23 institutions and, using the social ecological model, examine how they operate at the individual, interpersonal, institutional, academic community and policy levels. Methods Telephone interviews were conducted with faculty representatives (N=44) of the Group on Women in Medicine and Science (GWIMS), Diversity and Inclusion (GDI) or senior leaders with knowledge on gender climate in 24 medical schools. Four trained interviewers conducted semi-structured interviews that addressed faculty perceptions of gender equity and advancement, which were audio-taped and transcribed. The data were categorized into three content areas: recruitment, promotion and retention, and coded a priori for each area based on their social ecological level of operation. Findings Participants from nearly 40% of the institutions reported no special programs for recruiting, promoting or retaining women, largely describing such programming as unnecessary. Existing programs primarily targeted the individual and interpersonal levels simultaneously, via training, mentoring, and networking, or the institutional level, via search committee trainings, child and elder care, and spousal hiring programs. Lesser effort at the academic community and policy levels were described. Conclusions Our findings demonstrate that many US medical schools have no programs supporting gender equity among medical faculty. Existing programs primarily target the individual or interpersonal level of the social ecological interaction. The academic community and broader policy environment require greater focus as levels with little attention to advancing women’s careers. Universal multi

  15. The Experiences of Women Academics at a South African University.

    ERIC Educational Resources Information Center

    Petersen, N.; Gravett, S.

    2000-01-01

    Used in-depth, semi-structured interviews to explore the experiences of women academics at a South African university. Found positive and negative experiences: positives included the lessening of overt discrimination and flexible work hours. Negatives included the "double workload" of traditional female duties combined with work life and…

  16. A personal perspective on challenges that face women scientists

    NASA Astrophysics Data System (ADS)

    Cashman, Katharine

    2016-04-01

    Gender equality has been a topic of discussion throughout my long (now three decade) career. This alone illustrates the complex nature of the issue, and the lack of a simple solution, particularly as many of the daily challenges that women face are institution or discipline-specific. For this reason, I will summarize some of the issues that appear to me to be more general, and therefore ones that may have general solutions. The first and foremost relates to demands on women's time. One way that academic institutions have sought to overcome gender bias has been to require that every university committee have a female member; in departments, schools and faculties where women represent a minority, this necessarily means that women shoulder an inequitable share of the service duties. I have experienced this myself, seen it in promotion files at all levels, and observed it with regard to my female colleagues. Clearly time spent doing service is time not spent doing science. There is also an easy solution to this problem, which is to re-think the underlying assumption that men are necessarily gender-biased if they don't have a woman sitting in the room! Additional time demands can come from informal mentoring of both students and younger colleagues, particularly in cases where senior male colleagues are viewed as too important, or too intimidating, to be consulted on personal issues. Although I suspect that this problem may also be widespread, it is more difficult to quantify, and is therefore more difficult to factor into time allotments of departmental duties. A final thought relates to hiring practices. I have now worked in both the US and UK educational systems, which have very different interview and hiring protocols. I will review both, highlighting components that I think are most likely to promote equitable hiring practices.

  17. A numerical algorithm with preference statements to evaluate the performance of scientists.

    PubMed

    Ricker, Martin

    Academic evaluation committees have been increasingly receptive for using the number of published indexed articles, as well as citations, to evaluate the performance of scientists. It is, however, impossible to develop a stand-alone, objective numerical algorithm for the evaluation of academic activities, because any evaluation necessarily includes subjective preference statements. In a market, the market prices represent preference statements, but scientists work largely in a non-market context. I propose a numerical algorithm that serves to determine the distribution of reward money in Mexico's evaluation system, which uses relative prices of scientific goods and services as input. The relative prices would be determined by an evaluation committee. In this way, large evaluation systems (like Mexico's Sistema Nacional de Investigadores ) could work semi-automatically, but not arbitrarily or superficially, to determine quantitatively the academic performance of scientists every few years. Data of 73 scientists from the Biology Institute of Mexico's National University are analyzed, and it is shown that the reward assignation and academic priorities depend heavily on those preferences. A maximum number of products or activities to be evaluated is recommended, to encourage quality over quantity.

  18. Academic Women, Sex Discrimination, and the Law: An Action Handbook.

    ERIC Educational Resources Information Center

    Tinsley, Adrian; Ruben, Elaine

    This pamphlet gives an overview of the legal resources currently available to academic women, both for individuals who have experienced discrimination and for groups organizing to deal with patterns of discrimination in educational institutions. The law is discussed in relation to discrimination in employment and admissions. Emphasis is placed on…

  19. Predicting Stereotype Endorsement and Academic Motivation in Women in Science Programs: A Longitudinal Model

    ERIC Educational Resources Information Center

    Delisle, Marie-Noelle; Guay, Frederic; Senecal, Caroline; Larose, Simon

    2009-01-01

    This study proposed and tested a model based on stereotype threat theory. The hypothesis is that women who are exposed to a low percentage of women in a science program are more likely to endorse the gender stereotype that science is a male domain, which will in turn undermine their autonomous academic motivation. A total of 167 women university…

  20. Scientist-Image Stereotypes: The Relationships among Their Indicators

    ERIC Educational Resources Information Center

    Karaçam, Sedat

    2016-01-01

    The aim of this study is to examine primary school students' scientist-image stereotypes by considering the relationships among indicators. A total of 877 students attending Grades 6 and 7 in Düzce, Turkey participated in this study. The Draw-A-Scientist Test (DAST) was implemented during the 2013-2014 academic year to determine students' images…

  1. A woman like you: Women scientists and engineers at Brookhaven National Laboratory. Careers in action

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Not Available

    1991-12-31

    This publication by the women in Science and Engineering introduces career possibilities in science and engineering. It introduces what work and home life are like for women who have already entered these fields. Women at Brookhaven National Laboratory work in a variety of challenging research roles -- from biologist and environmental scientist to safety engineer, from patent lawyer to technician. Brookhaven National Laboratory is a multi-program laboratory which carries out basic and applied research in the physical, biomedical and environmental sciences and in selected energy technologies. The Laboratory is managed by Associated University, Inc., under contract with the US Departmentmore » of Energy. Brookhaven and the other national laboratories, because of their enormous research resources, can play a critical role in a education and training of the workforce.« less

  2. The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists

    ERIC Educational Resources Information Center

    Jones, Stephanie M.; Kahn, Jennifer

    2017-01-01

    "The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development" articulates the scientific consensus regarding how people learn. The research brief presents a set of consensus statements--developed and unanimously signed onto by the Commission's Council of Distinguished Scientists--that affirm the…

  3. Self-Efficacy, Motivation, and Academic Adjustment among African American Women Attending Institutions of Higher Education

    ERIC Educational Resources Information Center

    Thomas, Deneia M.; Love, Keisha M.; Roan-Belle, Clarissa; Tyler, Keneth M.; Brown, Carrie Lynn; Garriott, Patton O.

    2009-01-01

    This study examined the relationships among self-efficacy beliefs, intrinsic and extrinsic motivation, and academic adjustment among 111 African American women in college. Results revealed that self-efficacy beliefs predicted Motivation to Know, Externally Regulated motivation, Identified motivation, and academic adjustment. Furthermore,…

  4. The Current Situation of Female Scientists in Argentina

    NASA Astrophysics Data System (ADS)

    Llois, Ana María; Dawson, Silvina Ponce

    2009-04-01

    We report the changes that have taken place recently regarding the situation of female scientists in Argentina. We comment on the rules for maternity leave that have been passed recently for research scholars doing their PhDs and on the number of women scientists that occupy decision making-positions in science. We also present some evidence that seems to indicate that, among young scientists, women are more willing to occupy leadership positions and that the Argentinean society is more accepting of this new role.

  5. Sexual victimization history predicts academic performance in college women.

    PubMed

    Baker, Majel R; Frazier, Patricia A; Greer, Christiaan; Paulsen, Jacob A; Howard, Kelli; Meredith, Liza N; Anders, Samantha L; Shallcross, Sandra L

    2016-11-01

    College women frequently report having experienced sexual victimization (SV) in their lifetime, including child sexual abuse and adolescent/adult sexual assault. Although the harmful mental health sequelae of SV have been extensively studied, recent research suggests that SV is also a risk factor for poorer college academic performance. The current studies examined whether exposure to SV uniquely predicted poorer college academic performance, even beyond contributions from three well-established predictors of academic performance: high school rank, composite standardized test scores (i.e., American College Testing [ACT]), and conscientiousness. Study 1 analyzed longitudinal data from a sample of female college students (N = 192) who were assessed at the beginning and end of one semester. SV predicted poorer cumulative end-of-semester grade point average (GPA) while controlling for well-established predictors of academic performance. Study 2 replicated these findings in a second longitudinal study of female college students (N = 390) and extended the analyses to include follow-up data on the freshmen and sophomore students (n = 206) 4 years later. SV predicted students' GPA in their final term at the university above the contributions of well-established academic predictors, and it was the only factor related to leaving college. These findings highlight the importance of expanding the scope of outcomes of SV to include academic performance, and they underscore the need to assess SV and other adverse experiences on college campuses to target students who may be at risk of poor performance or leaving college. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  6. Systems of career influences: a conceptual model for evaluating the professional development of women in academic medicine.

    PubMed

    Magrane, Diane; Helitzer, Deborah; Morahan, Page; Chang, Shine; Gleason, Katharine; Cardinali, Gina; Wu, Chih-Chieh

    2012-12-01

    Surprisingly little research is available to explain the well-documented organizational and societal influences on persistent inequities in advancement of women faculty. The Systems of Career Influences Model is a framework for exploring factors influencing women's progression to advanced academic rank, executive positions, and informal leadership roles in academic medicine. The model situates faculty as agents within a complex adaptive system consisting of a trajectory of career advancement with opportunities for formal professional development programming; a dynamic system of influences of organizational policies, practices, and culture; and a dynamic system of individual choices and decisions. These systems of influence may promote or inhibit career advancement. Within this system, women weigh competing influences to make career advancement decisions, and leaders of academic health centers prioritize limited resources to support the school's mission. The Systems of Career Influences Model proved useful to identify key research questions. We used the model to probe how research in academic career development might be applied to content and methods of formal professional development programs. We generated a series of questions and hypotheses about how professional development programs might influence professional development of health science faculty members. Using the model as a guide, we developed a study using a quantitative and qualitative design. These analyses should provide insight into what works in recruiting and supporting productive men and women faculty in academic medical centers.

  7. Scientists as writers

    NASA Astrophysics Data System (ADS)

    Yore, Larry D.; Hand, Brian M.; Prain, Vaughan

    2002-09-01

    This study attempted to establish an image of a science writer based on a synthesis of writing theory, models, and research literature on academic writing in science and other disciplines and to contrast this image with an actual prototypical image of scientists as writers of science. The synthesis was used to develop a questionnaire to assess scientists' writing habits, beliefs, strategies, and perceptions about print-based language. The questionnaire was administered to 17 scientists from science and applied science departments of a large Midwestern land grant university. Each respondent was interviewed following the completion of the questionnaire with a custom-designed semistructured protocol to elaborate, probe, and extend their written responses. These data were analyzed in a stepwise fashion using the questionnaire responses to establish tentative assertions about the three major foci (type of writing done, criteria of good science writing, writing strategies used) and the interview responses to verify these assertions. Two illustrative cases (a very experienced, male physical scientist and a less experienced, female applied biological scientist) were used to highlight diversity in the sample. Generally, these 17 scientists are driven by the academy's priority of publishing their research results in refereed, peer-reviewed journals. They write their research reports in isolation or as a member of a large research team, target their writing to a few journals that they also read regularly, use writing in their teaching and scholarship to inform and persuade science students and other scientists, but do little border crossing into other discourse communities. The prototypical science writer found in this study did not match the image based on a synthesis of the writing literature in that these scientists perceived writing as knowledge telling not knowledge building, their metacognition of written discourse was tacit, and they used a narrow array of genre

  8. Gore's Nobel May Bring Even More Attention on Campuses to Environmental Issues: Award for Combating Climate Change Implicitly Honors the Work of Academic Scientists

    ERIC Educational Resources Information Center

    Byrne, Richard; Monastersky, Richard

    2007-01-01

    When the Norwegian Nobel Committee announced that the 2007 Nobel Peace Prize would be shared by Al Gore, the former U.S. vice president, and the Intergovernmental Panel on Climate Change, the award implicitly celebrated a third party--academic institutions. Much of the research on global warming has come from university scientists, and higher…

  9. The Internet's Effect on Women's Coauthoring Rates and Academic Job Market Decisions: The Case of Political Science

    ERIC Educational Resources Information Center

    Butler, Daniel M.; Butler, Richard J.

    2011-01-01

    The late 1990s saw the introduction and spread of the Internet and email. For social scientists, these technologies lowered communication costs and made inter-department collaboration much easier. Using women in political science as a case study, we show that this change has disproportionately affected women in two ways. First, women have…

  10. What does it take to be a successful pediatric surgeon-scientist?

    PubMed

    Watson, Carey; King, Alice; Mitra, Shaheel; Shaaban, Aimen F; Goldstein, Allan M; Morowitz, Michael J; Warner, Brad W; Crombleholme, Timothy M; Keswani, Sundeep G

    2015-06-01

    The factors that contribute to success as a pediatric surgeon-scientist are not well defined. The purpose of this study is to define a group of NIH-funded pediatric surgeons, assess their academic productivity, and elucidate factors that have contributed to their success. Pediatric surgeons were queried in the NIH report database to determine NIH funding awarded. Academic productivity was then assessed. An online survey was then targeted to NIH-funded pediatric surgeons. Since 1988, 83 pediatric surgeon-investigators have received major NIH funding. Currently, there are 37 pediatric surgeons with 43 NIH-sponsored awards. The mean h-index of this group of pediatric surgeons was 18 ± 1.1, mean number of publications (since 2001) was 21 ± 2.1, and both increase commensurate with academic rank. In response to the survey, 81% engaged in research during their surgical residency, and 48% were mentored by a pediatric surgeon-scientist. More than 60% of respondents had significant protected time and financial support. Factors felt to be most significant for academic success included mentorship, perseverance, and protected time. Mentorship, perseverance, institutional commitment to protected research time, and financial support are considered to be important to facilitate the successes of pediatric surgeon-scientists. These results will be useful to aspiring pediatric surgeon-scientists and departments wishing to develop a robust research program. Copyright © 2015 Elsevier Inc. All rights reserved.

  11. The leadership continuum: a framework for organizational and individual assessment relative to the advancement of women physicians and scientists.

    PubMed

    Morahan, Page S; Rosen, Sally E; Richman, Rosalyn C; Gleason, Katharine A

    2011-03-01

    In the United States, women have attained near gender equity at the entry stages in academic medicine; however, progress has been much slower at senior leadership levels. The paucity of women leaders inhibits the ability of academic medicine to adequately meet the needs of an increasingly diverse body of students, faculty, staff, and patients. Research indicates that until a critical mass of women with sustained success as leaders is achieved, it is unlikely that this deficit will be corrected. To promote the attainment of a critical mass of women leaders, the authors integrate two approaches to advancing women--the concept of a leadership continuum and a framework of practical approaches for moving toward gender equity at all ranks. An institutional guide is presented that can be used to promote dialogue about gender equity, noting areas of success and opportunities for additional improvement as well as an assessment of progress. A corresponding checklist has been developed that women faculty can use as a reflection guide for their career planning and to assess their position and progress along the leadership continuum. Proactive, ongoing use of these frameworks can promote reflective dialogue and provide direction and accountability for institutions working to advance women into leadership positions.

  12. The Perceptions of Academic Women in School Psychology: A National Survey

    ERIC Educational Resources Information Center

    Akin-Little, K. Angeleque; Bray, Melissa A.; Eckert, Tanya L.; Kehle, Thomas J.

    2004-01-01

    There is a paucity of research examining the experiences and perceptions of women employed as school psychology academicians. The purpose of this investigation was to ascertain female school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress. Comparisons…

  13. Perceptions of skill development of participants in three national career development programs for women faculty in academic medicine.

    PubMed

    Helitzer, Deborah L; Newbill, Sharon L; Morahan, Page S; Magrane, Diane; Cardinali, Gina; Wu, Chih-Chieh; Chang, Shine

    2014-06-01

    The Association of American Medical Colleges (AAMC) and Drexel University College of Medicine have designed and implemented national career development programs (CDPs) to help women faculty acquire and strengthen skills needed for success in academic medicine. The authors hypothesized that skills women acquired in CDPs would vary by career stage and program attended. In 2011, the authors surveyed a national cohort of 2,779 women listed in the AAMC Faculty Roster who also attended one of three CDPs (Early- and Mid-Career Women in Medicine Seminars, and/or Executive Leadership in Academic Medicine) between 1988 and 2010 to examine their characteristics and CDP experiences. Participants indicated from a list of 16 skills whether each skill was newly acquired, improved, or not improved as a result of their program participation. Of 2,537 eligible CDP women, 942 clicked on the link in an invitation e-mail, and 879 (93%) completed the survey. Respondents were representative of women faculty in academic medicine. Participants rated the CDPs highly. Almost all reported gaining and/or improving skills from the CDP. Four skills predominated across all three programs: interpersonal skills, leadership, negotiation, and networking. The skills that attendees endorsed differed by respondents' career stages, more so than by program attended. Women participants perceived varying skills gained or improved from their attendance at the CDPs. Determining ways in which CDPs can support women's advancement in academic medicine requires a deeper understanding of what participants seek from CDPs and how they use program content to advance their careers.

  14. Academic satisfaction among Latino/a and White men and women engineering students.

    PubMed

    Flores, Lisa Y; Navarro, Rachel L; Lee, Hang Shim; Addae, Dorothy A; Gonzalez, Rebecca; Luna, Laura L; Jacquez, Ricardo; Cooper, Sonya; Mitchell, Martha

    2014-01-01

    The current study tests a model of academic satisfaction in engineering based on Lent, Brown, and Hackett's (1994, 2000) social cognitive career theory among a sample of 527 engineering majors attending a Hispanic serving institution. The findings indicated that (a) an alternative bidirectional model fit the data for the full sample; (b) all of the hypothesized relations were significant for the full sample, except the path from engineering interests to goals; (c) social cognitive career theory predictors accounted for a significant amount of variance in engineering goals (26.6%) and academic satisfaction (45.1%); and (d) the model parameters did not vary across men and women or across Latino/a and White engineering undergraduate students. Implications for research and practice are discussed in relation to persistence in engineering among women and Latinos/as. (c) 2014 APA, all rights reserved.

  15. Organizational Context and Female Faculty's Perception of the Climate for Women in Academic Medicine

    PubMed Central

    Carapinha, René; McCracken, Caitlin M.; Warner, Erica T.; Hill, Emorcia V.

    2017-01-01

    Abstract Purpose: Gender inequalities in the careers of faculty in academic medicine could partially be attributed to an organizational climate that can exclude or be nonsupportive of women faculty. This study explores the climate for women faculty from a systems perspective at the organizational and individual levels based on the perceptions of women faculty. Race differences were also investigated. Materials and Methods: Cross-sectional survey data from women faculty (N = 3127) at 13 purposively sampled medical schools and an institutional assessment of organizational characteristics were used. Organizational factors related to the climate for women were identified using bivariate statistics. The association between perceived climate for women and organizational characteristics, individual perceptions of the work environment and individual career, and personal characteristics with control variables were investigated using hierarchical linear regression models. Organizational effects by race/ethnicity were estimated using interaction terms. Results: The climate for women faculty varied across institutions and by classification as minority-serving institutions (MSIs). Respondent's report of existence of an office for women's affairs, trust in leadership, and satisfaction with mentoring were positively associated with the climate for women. Perceived workplace discrimination and work–family conflict were inversely associated with a positive climate. No race/ethnicity differences were observed in the multivariable analysis. Conclusions: The climate for women faculty in academic medicine should not be regarded constant across organizations, specifically between MSIs and non-MSIs. Efforts to advance a positive climate for women could focus on improving trust in leadership, increasing support for structures/offices for women, and mitigating perceived discrimination and work–family conflict. PMID:28358649

  16. Organizational Context and Female Faculty's Perception of the Climate for Women in Academic Medicine.

    PubMed

    Carapinha, René; McCracken, Caitlin M; Warner, Erica T; Hill, Emorcia V; Reede, Joan Y

    2017-05-01

    Gender inequalities in the careers of faculty in academic medicine could partially be attributed to an organizational climate that can exclude or be nonsupportive of women faculty. This study explores the climate for women faculty from a systems perspective at the organizational and individual levels based on the perceptions of women faculty. Race differences were also investigated. Cross-sectional survey data from women faculty (N = 3127) at 13 purposively sampled medical schools and an institutional assessment of organizational characteristics were used. Organizational factors related to the climate for women were identified using bivariate statistics. The association between perceived climate for women and organizational characteristics, individual perceptions of the work environment and individual career, and personal characteristics with control variables were investigated using hierarchical linear regression models. Organizational effects by race/ethnicity were estimated using interaction terms. The climate for women faculty varied across institutions and by classification as minority-serving institutions (MSIs). Respondent's report of existence of an office for women's affairs, trust in leadership, and satisfaction with mentoring were positively associated with the climate for women. Perceived workplace discrimination and work-family conflict were inversely associated with a positive climate. No race/ethnicity differences were observed in the multivariable analysis. The climate for women faculty in academic medicine should not be regarded constant across organizations, specifically between MSIs and non-MSIs. Efforts to advance a positive climate for women could focus on improving trust in leadership, increasing support for structures/offices for women, and mitigating perceived discrimination and work-family conflict.

  17. The Persistent Dearth of Women in the Physical Sciences

    NASA Astrophysics Data System (ADS)

    Urry, C. Megan

    2002-04-01

    For twenty years, scientists and society alike have averred that discrimination against women is a thing of the past, which may be largely true for the most overt kind of discrimination. Yet judging from the scarcity of women in the physical sciences in the U.S. today, it is clear that these professions efficiently filter out women (and probably other minorities). Not only are women present in much smaller numbers than men at all levels, their presence decreases with increasing rank in the academic hierarchy, and women advance more slowly and with greater attrition than men. Notably, the pre-college pipeline is no longer the critical issue, since women are present in large numbers in introductory science and math classes at top undergraduate institutions. However, there is little agreement on what the critical problem might be, much less its solution. Furthermore, most physical scientists in academia, which is to say male full professors, have paid relatively little attention to this problem and are not well informed about the current status of women in their fields or the extensive research on gender bias. I review the relevant statistics and some of this research. I conclude that progress is possible if people in positions of power adopt the inclusion of women as a priority. This will enhance excellence in our profession, both because it taps a wider pool of talent and because it corrects the bias that has (under the assumption of equal distribution of talent among men and women) excluded some of our best scientists.

  18. Systems of Career Influences: A Conceptual Model for Evaluating the Professional Development of Women in Academic Medicine

    PubMed Central

    Helitzer, Deborah; Morahan, Page; Chang, Shine; Gleason, Katharine; Cardinali, Gina; Wu, Chih-Chieh

    2012-01-01

    Abstract Background Surprisingly little research is available to explain the well-documented organizational and societal influences on persistent inequities in advancement of women faculty. Methods The Systems of Career Influences Model is a framework for exploring factors influencing women's progression to advanced academic rank, executive positions, and informal leadership roles in academic medicine. The model situates faculty as agents within a complex adaptive system consisting of a trajectory of career advancement with opportunities for formal professional development programming; a dynamic system of influences of organizational policies, practices, and culture; and a dynamic system of individual choices and decisions. These systems of influence may promote or inhibit career advancement. Within this system, women weigh competing influences to make career advancement decisions, and leaders of academic health centers prioritize limited resources to support the school's mission. Results and Conclusions The Systems of Career Influences Model proved useful to identify key research questions. We used the model to probe how research in academic career development might be applied to content and methods of formal professional development programs. We generated a series of questions and hypotheses about how professional development programs might influence professional development of health science faculty members. Using the model as a guide, we developed a study using a quantitative and qualitative design. These analyses should provide insight into what works in recruiting and supporting productive men and women faculty in academic medical centers. PMID:23101486

  19. [Almost an autobiography: a study of social scientists in health based on the Lattes Curriculum].

    PubMed

    do Nascimento, Juliana Luporini; Nunes, Everardo Duarte

    2014-04-01

    Among the various ways of adopting the biographical approach, we used the curriculum vitaes (CVs) of Brazilian researchers who work as social scientists in health as our research material. These CVs are part of the Lattes Platform of CNPq - the National Council for Scientific and Technological Development, which includes Research and Institutional Directories. We analyzed 238 CVs for this study. The CVs contain, among other things, the following information: professional qualifications, activities and projects, academic production, participation in panels for the evaluation of theses and dissertations, research centers and laboratories and a summarized autobiography. In this work there is a brief review of the importance of autobiography for the social sciences, emphasizing the CV as a form of "autobiographical practice." We highlight some results, such as it being a group consisting predominantly of women, graduates in social sciences, anthropology, sociology or political science, with postgraduate degrees. The highest concentration of social scientists is located in Brazil's southern and southeastern regions. In some institutions the main activities of social scientists are as teachers and researchers with great thematic diversity in research.

  20. [The plant physiologist Julius von Sachs and the academic education of women].

    PubMed

    Gimmler, Hartmut

    2005-01-01

    The attitude of the famous plant physiologist Julius von Sachs (1832-1897) to higher education of women is described on the basis of some new documents. Generally, Sachs was in favour of academic education of women at universities, but initially wanted to exclude females from the study of medicine. However, by the example of a bright young Russian lady, who studied medicine in St. Petersburg and who worked 1871 in his laboratory in Würzburg on lower fungi for some time (presumably illegally, since the access for woman to the university was at that time officially forbidden in Würzburg), he changed his mind: 1) In contrast to many colleagues of his time he granted females similar intelligence and skills as males and stated that women had legal rights for the access to the university. 2) He favoured the general necessity of higher education (in particular in science) for women and did not see any contrast in respect to this to the role of women in the society as wives, mothers, and housewives. 3) Access to the university would stimulate the development of young women and thereby would be an improvement for our society. However, in conclusion he asked himself, whether the higher education of females should take place at special women colleges (not existing at that time in Germany) or at universities and whether girl students should preferentially become teachers at high schools for daughters of the high society. He admitted that he also felt uncomfortable because of the threatening job competition between young academic male (traditionally the majority of students in science) and female students. The liberal view of Sachs in respect to higher education of women is compared to the rather conservative view of his former student and friend Hugo Thiel.

  1. Women Academic Leaders in a Latin American University: Reconciling the Paradoxes of Professional Lives.

    ERIC Educational Resources Information Center

    Twombly, Susan B.

    1998-01-01

    A study of 18 female academic leaders at the University of Costa Rica investigated factors in the women's professional success, career paths and obstacles, and the role of Latin American and institutional culture in their professional choices and lives. Results suggest an alternative to traditional Western theory of women's careers, focusing on…

  2. Perceptions of Skill Development of Participants in Three National Career Development Programs For Women Faculty in Academic Medicine

    PubMed Central

    Helitzer, Deborah L.; Newbill, Sharon L.; Morahan, Page S.; Magrane, Diane; Cardinali, Gina; Wu, Chih-Chieh; Chang, Shine

    2014-01-01

    Purpose The Association of American Medical Colleges (AAMC) and Drexel University College of Medicine have designed and implemented national career development programs (CDPs) to help women faculty acquire and strengthen skills needed for success in academic medicine. The authors hypothesized that skills women acquired in CDPs would vary by career stage and program attended. Method In 2011, the authors surveyed a national cohort of 2,779 women listed in the AAMC Faculty Roster who also attended one of three CDPs (Early- and Mid-Career Women in Medicine Seminars, and/or Executive Leadership in Academic Medicine) between 1988 and 2010 to examine their characteristics and CDP experiences. Participants indicated from a list of 16 skills whether each skill was newly acquired, improved, or not improved as a result of their program participation. Results Of 2537 eligible CDP women, 942 clicked on the link in an invitation e-mail and 879 (35%) completed the survey. Respondents were representative of women faculty in academic medicine. Participants rated the CDPs highly. Almost all reported gaining and/or improving skills from the CDP. Four skills predominated across all three programs: interpersonal skills, leadership, negotiation, and networking. The skills that attendees endorsed differed by respondents’ career stages, more so than by program attended. Conclusions Women participants perceived varying skills gained or improved from their attendance at the CDPs. Determining ways in which CDPs can support women’s advancement in academic medicine requires a deeper understanding of what participants seek from CDPs and how they use program content to advance their careers. PMID:24871241

  3. Being Polish Scientists and Women--between Glorious Past and Difficult Present: The "Reverse Dynamic of Equality Construction"

    ERIC Educational Resources Information Center

    Wagner, Izabela; Finkielsztein, Mariusz; Czarnacka, Agata

    2017-01-01

    This paper focuses on the dynamics that animate the situation of women inside academia and the social world of science. Based on a long-term ethnographic study we chose specific cases (scientists educated in Poland) to illustrate the complexity of the career-making process in the 21st century. In this country, in a social and professional…

  4. Gender differences in academic productivity and leadership appointments of physicians throughout academic careers.

    PubMed

    Reed, Darcy A; Enders, Felicity; Lindor, Rachel; McClees, Martha; Lindor, Keith D

    2011-01-01

    Because those selected for leadership in academic medicine often have a record of academic productivity, publication disparities may help explain the gender imbalance in leadership roles. The authors aimed to compare the publication records, academic promotions, and leadership appointments of women and men physicians longitudinally throughout academic careers. In 2007, the authors conducted a retrospective, longitudinal cohort study of all 25 women physicians then employed at Mayo Clinic with ≥20 years of service at Mayo and of 50 male physician controls, matched 2:1 by appointment date and career category, to women. The authors recorded peer-reviewed publications, timing of promotion, and leadership appointments throughout their careers. Women published fewer articles throughout their careers than men (mean [standard deviation] 29.5 [28.8] versus 75.8 [60.3], P = .001). However, after 27 years, women produced a mean of 1.57 more publications annually than men (P < .001). Thirty-three men (66%) achieved an academic rank of professor compared with seven women (28%) (P = .01). Throughout their careers, women held fewer leadership roles than men (P < .001). Nearly half (no. = 11; 44%) of women attained no leadership position, compared with 15 men (30%). Women's publication rates increase and actually exceed those of men in the latter stages of careers, yet women hold fewer leadership positions than men overall, suggesting that academic productivity assessed midcareer may not be an appropriate measure of leadership skills and that factors other than publication record and academic rank should be considered in selecting leaders.

  5. A Matrix Mentoring Model That Effectively Supports Clinical and Translational Scientists and Increases Inclusion in Biomedical Research: Lessons From the University of Utah.

    PubMed

    Byington, Carrie L; Keenan, Heather; Phillips, John D; Childs, Rebecca; Wachs, Erin; Berzins, Mary Anne; Clark, Kim; Torres, Maria K; Abramson, Jan; Lee, Vivian; Clark, Edward B

    2016-04-01

    Physician-scientists and scientists in all the health professions are vital members of the U.S. biomedical workforce, but their numbers at academic health centers are declining. Mentorship has been identified as a key component in retention of faculty members at academic health centers. Effective mentoring may promote the retention of clinician-scientists in the biomedical workforce. The authors describe a holistic institutional mentoring program to support junior faculty members engaged in clinical and translational science at the University of Utah. The clinical and translational scholars (CATS) program leverages the resources of the institution, including the Center for Clinical and Translational Science, to augment departmental resources to support junior faculty investigators and uses a multilevel mentoring matrix that includes self, senior, scientific, peer, and staff mentorship. Begun in the Department of Pediatrics, the program was expanded in 2013 to include all departments in the school of medicine and the health sciences. During the two-year program, scholars learn management essentials and have leadership training designed to develop principal investigators. Of the 86 program participants since fiscal year 2008, 92% have received extramural awards, 99% remain in academic medicine, and 95% remain at the University of Utah. The CATS program has also been associated with increased inclusion of women and underrepresented minorities in the institutional research enterprise. The CATS program manifests institutional collaboration and coordination of resources, which have benefited faculty members and the institution. The model can be applied to other academic health centers to support and sustain the biomedical workforce.

  6. Living with the Family Leave Act of 1993: Case Studies of Women in Academe.

    ERIC Educational Resources Information Center

    Liston, Delores D.; Griffin, Marlynn M.; Hecker, Jeanette M.

    This preliminary study examined the effects of the Family Leave Act of 1993 on the maternity leave experiences of women in academe, as well as the effect of pregnancy leave on their career decisions. Case study interviews were conducted with seven women faculty from four universities, and family leave policies at these institutions were reviewed.…

  7. The Celluloid Ceiling: Women Academics, Social Expectations, and Narrative in 1940s American Film

    ERIC Educational Resources Information Center

    Reynolds, Pauline J.

    2009-01-01

    This paper examines the portrayal of women university academics in American films from the 1940s. It applies analytical tools from a critical methodology to access the socio-cultural ideas and values attributed to the female professoriate during what is a period of great change for women in American society. This analysis reveals that the values…

  8. Association of Academic Physiatrists Women's Task Force Report.

    PubMed

    Silver, Julie K; Cuccurullo, Sara; Ambrose, Anne Felicia; Bhatnagar, Saurabha; Bosques, Glendaliz; Fleming, Talya K; Frontera, Walter R; Karimi, Danielle Perret; Oh-Park, Mooyeon; Sowa, Gwendolyn; Visco, Christopher; Weiss, Lyn; Knowlton, Tiffany

    2018-04-30

    The Association of Academic Physiatrists (AAP) convened a women's task force in 2016, and the members agreed on a list of metrics that would permit retrospective data review pertaining to the representation and inclusion of women physicians in the society. Examples of categories examined included leadership positions (i.e., board membership, board presidents, committee membership, committee chairs, and resident fellow physician chairs), conference presentations (i.e., annual meeting session proposals, annual meeting faculty, annual meeting plenary speakers) and recognition awards (i.e., recognition award nominations and recipients). The findings highlight areas in which the AAP has been successful in supporting gender equity and other areas in which women physiatrists have been underrepresented. The task force worked with the Board of Trustees to construct an action plan; asking the respective committees to address areas of underrepresentation. A volunteer from each committee was deemed a 'diversity steward' and going forward will work directly with the task force as a liaison to document an action plan and collect data. The board plans to transparently report progress to members and other stakeholders, and the task force aims to publish a follow-up report within the next five years.

  9. Literacy Events and Practices That Position Hmong Women to Meet Academic Success in Community Colleges

    ERIC Educational Resources Information Center

    Koch, Jody C.

    2017-01-01

    This study examined the literacy events and practices of Hmong women achieving academic success at a community college. Three women participants were interviewed regarding their past and present literacy events and practices. In addition, each participant took photographs of their own literacy events for five weeks. The photographs provided…

  10. Evaluating Academic Scientists Collaborating in Team-Based Research: A Proposed Framework

    PubMed Central

    Mazumdar, Madhu; Messinger, Shari; Finkelstein, Dianne M.; Goldberg, Judith D.; Lindsell, Christopher J.; Morton, Sally C.; Pollock, Brad H.; Rahbar, Mohammad H.; Welty, Leah J.; Parker, Robert A.

    2015-01-01

    Criteria for evaluating faculty are traditionally based on a triad of scholarship, teaching, and service. Research scholarship is often measured by first or senior authorship on peer-reviewed scientific publications and being principal investigator on extramural grants. Yet scientific innovation increasingly requires collective rather than individual creativity, which traditional measures of achievement were not designed to capture and, thus, devalue. The authors propose a simple, flexible framework for evaluating team scientists that includes both quantitative and qualitative assessments. An approach for documenting contributions of team scientists in team-based scholarship, non-traditional education, and specialized service activities is also outlined. While biostatisticians are used for illustration, the approach is generalizable to team scientists in other disciplines. PMID:25993282

  11. Scientists Popularizing Science: Characteristics and Impact of TED Talk Presenters

    PubMed Central

    Sugimoto, Cassidy R.; Thelwall, Mike; Larivière, Vincent; Tsou, Andrew; Mongeon, Philippe; Macaluso, Benoit

    2013-01-01

    The TED (Technology, Entertainment, Design) conference and associated website of recorded conference presentations (TED Talks) is a highly successful disseminator of science-related videos, claiming over a billion online views. Although hundreds of scientists have presented at TED, little information is available regarding the presenters, their academic credentials, and the impact of TED Talks on the general population. This article uses bibliometric and webometric techniques to gather data on the characteristics of TED presenters and videos and analyze the relationship between these characteristics and the subsequent impact of the videos. The results show that the presenters were predominately male and non-academics. Male-authored videos were more popular and more liked when viewed on YouTube. Videos by academic presenters were more commented on than videos by others and were more liked on YouTube, although there was little difference in how frequently they were viewed. The majority of academic presenters were senior faculty, males, from United States-based institutions, were visible online, and were cited more frequently than average for their field. However, giving a TED presentation appeared to have no impact on the number of citations subsequently received by an academic, suggesting that although TED popularizes research, it may not promote the work of scientists within the academic community. PMID:23638069

  12. Scientists popularizing science: characteristics and impact of TED talk presenters.

    PubMed

    Sugimoto, Cassidy R; Thelwall, Mike; Larivière, Vincent; Tsou, Andrew; Mongeon, Philippe; Macaluso, Benoit

    2013-01-01

    The TED (Technology, Entertainment, Design) conference and associated website of recorded conference presentations (TED Talks) is a highly successful disseminator of science-related videos, claiming over a billion online views. Although hundreds of scientists have presented at TED, little information is available regarding the presenters, their academic credentials, and the impact of TED Talks on the general population. This article uses bibliometric and webometric techniques to gather data on the characteristics of TED presenters and videos and analyze the relationship between these characteristics and the subsequent impact of the videos. The results show that the presenters were predominately male and non-academics. Male-authored videos were more popular and more liked when viewed on YouTube. Videos by academic presenters were more commented on than videos by others and were more liked on YouTube, although there was little difference in how frequently they were viewed. The majority of academic presenters were senior faculty, males, from United States-based institutions, were visible online, and were cited more frequently than average for their field. However, giving a TED presentation appeared to have no impact on the number of citations subsequently received by an academic, suggesting that although TED popularizes research, it may not promote the work of scientists within the academic community.

  13. Why aren't women choosing STEM academic jobs? Observations from a small-group discussion at the 2016 American Society for Microbiology annual meeting.

    PubMed

    Adamowicz, Elizabeth M

    2017-03-01

    This commentary summarizes a small-group discussion that recently occurred at the American Society for Microbiology annual general meeting, ASM Microbe, in Boston, Massachusetts, on 16-20 June 2016, on the topic 'why are so few women choosing to become academics?' Specifically, the discussion focused on asking what the actual and perceived barriers to academic STEM careers women face, and possible solutions to address them which would make women more likely to seek out academic careers. The conclusions reached suggest that, despite improvement in recent years, women and minorities still face complex barriers to STEM academic careers, and further research is needed to determine the best solutions to this problem. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  14. Advancing women and closing the leadership gap: the Executive Leadership in Academic Medicine (ELAM) program experience.

    PubMed

    Richman, R C; Morahan, P S; Cohen, D W; McDade, S A

    2001-04-01

    Women are persistently underrepresented in the higher levels of academic administration despite the fact that they have been entering the medical profession in increasing numbers for at least 20 years and now make up a large proportion of the medical student body and fill a similar proportion of entry level positions in medical schools. Although there are no easy remedies for gender inequities in medical schools, strategies have been proposed and implemented both within academic institutions and more broadly to achieve and sustain the advancement of women faculty to senior level positions. Substantial, sustained efforts to increase programs and activities addressing the major obstacles to advancement of women must be put in place so that the contributions of women can be fully realized and their skills fittingly applied in meeting the medical education and healthcare needs of all people in the 21st century.

  15. Purist or Pragmatist? UK Doctoral Scientists' Moral Positions on the Knowledge Economy

    ERIC Educational Resources Information Center

    Hancock, Sally; Hughes, Gwyneth; Walsh, Elaine

    2017-01-01

    Doctoral scientists increasingly forge non-academic careers after completing the doctorate. Governments and industry in advanced economies welcome this trend, since it complements the "knowledge economy" vision that has come to dominate higher education globally. Knowledge economy stakeholders consider doctoral scientists to constitute…

  16. Life as a Mother-Scientist

    ERIC Educational Resources Information Center

    Louis, Lucille

    2006-01-01

    In this article, the author shares the difficulties she faced as she tried to reach a balance between her career as a scientist and her role as a mother. She speaks of how she often found problems in putting her children into day care centers. She also relates that the confidence mothers have in their academic careers is correlated to the quality…

  17. Narratives of Participants in National Career Development Programs for Women in Academic Medicine: Identifying the Opportunities for Strategic Investment.

    PubMed

    Helitzer, Deborah L; Newbill, Sharon L; Cardinali, Gina; Morahan, Page S; Chang, Shine; Magrane, Diane

    2016-04-01

    Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine(®) (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity inclusion.

  18. Measures of Success: Cruel Optimism and the Paradox of Academic Women's Participation in Australian Higher Education

    ERIC Educational Resources Information Center

    Lipton, Briony

    2017-01-01

    This paper examines the reworking of gender in the measured university and the impact this has on gender equality in academia. Neoliberal market rationalities and measurements embedded in academic publishing, funding and promotion have transformed Australian higher education and impacts upon the careers of academic women in ways that are gendered.…

  19. Strategies for Building a Reliable, Diverse Pipeline of Earth Data Scientists

    NASA Astrophysics Data System (ADS)

    Fowler, R.; Robinson, E.

    2015-12-01

    The grand challenges facing the geosciences are increasingly data-driven and require large-scale collaboration. Today's geoscience community is primarily self-taught or peer-taught as neither data science nor collaborative skills are traditionally part of the geoscience curriculum. This is not a sustainable model. By increasing understanding of the role of data science and collaboration in the geosciences, and Earth and space science informatics, an increased number of students pursuing STEM degrees may choose careers in these fields. Efforts to build a reliable pipeline of future Earth data scientists must incorporate the following: (1) improved communication: covering not only what data science is, but what a data scientist working in the geosciences does and the impact their work has; (2) effective identification and promotion of the skills and knowledge needed, including possible academic and career paths, the availability and types of jobs in the geosciences, and how to develop the necessary skills for these careers; (3) the employment of recruitment and engagement strategies that result in a diverse data science workforce, especially the recruitment and inclusion of underrepresented minority students; and (4) changing organizational cultures to better retain and advance women and other minority groups in data science. In this presentation we'll discuss strategies to increase the number of women and underrepresented minority students pursuing careers in data science, with an emphasis on effective strategies for recruiting and mentoring these groups, as well as challenges faced and lessons learned.

  20. Improving adolescent and young adult health - training the next generation of physician scientists in transdisciplinary research.

    PubMed

    Emans, S Jean; Austin, S Bryn; Goodman, Elizabeth; Orr, Donald P; Freeman, Robert; Stoff, David; Litt, Iris F; Schuster, Mark A; Haggerty, Robert; Granger, Robert; Irwin, Charles E

    2010-02-01

    To address the critical shortage of physician scientists in the field of adolescent medicine, a conference of academic leaders and representatives from foundations, National Institutes of Health, Maternal and Child Health Bureau, and the American Board of Pediatrics was convened to discuss training in transdisciplinary research, facilitators and barriers of successful career trajectories, models of training, and mentorship. The following eight recommendations were made to improve training and career development: incorporate more teaching and mentoring on adolescent health research in medical schools; explore opportunities and electives to enhance clinical and research training of residents in adolescent health; broaden educational goals for Adolescent Medicine fellowship research training and develop an intensive transdisciplinary research track; redesign the career pathway for the development of faculty physician scientists transitioning from fellowship to faculty positions; expand formal collaborations between Leadership Education in Adolescent Health/other Adolescent Medicine Fellowship Programs and federal, foundation, and institutional programs; develop research forums at national meetings and opportunities for critical feedback and mentoring across programs; educate Institutional Review Boards about special requirements for high quality adolescent health research; and address the trainee and faculty career development issues specific to women and minorities to enhance opportunities for academic success. Copyright 2010 Society for Adolescent Medicine. All rights reserved.

  1. What Is the (ethical) Role of Scientists?

    NASA Astrophysics Data System (ADS)

    Oreskes, N.

    2014-12-01

    Many scientists are reluctant to speak out on issues of broad societal importance for fear that doing so crosses into territory that is not the scientists' domain. Others fear that scientists lose credibility when they address ethical and moral issues. A related concern is that discussing social or ethical questions runs the risk of politicizing science. Yet history shows that in the past, scientists often have spoken out on broad issues of societal concern, often (although not always) effectively. This paper explores the conditions under which scientists may be effective spokesmen and women on ethical and moral choices, and suggests some criteria by which scientists might decide when and whether it is appropriate for them to speak out beyond the circles of other technical experts.

  2. Challenges Facing Women Academic Leadership in Secondary Schools of Irbid Educational Area

    ERIC Educational Resources Information Center

    Al-Jaradat, Mahmoud Khaled Mohammad

    2014-01-01

    This study aimed at identifying the challenges facing women academic leadership in secondary schools of Irbid Educational Area. A random sample of 187 female leaders were chosen. They responded to a 49-item questionnaire prepared by the researcher. The items were distributed into four domains: organizational, personal, social and physical…

  3. The institutional workers of biomedical science: Legitimizing academic entrepreneurship and obscuring conflicts of interest.

    PubMed

    Axler, Renata E; Miller, Fiona A; Lehoux, Pascale; Lemmens, Trudo

    2018-06-01

    Given growing initiatives incentivizing academic researchers to engage in 'entrepreneurial' activities, this article examines how these academic entrepreneurs claim value in their entrepreneurial engagements, and navigate concerns related to conflicts of interest. Using data from qualitative interviews with twenty-four academic entrepreneurs in Canada, we show how these scientists value entrepreneurial activities for providing financial and intellectual resources to academic science, as well as for their potential to create impact through translation. Simultaneously, these scientists claimed to maintain academic norms of disinterested science and avoid conflicts of interest. Using theories of institutional work, we demonstrate how entrepreneurial scientists engage in processes of institutional change-through-maintenance, drawing on the maintenance of academic norms as institutional resources to legitimize entrepreneurial activities. As entrepreneurial scientists work to legitimize new zones of academic scientific practice, there is a need to carefully regulate and scrutinize these activities so that their potential harms do not become obscured.

  4. Asian American women in science, engineering, and mathematics: Background contextual and college environment influences on self-efficacy and academic achievement

    NASA Astrophysics Data System (ADS)

    Vogt, Kristen E.

    2005-07-01

    The purpose of this research study was to examine, for undergraduate women of various Asian American ethnic backgrounds, the influence of background contextual and college environment factors on their sense of academic self-efficacy and achievement in science, technology, engineering, and mathematics (STEM) majors. Social cognitive career theory and its critiques provided a theoretical foundation for relationships from past performance, socioeconomic status, acculturation, and college environment variables (compositional diversity, racial climate, gendered climate, academic peer support), to academic self-efficacy and achievement. Data were collected through an online survey. Instrumentation included the scales of Language, Identity, and Behavioral Acculturation; Gender Discrimination; Faculty and Classroom Behavior; Interactions with Peers; and Academic Milestones Self-efficacy. The participants were 228 Asian American undergraduate women in STEM at a large public, doctoral research extensive university on the east coast; the response rate was 51%. In three MANOVAs for nine social cognitive career variables, four ethnic groups (East, South, Southeast, and Multi-ethnic Asian American) significantly differed only on socioeconomic status. In path analysis, the initial model was not a good fit and was rejected. The model was respecified through statistical and theoretical evaluation, tested in exploratory analysis, and considered a good fit. The respecified model explained 36% of semester GPA (achievement) and 28% of academic self-efficacy. The academic achievement of Asian American women in STEM was related to past performance, background contextual factors, academic self-efficacy, academic peer support, and gendered climate. The strongest direct influence on achievement was academic self-efficacy followed by past performance. The total effect of Asian acculturation on achievement was negative and the total effect of American acculturation on achievement was not

  5. Narratives of Participants in National Career Development Programs for Women in Academic Medicine: Identifying the Opportunities for Strategic Investment

    PubMed Central

    Newbill, Sharon L.; Cardinali, Gina; Morahan, Page S.; Chang, Shine; Magrane, Diane

    2016-01-01

    Abstract Background: Academic medicine has initiated changes in policy, practice, and programs over the past several decades to address persistent gender disparity and other issues pertinent to its sociocultural context. Three career development programs were implemented to prepare women faculty to succeed in academic medicine: two sponsored by the Association of American Medical Colleges, which began a professional development program for early career women faculty in 1988. By 1995, it had evolved into two programs one for early career women and another for mid-career women. By 2012, more than 4000 women faculty from medical schools across the U.S and Canada had participated in these intensive 3-day programs. The third national program, the Hedwig van Ameringen Executive Leadership in Academic Medicine® (ELAM) program for women, was developed in 1995 at the Drexel University College of Medicine. Methods: Narratives from telephone interviews representing reflections on 78 career development seminars between 1988 and 2010 describe the dynamic relationships between individual, institutional, and sociocultural influences on participants' career advancement. Results: The narratives illuminate the pathway from participating in a career development program to self-defined success in academic medicine in revealing a host of influences that promoted and/or hindered program attendance and participants' ability to benefit after the program in both individual and institutional systems. The context for understanding the importance of these career development programs to women's advancement is nestled in the sociocultural environment, which includes both the gender-related influences and the current status of institutional practices that support women faculty. Conclusions: The findings contribute to the growing evidence that career development programs, concurrent with strategic, intentional support of institutional leaders, are necessary to achieve gender equity and diversity

  6. Women Faculty Distressed: Descriptions and Consequences of Academic Contrapower Harassment.

    PubMed

    Lampman, C; Crew, E C; Lowery, S; Tompkins, K A; Mulder, M

    2016-01-01

    Academic contrapower harassment (ACPH) occurs when someone with seemingly less power in an educational setting (e.g., a student) harasses someone more powerful (e.g., a professor). A representative sample of 289 professors from U.S. institutions of higher education described their worst incident with ACPH. Open-ended responses were coded using a keyword text analysis. Compared to the experiences of men faculty, women faculty reported that students were more likely to challenge their authority, argue or refuse to follow course policies, and exhibit disrespectful or disruptive behaviors. Although sexual harassment was uncommon, men faculty were more likely than women faculty to recount such incidents. Women faculty reported significantly more negative outcomes as a result of ACPH (e.g., anxiety, stress-related illness, difficulty concentrating, wanting to quit) than men faculty, and negative outcomes were most likely to result from ACPH involving intimidation, threats, or bullying from students. Implications for the prevention and reporting of ACPH are discussed.

  7. Women Faculty Distressed: Descriptions and Consequences of Academic Contrapower Harassment

    PubMed Central

    Lampman, C.; Crew, E. C.; Lowery, S.; Tompkins, K. A.; Mulder, M.

    2015-01-01

    Academic contrapower harassment (ACPH) occurs when someone with seemingly less power in an educational setting (e.g., a student) harasses someone more powerful (e.g., a professor). A representative sample of 289 professors from U.S. institutions of higher education described their worst incident with ACPH. Open-ended responses were coded using a keyword text analysis. Compared to the experiences of men faculty, women faculty reported that students were more likely to challenge their authority, argue or refuse to follow course policies, and exhibit disrespectful or disruptive behaviors. Although sexual harassment was uncommon, men faculty were more likely than women faculty to recount such incidents. Women faculty reported significantly more negative outcomes as a result of ACPH (e.g., anxiety, stress-related illness, difficulty concentrating, wanting to quit) than men faculty, and negative outcomes were most likely to result from ACPH involving intimidation, threats, or bullying from students. Implications for the prevention and reporting of ACPH are discussed. PMID:28239435

  8. Promoting the advancement of minority women faculty in academic medicine: the National Centers of Excellence in Women's Health.

    PubMed

    Wong, E Y; Bigby, J; Kleinpeter, M; Mitchell, J; Camacho, D; Dan, A; Sarto, G

    2001-01-01

    Minority physicians provide care in a manner that promotes patient satisfaction and meets the needs of an increasingly diverse U.S. population. In addition, minority medical school faculty bring diverse perspectives to research and teach cross-cultural care. However, men and women of color remain underrepresented among medical school faculty, particularly in the higher ranks. National data show that although the numbers of women in medicine have increased, minority representation remains essentially static. Studying minority women faculty as a group may help to improve our understanding of barriers to diversification. Six National Centers of Excellence in Women's Health used a variety of approaches in addressing the needs of this group. Recommendations for other academic institutions include development of key diversity indicators with national benchmarks, creation of guidelines for mentoring and faculty development programs, and support for career development opportunities.

  9. Career, Family, and Institutional Variables in the Work Lives of Academic Women in the Chemical Sciences

    NASA Astrophysics Data System (ADS)

    Fassinger, Ruth E.; Scantlebury, Kathryn; Richmond, Geraldine

    This article presents quantitative results of a study of 139 academic women in the chemical sciences who participated in a professional development program sponsored by the Committee on the Advancement of Women Chemists. The study investigated variables frequently examined in the vocational psychology of women: approaches to achievement, coping strategies, career advancement, the home-work interface, workplace climate, and mentoring. The article presents and discusses results in the context of unique issues faced by women in scientific careers.

  10. Academic specialties in U.S. are shifting; hiring of women geoscientists is stagnating

    NASA Astrophysics Data System (ADS)

    Holmes, Mary Anne; O'Connell, Suzanne; Frey, Connie; Ongley, Lois K.

    Women have been receiving a greater proportion of the bachelor's and master's degrees in the geosciences over the last 10 years, reaching near 40% in 2000 (latest data available), while receiving only 28% of the Ph.D.s that year. Women are now only 20% of assistant professors at Ph.D.-granting institutions, a proportion that has not changed in the last 4 years. As part of a larger study to find what key barriers continue to prevent larger numbers of women geoscientists from becoming academics, data have been compiled from the National Science Board [NSB, 2002] and the American Geological Institute's (AGI) Directory of Geoscience Departments [Claudy, 2001] on geoscience specialty by gender.The data are broken down by the specialty of the Ph.D., and compared to hiring rates at Ph.D.-granting institutions over the last 10 years. These institutions are the focus because they are the source of future Ph.D.s, and diversity of their faculty is critical to assuring diversity and consequent intellectual vigor and strength of our future academic workforce. The data reveal both a slight shift in the subdisciplines of all geoscientists employed in tenure-track positions at Ph.D.-granting institutions, and that hiring of women into tenure-track positions in specific subdisciplines has not kept pace with their Ph.D. production during that time.

  11. Contributions from Women to the Radiation Sciences: A Brief History.

    PubMed

    Martinez, Nicole E

    2017-04-01

    Contributions from men to radiation science are well known, particularly the early contributions from such luminaries as William Roentgen, James Chadwick, Niels Bohr, Robert Oppenheimer, and the like. Although not ignored per se, beyond Marie Curie and Lise Meitner, the contributions of female nuclear scientists are not as widely recognized. This paper provides a concise historical summary of contributions to radiation science from the discovery of radiation through the current status of international leadership within the radiation protection community. Beyond lead scientists and academics, this paper also considers support personnel as well as the role women have played in the advancement of radiation epidemiology.

  12. Geographic mobility advances careers: study of the Executive Leadership in Academic Medicine (ELAM) program for women.

    PubMed

    McLean, Marsha R; Morahan, Page S; Dannels, Sharon A; McDade, Sharon A

    2013-11-01

    To explore whether geographic mobility is associated with career advancement of women in U.S. medical schools who are entering mid- to executive-level positions. Using an existing dataset of 351 participants in academic medicine who attended the Executive Leadership in Academic Medicine (ELAM) Program for Women (1996-2005) (adjusted to 345 participants in some analyses because data on initial faculty rank were missing), the authors conducted a quantitative study in 2009 to determine whether geographic mobility was associated with administrative promotion for those who relocated geographically (from employer while attending ELAM to employer at last job of record). Twenty-four percent of women (83/345) relocated geographically (movers) after attending ELAM. Moving had a positive association with career advancement (P = .001); odds for promotion were 168% higher for movers than for stayers [odds ratio Exp(β) = 2.684]. Movers attained higher administrative positions (P = .003), and more movers (60%) were promoted at the most recent job compared with stayers (40%) (P = .0001). Few movers changed city size; 70% already resided in large or urban cities where most medical schools are located. Age was not a barrier to mobility. Career advancement was not related to research reputation (National Institutes of Health grant award ranking) of participants' schools (either at time of attending ELAM or post-ELAM). Similar to findings outside academic medicine, 24% of women classified as geographic "movers" among midcareer faculty in medical schools attained career advantages. Psychosocial and socioeconomic factors underlying women's relocation decisions require additional study.

  13. The graduate research field choice of women in academic physics and astronomy: A pilot study

    NASA Astrophysics Data System (ADS)

    Barthelemy, Ramón S.; Grunert, Megan L.; Henderson, Charles R.

    2013-01-01

    The low representation of women in physics is apparent at the undergraduate level through faculty positions. However, when looking at the percentage of PhD women graduates in the closely related field astronomy (40%) and women PhDs in physics education research (30%), it is found that those areas have higher representations of women compared to women physics PhD graduates (18%). This study seeks to understand the research subfield choice of women in academic physics and astronomy at large US research universities through in-depth interviews and a grounded theory analytical approach. Though preliminary results have not shown why women chose their graduate research field, they have shown that positive pre-college experiences are bringing these women to physics, while supportive advisors and collaboration amongst students are encouraging these women to persist.

  14. Women Mentoring in the Academe: A Faculty Cross-Racial and Cross-Cultural Experience

    ERIC Educational Resources Information Center

    Guramatunhu-Mudiwa, Precious; Angel, Roma B.

    2017-01-01

    Two women faculty members, one White from the southeastern United States and one Black African from Zimbabwe, purposefully explored their informal mentoring relationship with the goal of illuminating the complexities associated with their cross-racial, cross-cultural experience. Concentrating on their four-year mentor-mentee academic relationship…

  15. Vietnamese Women in Academic Leadership: Experiences of Mid-Level Women Leaders in Universities and Colleges in the Mekong Delta

    ERIC Educational Resources Information Center

    Dang, Ngoc Lan Thi

    2012-01-01

    Academic women in the Mekong Delta (MD) in southern Viet Nam remain underrepresented in key leadership positions and other positions of power and influence in their institutions. This situation exists regardless of various local, national, and international policies on gender equality and the implementation of numerous action plans, strategies,…

  16. Lower Rates of Promotion of Generalists in Academic Medicine: A Follow-up to the National Faculty Survey.

    PubMed

    Blazey-Martin, Deborah; Carr, Phyllis L; Terrin, Norma; Breeze, Janis L; Luk, Carolyn; Raj, Anita; Freund, Karen M

    2017-07-01

    Prior cross-sectional research has found that generalists have lower rates of academic advancement than specialists and basic science faculty. Our objective was to examine generalists relative to other medical faculty in advancement and academic productivity. In 2012, we conducted a follow-up survey (n = 607) of 1214 participants in the 1995 National Faculty Survey cohort and supplemented survey responses with publicly available data. Participants were randomly selected faculty from 24 US medical schools, oversampling for generalists, underrepresented minorities, and senior women. The primary outcomes were (1) promotion to full professor and (2) productivity, as indicated by mean number of peer-reviewed publications, and federal grant support in the prior 2 years. When comparing generalists with medical specialists, surgical specialists, and basic scientists on these outcomes, we adjusted for gender, race/ethnicity, effort distribution, parental and marital status, retention in academic career, and years in academia. When modeling promotion to full professor, we also adjusted for publications. In the intervening 17 years, generalists were least likely to have become full professors (53%) compared with medical specialists (67%), surgeons (66%), and basic scientists (78%, p < 0.0001). Generalists had a lower number of publications (mean = 44) than other faculty [medical specialists (56), surgeons (57), and basic scientists (83), p < 0.0001]. In the prior 2 years, generalists were as likely to receive federal grant funding (26%) as medical (21%) and surgical specialists (21%), but less likely than basic scientists (51%, p < 0.0001). In multivariable analyses, generalists were less likely to be promoted to full professor; however, there were no differences in promotion between groups when including publications as a covariate. Between 1995 and 2012, generalists were less likely to be promoted than other academic faculty; this difference in

  17. Progress for Women in Academe, Yet Inequities Persist: Evidence from NSOPF:99

    ERIC Educational Resources Information Center

    Toutkoushian, Robert K.; Conley, Valerie Martin

    2005-01-01

    In this study, we use data from the 1999 National Study of Postsecondary Faculty (NSOPF:99) to measure the unexplained wage gap between men and women in academe. We pay particular attention to how these unexplained wage gaps have changed over time by comparing the results from the 1999 survey to published results from previous national surveys and…

  18. A grounded theory study on the academic success of undergraduate women in science, engineering, and mathematics fields at a private, research university

    NASA Astrophysics Data System (ADS)

    Hroch, Amber Michelle

    2011-12-01

    This grounded theory study revealed the common factors of backgrounds, strategies, and motivators in academically successful undergraduate women in science, engineering, and mathematics (SEM) fields at a private, research university in the West. Data from interviews with 15 women with 3.25 or better grade point averages indicated that current academic achievement in their college SEM fields can be attributed to previous academic success, self awareness, time management and organizational skills, and maintaining a strong support network. Participants were motivated by an internal drive to academically succeed and attend graduate school. Recommendations are provided for professors, advisors, and student affairs professionals.

  19. Attitudes Toward Gender, Work, and Family among Female and Male Scientists in Germany and the United States

    NASA Astrophysics Data System (ADS)

    Hanson, Sandra L.; Fuchs, Stefan; Aisenbrey, Silke; Kravets, Natalyia

    This research used a comparative approach and an elite framework to look at attitudes toward gender, work, and family among male and female scientists. The data came from the 1994 International Social Survey Program module measuring family and changing gender roles in (the former) East Germany, West Germany, and the United States. Research questions focused on the variation between the three samples in male scientists' attitudes regarding gender, work, and family; women's representation in science occupations; and the relation between the two. Another major concern was the extent to which female scientists express attitudes regarding gender, work, and family that resemble those of male scientists and the implications of these processes for increasing women's access to science. As predicted, male scientists in East Germany tended to have the most progressive attitudes (especially those regarding gender and work), East German women had the greatest access to science occupations, and there were virtually no sex differences in attitudes of East German scientists. West German male scientists were the most traditional on attitudes regarding gender and work, and U. S. male scientists tended to be the most traditional on attitudes regarding family. The attitudes of female scientists in West Germany and the United States reflected this larger trend, but there were sex differences within countries, with female scientists being more progressive than male scientists. Thus, the findings suggest that women s representation in science is related to the attitudes of male scientists regarding gender, work, and family. And although female scientists often hold quite similar attitudes as male scientists, there is considerable cross-country variation in how progressive the attitudes are and how similar men's and women's attitudes are. Implications for women's access to elite science occupations are discussed.

  20. Biological, Social, and Organizational Components of Success for Women in Academic Science and Engineering: Workshop Report

    ERIC Educational Resources Information Center

    National Academies Press, 2006

    2006-01-01

    During the last 40 years, the number of women studying science and engineering (S&E) has increased dramatically. Nevertheless, women do not hold academic faculty positions in numbers that commensurate with their increasing share of the S&E talent pool. The discrepancy exists at both the junior and senior faculty levels. In December 2005,…

  1. Step Up Recruitment of Women into Science or Risk U.S. Competitive Edge in Field, Colleges Are Warned.

    ERIC Educational Resources Information Center

    McMillen, Liz

    1987-01-01

    Fewer women are choosing science and engineering careers at the same time that the college-age population is shrinking, threatening a dire shortage of scientists in academe and the general labor force. Affirmative action is seen no longer as only a moral responsibility, but also as a matter of national survival. (MSE)

  2. Do the Brain Networks of Scientists Account for Their Superiority in Hypothesis-Generating?

    ERIC Educational Resources Information Center

    Lee, Jun-Ki

    2012-01-01

    Where do scientists' superior abilities originate from when generating a creative idea? What different brain functions are activated between scientists and i) general academic high school students and ii) science high school students when generating a biological hypothesis? To reveal brain level explanations for these questions, this paper…

  3. The Rehabilitation Medicine Scientist Training Program

    PubMed Central

    Whyte, John; Boninger, Michael; Helkowski, Wendy; Braddom-Ritzler, Carolyn

    2016-01-01

    Physician scientists are seen as important in healthcare research. However, the number of physician scientists and their success in obtaining NIH funding have been declining for many years. The shortage of physician scientists in Physical Medicine and Rehabilitation is particularly severe, and can be attributed to many of the same factors that affect physician scientists in general, as well as to the lack of well developed models for research training. In 1995, the Rehabilitation Medicine Scientist Training Program (RMSTP) was funded by a K12 grant from the National Center of Medical Rehabilitation Research (NCMRR), as one strategy for increasing the number of research-productive physiatrists. The RMSTP's structure was revised in 2001 to improve the level of preparation of incoming trainees, and to provide a stronger central mentorship support network. Here we describe the original and revised structure of the RMSTP and review subjective and objective data on the productivity of the trainees who have completed the program. These data suggest that RMSTP trainees are, in general, successful in obtaining and maintaining academic faculty positions and that the productivity of the cohort trained after the revision, in particular, shows impressive growth after about 3 years of training. PMID:19847126

  4. Gender Differences in Publication Productivity, Academic Rank, and Career Duration Among U.S. Academic Gastroenterology Faculty.

    PubMed

    Diamond, Sarah J; Thomas, Charles R; Desai, Sima; Holliday, Emma B; Jagsi, Reshma; Schmitt, Colleen; Enestvedt, Brintha K

    2016-08-01

    Female representation in academic medicine is increasing without proportional increases in female representation at senior ranks. The purpose of this study is to describe the gender representation in academic gastroenterology (GI) and compare publication productivity, academic rank, and career duration between male and female gastroenterologists. In 2014, the authors collected data including number of publications, career duration, h-index, and m-index for faculty members at 114 U.S. academic GI programs. Of 2,440 academic faculty, 1,859 (76%) were men and 581 (24%) were women. Half (50%) of men held senior faculty position compared with 29% of women (P < .001). Compared with female faculty, male faculty had significantly (P < .001) longer careers (20 vs. 11 years), more publications (median 24 [0-949] vs. 9 [0-438]), and higher h-indices (8 vs. 4). Higher h-index correlated with higher academic rank (P < .001). The authors detected no difference in the h-index between men and women at the same rank for professor, associate professor, and instructor, nor any difference in the m-index between men and women (0.5 vs. 0.46, respectively, P = .214). A gender gap exists in the number and proportion of women in academic GI; however, after correcting for career duration, productivity measures that consider quantity and impact are similar for male and female faculty. Women holding senior faculty positions are equally productive as their male counterparts. Early and continued career mentorship will likely lead to continued increases in the rise of women in academic rank.

  5. Changing the culture of academic medicine to eliminate the gender leadership gap: 50/50 by 2020.

    PubMed

    Valantine, Hannah; Sandborg, Christy I

    2013-10-01

    Central to the daily struggles that successful working women face is the misalignment of the current work culture and the values of the workforce. In addition to contributing to work-life integration conflicts, this disconnect perpetuates the gender leadership gap. The dearth of women at the highest ranks of academic medicine not only sends a clear message to women that they must choose between career advancement and their personal life but also represents a loss of talent for academic health centers as they fail to recruit and retain the best and the brightest. To close the gender leadership gap and to meet the needs of the next generation of physicians, scientists, and educators, the authors argue that the culture of academic medicine must change to one in which flexibility and work-life integration are core parts of the definition of success. Faculty must see flexibility policies, such as tenure clock extensions and parental leaves, as career advancing rather than career limiting. To achieve these goals, the authors describe the Stanford University School of Medicine Academic Biomedical Career Customization (ABCC) model. This framework includes individualized career plans, which span a faculty member's career, with options to flex up or down in research, patient care, administration, and teaching, and mentoring discussions, which ensure that faculty take full advantage of the existing policies designed to make career customization possible. The authors argue that with vision, determination, and focus, the academic medicine community can eliminate the gender leadership gap to achieve 50/50 by 2020.

  6. Changing the Culture of Academic Medicine to Eliminate the Gender Leadership Gap: 50/50 by 2020

    PubMed Central

    Valantine, Hannah; Sandborg, Christy I.

    2013-01-01

    Central to the daily struggles that successful working women face is the misalignment of the current work culture and the values of the workforce. In addition to contributing to work-life integration conflicts, this disconnect also perpetuates the gender leadership gap. The dearth of women at the highest ranks of academic medicine not only sends a clear message to women that they must choose between career advancement and their personal life but also represents a loss of talent for academic health centers as they fail to recruit and retain the best and the brightest. To close the gender leadership gap and to meet the needs of the next generation of physicians, scientists, and educators, the authors argue that the culture of academic medicine must change to one in which flexibility and work-life integration are core parts of the definition of success. Faculty must see flexibility policies, such as tenure clock extensions and parental leaves, as career advancing rather than career limiting. To achieve these goals, the authors describe the Stanford University School of Medicine Academic Biomedical Career Customization (ABCC) model. The ABCC framework includes individualized career plans, which span a faculty member's career, with options to flex up or down in research, patient care, administration, and teaching, and mentoring discussions, which ensure that faculty take full advantage of the existing policies designed to make career customization possible. The authors argue that with vision, determination, and focus, the academic medicine community can eliminate the gender leadership gap to achieve 50/50 by 2020. PMID:23969359

  7. Nothing to lose: why early career scientists make ideal entrepreneurs.

    PubMed

    Thon, Jonathan N

    2014-12-01

    An entrepreneurial movement within science strives to invert the classical trajectory of academic research careers by positioning trainees at the apex of burgeoning industries. Young scientists today have nothing to lose and everything to gain by pursuing this 'third road', and academic institutes and established companies only stand to benefit from supporting this emerging movement of discovery research with economic purpose. Copyright © 2014 Elsevier Ltd. All rights reserved.

  8. A Study on the Measurement of Job-Related Stress among Women Academics in Research Universities of China

    ERIC Educational Resources Information Center

    Zhang, Lili

    2010-01-01

    This study intends to gain an understanding of the sources of stress among women academics in research universities of China. Studies have shown that, compared with their male counterparts, women report higher level of stress in work/family conflicts, gender barriers and career development. Based on the results of this study, the following…

  9. Influential Structures: Understanding the Role of the Head of Department in Relation to Women Academics' Research Careers

    ERIC Educational Resources Information Center

    Obers, Noëlle

    2015-01-01

    This study was conducted at a small "research-led" institution in South Africa. The data indicate that women produce less research than men and have low levels of professional self-esteem. Factors such as accrual of social capital, family responsibilities and self-esteem are constraints experienced by women academics in pursuing research…

  10. The Political Scientist as Local Campaign Consultant

    ERIC Educational Resources Information Center

    Crew, Robert E., Jr.

    2011-01-01

    During my 45 years as an academic, I have followed the admonition sometimes attributed to the legendary Jedi warrior Obi-Wan Kenobe that political scientists should "use [their] power for good and not for evil." In this spirit, I have devoted substantial portions of my career to public service by providing strategic advice and campaign management…

  11. Do Babies Matter? The Effect of Family Formation on the Lifelong Careers of Academic Men and Women.

    ERIC Educational Resources Information Center

    Mason, Mary Ann; Goulden, Marc

    2002-01-01

    Examines family formation and its effects on the career lives of both women and men academics from the time they receive their doctorates until 20 years later. Finds that there is a consistent and large gap in achieving tenure between women who have early babies and men who have early babies. Discusses policy implications. (EV)

  12. Transnational migration of Mexican scientists: A circuit between Mexico and the EEUU

    NASA Astrophysics Data System (ADS)

    Tinoco Herrera, Mario Luis

    The experience and meaning of migration for a group of Mexican scientists participating in the construction of a migratory circuit between Mexico and US within the field of agricultural sciences is the object of this study. I define this migratory circuit of scientists as a social, historical and cultural process, and draw from transnational migration theories to analyze it. From this perspective, I view the migratory circuit of Mexican scientists to be a field of social relationships extended across Mexico and the US. In studying the migratory experience and its significance, I draw upon the methods of historical reconstruction of the circuit of scientists between Mexico and the US, participatory observation, informal narratives, testimonies and their analysis. This study focuses on three crucial moments of their migratory experience: (1) the moment prior to their trip to the US; (2) their academic training at a research center in the US; and (3) their return to a research center in Mexico. At the same time, this study highlights three key factors that determine and ascribe different meanings to the experiences of this migratory circuit: gender, academic trajectory, and the belonging to a migratory circuit. The findings from this study have shown that the experiences of migration and their multiple meanings are complex, heterogeneous and paradoxical. The complexity lies in the challenges of academic responsibilities and their near total integration and transformation of the participants' social life, as well as family life. These migratory experiences are further differentiated and problematic because of the various perceptions and sense of value that are mediated by gender, academic trajectory, and belonging to a circuit of migration; and, they are paradoxical because even though the experiences, perceptions and meanings are different and, at times, challenging, every single participant has described their experience as positive.

  13. Are Australasian academic physicians an endangered species?

    PubMed

    Wilson, A

    2007-11-01

    It has been stated that academic medicine is in a worldwide crisis. Is this decline in hospital academic practice a predictable consequence of modern clinical practice with its emphasis on community and outpatient-based services as well as a corporate health-care ethos or does it relate to innate problems in the training process and career structure for academic clinicians? A better understanding of the barriers to involvement in academic practice, including the effect of gender, the role and effect of overseas training, expectation of further research degrees and issues pertaining to the Australian academic workplace will facilitate recruitment and retention of the next generation of academic clinicians. Physician-scientists remain highly relevant as medical practice and education evolves in the 21st century. Hospital-based academics carry out a critical role in the ongoing mentoring of trainees and junior colleagues, whose training is still largely hospital based in most specialty programmes. Academic clinicians are uniquely placed to translate the rapid advances in medical biology into the clinical sphere, by guiding and carrying out translational research as well as leading clinical studies. Academic physicians also play key leadership in relations with government and industry, in professional groups and medical colleges. Thus, there is a strong case to assess the problems facing recruitment and retention of physician-scientists in academic practice and to develop workable solutions.

  14. Women in Science Fellowships

    NASA Astrophysics Data System (ADS)

    Wendel, JoAnna

    2014-04-01

    The L'Oréal For Women in Science program is calling for women postdoctoral scientists to submit applications for the L'Oréal USA Women in Science Fellowship. Five women scientists in a variety of fields, including life and physical/material sciences, technology, engineering, and mathematics, will receive grants of up to $60,000 each. Since the program began in 1998, more than 2000 women scientists worldwide have been awarded fellowships. Application materials are available at https://lorealfwis.aaas.org/login/indexA.cfm; the deadline to apply is 19 May 2014.

  15. The Perceived Contribution of Academic Partners to Women's Publishing Productivity. ASHE Annual Meeting Paper.

    ERIC Educational Resources Information Center

    Creamer, Elizabeth G.

    This paper reports on individual, semistructured interviews with 10 women academics in the field of higher education, who volunteered information about the contributions of spouse or partner on factors associated with scholarly publishing productivity. After a brief review of the literature related to the relationships between marriage,…

  16. Social Scientists' Understanding of Academic Freedom in Addis Ababa University, Ethiopia: A Descriptive Analysis

    ERIC Educational Resources Information Center

    Degefa, Demoze

    2015-01-01

    The perennial debate about academic freedom engages with assessing the extent to which academic freedom has been exercised by academics by using some normative and quantitative approaches. Often studies on academic freedom deal with the extent to which institutions comply with norms in terms of the rights of the academics on some international…

  17. Advancing Women's Health and Women's Leadership With Endowed Chairs in Women's Health.

    PubMed

    Carnes, Molly; Johnson, Paula; Klein, Wendy; Jenkins, Marjorie; Bairey Merz, C Noel

    2017-02-01

    Gender-based bias and conflation of gender and status are root causes of disparities in women's health care and the slow advancement of women to leadership in academic medicine. More than a quarter of women physicians train in internal medicine and its subspecialties, and women physicians almost exclusively constitute the women's health focus within internal medicine. Thus, internal medicine has considerable opportunity to develop women leaders in academic medicine and promote women's health equity.To probe whether holding an endowed chair-which confers status-in women's health may be an effective way to advance women leaders in academic medicine and women's health, the authors explored the current status of endowed chairs in women's health in internal medicine. They found that the number of these endowed chairs in North America increased from 7 in 2013 to 19 in 2015, and all were held by women. The perceptions of incumbents and other women's health leaders supported the premise that an endowed chair in women's health would increase women's leadership, the institutional stature of women's health, and activities in women's health research, education, and clinical care.Going forward, it will be important to explore why not all recipients perceived that the endowed chair enhanced their own academic leadership, whether providing women's health leaders with fundraising expertise fosters future success in increasing the number of women's health endowed chairs, and how the conflation of gender and status play out (e.g., salary differences between endowed chairs) as the number of endowed chairs in women's health increases.

  18. Scientists in the Classroom

    NASA Astrophysics Data System (ADS)

    Lundin, J.

    2009-12-01

    High school science is often the first time students are presented with the scientific method as a tool to assist discovery. I aim to help students ‘think like a scientist’, through my role as a graduate student NSF GK-12 fellow in the Ocean and Coastal Interdisciplinary Science (OACIS) program, where I am paired with a high school science teacher and their classes for the year. To help students gain a familiarity and understanding of how scientists approach research, I will (1) utilize technology, including youtube, powerpoint, and research modeling applications; (2) bring in experts from the University to demonstrate the diversity of the science community; (3) connect with the classroom research from meetings, journals and reports. The goal is to broaden the scope of how research science is conducted, but also to allow individual students to be involved in projects, from developing a hypothesis to presenting their data. A survey at the beginning of the academic year and a survey before the AGU Fall meeting will be compared to assess the influence of having a research scientist present. Results will include how students view of science and scientists has changed, feedback on how successfully technology has improved students’ comprehension, and ideas for making science approachable for diverse high school learners.

  19. NASA Symposium 76. [opportunities for minorities and women in NASA programs

    NASA Technical Reports Server (NTRS)

    1976-01-01

    New Mexico State University and the National Aeronautics and Space Administration hosted a symposium to promote NASA's efforts to increase the available pool of minority and women scientists and engineers to meet affirmative hiring goals. The conferences also provided an opportunity for key NASA officials to meet with appropriate officials of participating institutions to stimulate greater academic interest (among professors and students) in NASA's research and development programs. Minority aerospace scientists and engineers had opportunity to interact with the minority community, particulary with young people at the junior high, high school, and college levels. One aim was to raise minority community's level of understanding regarding NASA's Regional Distribution System for storage and retrieval of scientific and technical information.

  20. Gendered Games in Academic Leadership

    ERIC Educational Resources Information Center

    Acker, Sandra

    2010-01-01

    This article looks at women's efforts to construct an academic leadership career. It is not a study of women's leadership in general but one that takes place in what Bourdieu calls the academic field. Drawing from an in-depth interview study of 31 women from faculties of education who occupy managerial positions in universities in Canada,…

  1. Scientists feature their work in Arctic-focused short videos by FrontierScientists

    NASA Astrophysics Data System (ADS)

    Nielsen, L.; O'Connell, E.

    2013-12-01

    on presenting what they're passionate about, not get bogged down by basic groundwork. Vlogs and short video bios showcase the enthusiasm and personality of the scientists, an important ingredient in crafting compelling videos. Featured scientists become better communicators, and learn to bring their research to life. When viewers see that genuine wonder, they can be motivated to ask questions and pursue more information about the topic, broadening community participation. The website interface opens the door to audience discussion. Digital media is a community builder, an inclusive tool that lets people continents-apart engage with compelling stories and then interact. Internet videos have become a means of supplementing face-to-face education; video reaches people, it's informal self-education from the comfort of one's own computer screen. FS uses videos and social media as part of an education outreach effort directed at lifelong learners. We feature not only scientists, but also teachers who've gone into the field to add to their own science knowledge, and to bring back new lessons for their students. Students who are exposed to FS videos see science in action in the professional world, which might inspire them in a STEM academic and career path, encouraging the next generation of researchers, as well as scientific and environmental literacy.

  2. Women chairs in academic medicine: engendering strategic intuition.

    PubMed

    Isaac, Carol; Griffin, Lindsay

    2015-01-01

    Because stereotypically masculine behaviors are required for effective leadership, examining female chairs' leadership in academic medicine can provide insight into the complex ways in which gender impacts on their leadership practices. The paper aims to discuss this issue. The author interviewed three female clinical chairs and compared the findings to interviews with 28 of their faculty. Grounded theory analysis of the subsequent text gathered comprehensive, systematic, and in-depth information about this case of interest at a US top-tier academic medical center. Four of five themes from the faculty were consistent with the chair's narrative with modifications: Prior Environment (Motivated by Excellence), Tough, Direct, Transparent (Developing Trust), Communal Actions (Creating Diversity of Opinion), and Building Power through Consensus (an "Artful Exercise") with an additional theme, the Significance (and Insignificance) of a Female Chair. While faculty members were acutely aware of the chair's gender, the chairs paradoxically vacillated between gender being a "non-issue" and noting that male chairs "don't do laundry." All three female chairs in this study independently and explicitly stated that gender was not a barrier, yet intuitively used successful strategies derived from the research literature. This study suggests that while their gender was highlighted by faculty, these women dismissed gender as a "non-issue." The duality of gender for these three female leaders was both minimized and subtly affirmed.

  3. Assessing scientists for hiring, promotion, and tenure.

    PubMed

    Moher, David; Naudet, Florian; Cristea, Ioana A; Miedema, Frank; Ioannidis, John P A; Goodman, Steven N

    2018-03-01

    Assessment of researchers is necessary for decisions of hiring, promotion, and tenure. A burgeoning number of scientific leaders believe the current system of faculty incentives and rewards is misaligned with the needs of society and disconnected from the evidence about the causes of the reproducibility crisis and suboptimal quality of the scientific publication record. To address this issue, particularly for the clinical and life sciences, we convened a 22-member expert panel workshop in Washington, DC, in January 2017. Twenty-two academic leaders, funders, and scientists participated in the meeting. As background for the meeting, we completed a selective literature review of 22 key documents critiquing the current incentive system. From each document, we extracted how the authors perceived the problems of assessing science and scientists, the unintended consequences of maintaining the status quo for assessing scientists, and details of their proposed solutions. The resulting table was used as a seed for participant discussion. This resulted in six principles for assessing scientists and associated research and policy implications. We hope the content of this paper will serve as a basis for establishing best practices and redesigning the current approaches to assessing scientists by the many players involved in that process.

  4. Assessing scientists for hiring, promotion, and tenure

    PubMed Central

    Naudet, Florian; Cristea, Ioana A.; Miedema, Frank; Ioannidis, John P. A.; Goodman, Steven N.

    2018-01-01

    Assessment of researchers is necessary for decisions of hiring, promotion, and tenure. A burgeoning number of scientific leaders believe the current system of faculty incentives and rewards is misaligned with the needs of society and disconnected from the evidence about the causes of the reproducibility crisis and suboptimal quality of the scientific publication record. To address this issue, particularly for the clinical and life sciences, we convened a 22-member expert panel workshop in Washington, DC, in January 2017. Twenty-two academic leaders, funders, and scientists participated in the meeting. As background for the meeting, we completed a selective literature review of 22 key documents critiquing the current incentive system. From each document, we extracted how the authors perceived the problems of assessing science and scientists, the unintended consequences of maintaining the status quo for assessing scientists, and details of their proposed solutions. The resulting table was used as a seed for participant discussion. This resulted in six principles for assessing scientists and associated research and policy implications. We hope the content of this paper will serve as a basis for establishing best practices and redesigning the current approaches to assessing scientists by the many players involved in that process. PMID:29596415

  5. Doctors currently in jobs with academic content and their future intentions to pursue clinical academic careers: questionnaire surveys.

    PubMed

    Lambert, Trevor W; Smith, Fay; Goldacre, Michael J

    2015-02-01

    Our aim was to report on doctors' descriptions of their current post at about 12 years after qualification, in respect of academic content, and to compare this with their long-term intentions. By academic content, we mean posts that are designated as clinical academic posts or clinical service posts that include research and/or teaching commitments. Questionnaire survey. All UK medical graduates of 1996 contacted in 2007, graduates of 1999 in 2012, and graduates of 2000 in 2012. UK. Responses about current posts and future intentions. Postal and email questionnaires. The response rate was 61.9% (6713/10844). Twenty eight per cent were working in posts with academic content (3.3% as clinical academics, 25% in clinical posts with some academic content). Seventeen per cent of women were working in clinical posts with some teaching and research, compared with 29% of men. A higher percentage of men than women intended to be clinical academics as their eventual career choice (3.9% overall, 5.4% of men, 2.7% of women). More doctors wished to move to a job with an academic component than away from one (N = 824 compared with 236). This was true for both men (433 compared with 118) and women (391 compared with 118). Women are under-represented both in holding posts with academic content and in aspirations to do so. It is noteworthy that many more doctors hoped to move into an academic role than to move out of one. Policy should facilitate this wish in order to address current shortfalls in clinical academic medicine.

  6. Academic Entrepreneurship and Exchange of Scientific Resources: Material Transfer in Life and Materials Sciences in Japanese Universities

    ERIC Educational Resources Information Center

    Shibayama, Sotaro; Walsh, John P.; Baba, Yasunori

    2012-01-01

    This study uses a sample of Japanese university scientists in life and materials sciences to examine how academic entrepreneurship has affected the norms and behaviors of academic scientists regarding sharing scientific resources. Results indicate that high levels of academic entrepreneurship in a scientific field are associated with less reliance…

  7. Asian and Pacific Islander women scientists and engineers: A narrative exploration of model minority, gender, and racial stereotypes

    NASA Astrophysics Data System (ADS)

    Chinn, Pauline W. U.

    2002-04-01

    This qualitative study uses narrative methodology to understand what becoming a scientist or engineer entails for women stereotyped as model minorities. Interviews with four Chinese and Japanese women focused on the social contexts in which science is encountered in classrooms, families, and community. Interpretation was guided by theories that individuals construct personal narratives mediated by cultural symbolic systems to make meaning of experiences. Narratives revealed that Confucian cultural scripts shaped gender expectations even in families several generations in America. Regardless of parents' level of education, country of birth, and number of children, educational expectations, and resources were lower for daughters. Parents expected daughters to be compliant, feminine, and educated enough to be marriageable. Findings suggest K-12 gender equity science practices encouraged development of the women's interests and abilities but did not affect parental beliefs. The author's 1999 study of Hawaiians/Pacific Islander and Filipina female engineers is included in implications for teacher education programs sensitive to gender, culture, ethnicity, and language.

  8. The Future of Basic Science in Academic Surgery

    PubMed Central

    Keswani, Sundeep G.; Moles, Chad M.; Morowitz, Michael; Zeh, Herbert; Kuo, John S.; Levine, Matthew H.; Cheng, Lily S.; Hackam, David J.; Ahuja, Nita; Goldstein, Allan M.

    2017-01-01

    Objective The aim of this study was to examine the challenges confronting surgeons performing basic science research in today’s academic surgery environment. Summary of Background Data Multiple studies have identified challenges confronting surgeon-scientists and impacting their ability to be successful. Although these threats have been known for decades, the downward trend in the number of successful surgeon-scientists continues. Clinical demands, funding challenges, and other factors play important roles, but a rigorous analysis of academic surgeons and their experiences regarding these issues has not previously been performed. Methods An online survey was distributed to 2504 members of the Association for Academic Surgery and Society of University Surgeons to determine factors impacting success. Survey results were subjected to statistical analyses. We also reviewed publicly available data regarding funding from the National Institutes of Health (NIH). Results NIH data revealed a 27% decline in the proportion of NIH funding to surgical departments relative to total NIH funding from 2007 to 2014. A total of 1033 (41%) members responded to our survey, making this the largest survey of academic surgeons to date. Surgeons most often cited the following factors as major impediments to pursuing basic investigation: pressure to be clinically productive, excessive administrative responsibilities, difficulty obtaining extramural funding, and desire for work-life balance. Surprisingly, a majority (68%) did not believe surgeons can be successful basic scientists in today’s environment, including departmental leadership. Conclusions We have identified important barriers that confront academic surgeons pursuing basic research and a perception that success in basic science may no longer be achievable. These barriers need to be addressed to ensure the continued development of future surgeon-scientists. PMID:27643928

  9. Global Empowerment of Women in the Water Sector: A Mentoring Program through the Women-Water Nexus

    NASA Astrophysics Data System (ADS)

    Schifman, L. A.; Craver, V.

    2017-12-01

    According to a UNESCO report, women are underrepresented as world's researchers. Similarly, NSF recently reported that women hold less than one-fourth of senior faculty positions in academic institutions and research centers. These numbers are more staggering in countries outside of the U.S. For example, at the Jordan University of Science and Technology in the Middle East (Irbid, Jordan), only 4.6% of tenured positions in the faculty of engineering are women, with no female full professor appointments as of 2015. To address these issues, the Women-Water Nexus (WWN), part of the ASCE Environmental and Water Resources Institute, works to develop an international support network for water treatment and resources women scientists and engineers. We mainly focus on educational and professional development activities in order to increase the representation of women in leadership positions in academia, government, and private organizations. Here, we want to present and recruit mentors for our initiative called "Untapping the Power of Women in Water". The program will specifically be designed to support women in participating and preparing for professional international conferences. Any female researchers, scientists and engineers from the U.S., Turkey, Afghanistan, Jordan, and Kazakhstan could apply to be a mentee in the proposed program. While priority will be given to women in early- and mid-career positions as these types of activities are most valuable for promotion, we will support women across all career levels. The mentees will receive training from WWN mentors either through online tools such as webinars, or in-person workshops at the EWRI conference in Minneapolis, MN Jun 4-7, 2018. This initiative is currently under development and is supported in five countries: The United States, Turkey, Afghanistan, Jordan, and Kazakhstan. This program will promote essential skills for women to actively participate in the discussion and decision-making process related to

  10. Relationship at work as a cause of occupational stress: the case of academic women in Vietnam.

    PubMed

    Van Thanh, Le

    2016-01-01

    The present research paper aims to bring deeper understanding and insight to perceptions and experiences of occupational stress from relationships at work in the cultural context of Vietnam. The paper also examines differences in perceptions, experiences of occupational stress from this problem and makes a comparison with perspectives in other cultures. Grounded theory approach is used to study occupational stress by collecting data from in-depth interviews with 42 academic women employed at Vietnamese higher education institutions to understand the meaning, the nature and source of the occupational stress from relationships at work they experience and the impact of occupational stress on their lives. Cultural factors play an important role in occupational stress. Cultural factors such as power distance and hierarchy influence perception, experiences of occupational stress and the ways occupational stress is responded to. The Vietnamese context differs from other cultural contexts in the range of factors perceived as stressors for Vietnamese women. This paper is the first grounded theory study of occupational stress among women academics in Vietnam that determines that the natural of the relationship at work play an important role in how women understand and respond to occupational stress and supports the growing evidence that occupational stress is common, global but different in other cultures.

  11. Training and career development in clinical and translational science: an opportunity for rehabilitation scientists.

    PubMed

    Kelly, Thomas H; Mattacola, Carl G

    2010-11-01

    The National Institutes of Health's Clinical and Translational Science Award initiative is designed to establish and promote academic centers of clinical and translational science (CTS) that are empowered to train and advance multi- and interdisciplinary investigators and research teams to apply new scientific knowledge and techniques to enhance patient care. Among the key components of a full-service center for CTS is an educational platform to support research training in CTS. Educational objectives and resources available to support the career development of the clinical and translational scientists, including clinical research education, mentored research training, and career development support, are described. The purpose of the article is to provide an overview of the CTS educational model so that rehabilitation specialists can become more aware of potential resources that are available and become more involved in the delivery and initiation of the CTS model in their own workplace. Rehabilitation clinicians and scientists are well positioned to play important leadership roles in advancing the academic mission of CTS. Rigorous academic training in rehabilitation science serves as an effective foundation for supporting the translation of basic scientific discovery into improved health care. Rehabilitation professionals are immersed in patient care, familiar with interdisciplinary health care delivery, and skilled at working with multiple health care professionals. The NIH Clinical and Translational Science Award initiative is an excellent opportunity to advance the academic development of rehabilitation scientists.

  12. An example of woman scientist in France

    NASA Astrophysics Data System (ADS)

    Cazenave, A.

    2002-12-01

    Although the presence of women in sciences has been increasing in the past few decades in Europe, it remains incredibly low at the top levels. Recent statistics from the European Commission indicate that now women represent 50 per cent of first degree students in many countries. However, the proportion of women at each stage of the scientific career decreases almost linearly, reaching less than 10 per cent at the highest level jobs. From my own experience, I don't think that this results from sexism nor discrimination. Rather, I think that this is a result of complex cultural factors making women subconsciously persuaded that top level jobs are destined to male scientists only. Many women scientists drop the idea of playing a role at high-level research, considering it is a way of exerting power (a matter reserved to men). Others give up the possibility of combining childcare and high level commitments in research. And too many (married women) still find only natural to sacrifice their own scientific ambitions to the benefit of their spouse's career. In this poster, I briefly present my personal experience. I chose to prioritize scientific productivity and expertise versus hierarchical responsibilities. Besides I tried to keep a satisfactory balance between family demand and research involvement. This was indeed facilitated by the French system, which provides substantial support to women's work (nurseries, recreation centers during school holidays, etc.). To my point of view, the most promising way of increasing the number of women at top levels in research is through education and mentality evolution

  13. Gender and academic medicine: a good pipeline of women graduates is not advancing.

    PubMed

    Puljak, Livia; Kojundzic, Sanja Lovric; Sapunar, Damir

    2008-01-01

    Women are underrepresented in the higher levels of appointment in academic medicine, despite the so-called feminization of medicine. A 27-year (1979-2006) retrospective study was conducted regarding the success and advancement of women and men at the University of Split School of Medicine in Croatia. Data were collected from the school's archive, including number of women and men among applicants, enrollees, graduates, teachers, department chairs and the school management: high school grade averages and admission tests scores by applicant gender and gender-based graduation grade averages. The number and gender patterns of all employed and unemployed physicians in the Split-Dalmatia county were also collected. Men represent the minority among applicants, enrollees, and graduates, whereas women were in the minority among faculty, department chairs, and the school management across all 27 years. Graduation grades from high school and medical school showed that women were statistically better students, although the difference was slight. In the same geographic area, women are more often unemployed and less likely to specialize. More women are applying, enrolling and graduating from the University of Split School of Medicine. Women also perform statistically better on entrance exam and have better graduation grades, yet they remain a minority in faculty and leadership positions. A review of county-wise employment statistics revealed that women were more frequently unemployed and less likely to specialize in this study.

  14. The Doris Duke Clinical Scientist Development Award: implications for early-career physician scientists.

    PubMed

    Escobar-Alvarez, Sindy N; Myers, Elizabeth R

    2013-11-01

    The Doris Duke Charitable Foundation Clinical Scientist Development Award (CSDA) supports early-career physician scientists in their transition to independent research funding. The authors aimed to analyze the characteristics associated with success in CSDA competitions, determine whether attainment of a CSDA is associated with receiving subsequent research funding, and assess whether alumni remain in research. In 2011, the authors tested for associations between gender, age, race/ethnicity, academic degree, National Institutes of Health (NIH) funding rank of the applicant's institution, and success in CSDA competitions. They compared NIH R01 grant attainment, defined as the percentage of individuals who received at least one R01 grant, between CSDA alumni and highly ranked but unsuccessful CSDA applicants (1998-2007). Finally, the authors surveyed alumni to learn more about their professional activities. Demographic factors were not predictors of success in CSDA competitions; academic degree and funding rank of the applicant's institution, however, were. A greater percentage of CSDA alumni than nonalumni received at least one R01 grant (62% [74/120] versus 42% [44/105]). For CSDA alumni who were 10 or more years from the start of their award, their median percent effort toward research activities was 68%. The factors associated with success in a CSDA competition included a combined clinical and doctoral research degree and affiliation with a well-funded institution. More alumni received NIH independent research funding than those who applied but did not receive the award. Thus, the CSDA is associated with physicians establishing independent and recognized research careers.

  15. Strategies to Support Women in the Academic Physical Sciences: Reflections on Experiences and Efforts

    ERIC Educational Resources Information Center

    Stockard, Jean; Lewis, Priscilla A.

    2013-01-01

    In this article, the authors describe a concerted, long-term effort by academic women chemists to provide mentoring and training for their colleagues to survive and change the negative climate of their profession and to develop successful careers in spite of these barriers. Data came from records kept by the group, observations of their…

  16. Variability in Women Faculty's Preferences Regarding Mentor Similarity: A Multi-Institution Study in Academic Medicine.

    PubMed

    Carapinha, René; Ortiz-Walters, Rowena; McCracken, Caitlin M; Hill, Emorcia V; Reede, Joan Y

    2016-08-01

    To investigate which mentor-similarity characteristics women faculty in academic medicine rate most important and to determine whether this importance differs among women faculty on the basis of current and prior mentoring, demographic and personal factors, and career factors. Cross-sectional survey data from 3,100 women faculty at 13 purposively sampled U.S. medical schools were collected in 2012. The preferences of participants regarding the importance of mentor similarity in terms of race/ethnicity, gender, personal and career interests, and department and institution were studied. Analysis entailed chi-square tests and multivariable ordered logistic models. Overall, respondents ranked having a mentor in the same department and institution as most important. Same department and institution were less important for those without a current mentor and for senior faculty, and were more important for Asian faculty. Same career and personal interests were less important for older faculty and more important for those with a doctorate only. Same gender was more important for black faculty, faculty at the rank of instructor, and those without current mentoring. Overall, same race/ethnicity was rated least important; however, it was more important for racial-ethnic minorities, U.S.-born faculty, and those who had never had a mentor. Mentor preferences, as indicated by level of importance assigned to types of mentor similarity, varied among women faculty. To advance effective mentoring, characterized by good mentor-mentee fit, the authors provide recommendations on matching strategies to be used in academic medicine when considering the diverse mentor preferences of women faculty.

  17. Combined Iron Deficiency and Low Aerobic Fitness Doubly Burden Academic Performance among Women Attending University.

    PubMed

    Scott, Samuel P; De Souza, Mary Jane; Koehler, Karsten; Murray-Kolb, Laura E

    2017-01-01

    Academic success is a key determinant of future prospects for students. Cognitive functioning has been related to nutritional and physical factors. Here, we focus on iron status and aerobic fitness in young-adult female students given the high rate of iron deficiency and declines in fitness reported in this population. We sought to explore the combined effects of iron status and fitness on academic success and to determine whether these associations are mediated by cognitive performance. Women (n = 105) aged 18-35 y were recruited for this cross-sectional study. Data were obtained for iron biomarkers, peak oxygen uptake (VO 2peak ), grade point average (GPA), performance on computerized attention and memory tasks, and motivation and parental occupation. We compared the GPA of groups 1) with low compared with normal iron status, 2) among different fitness levels, and 3) by using a combined iron status and fitness designation. Mediation analysis was applied to determine whether iron status and VO 2peak influence GPA through attentional and mnemonic function. After controlling for age, parental occupation, and motivation, GPA was higher in women with normal compared with low ferritin (3.66 ± 0.06 compared with 3.39 ± 0.06; P = 0.01). In analyses of combined effects of iron status and fitness, GPA was higher in women with normal ferritin and higher fitness (3.70 ± 0.08) than in those with 1) low ferritin and lower fitness (3.36 ± 0.08; P = 0.02) and 2) low ferritin and higher fitness (3.44 ± 0.09; P = 0.04). Path analysis revealed that working memory mediated the association between VO 2peak and GPA. Low iron stores and low aerobic fitness may prevent female college students from achieving their full academic potential. Investigators should explore whether integrated lifestyle interventions targeting nutritional status and fitness can benefit cognitive function, academic success, and postgraduate prospects. © 2017 American Society for Nutrition.

  18. Bats and Academics: How Do Scientists Perceive Their Object of Study?

    PubMed

    Boëte, Christophe; Morand, Serge

    2016-01-01

    Bats are associated with conflicting perceptions among humans, ranging from affection to disgust. If these attitudes can be associated with various factors among the general public (e.g. social norms, lack of knowledge), it is also important to understand the attitude of scientists who study bats. Such reflexive information on the researchers community itself could indeed help designing adequate mixed communication tools aimed at protecting bats and their ecosystems, as well as humans living in their vicinity that could be exposed to their pathogens. Thus, we conducted an online survey targeting researchers who spend a part of their research activity studying bats. Our aim was to determine (1) how they perceive their object of study, (2) how they perceive the representation of bats in the media and by the general population, (3) how they protect themselves against pathogen infections during their research practices, and (4) their perceptions of the causes underlying the decline in bat populations worldwide. From the 587 completed responses (response rate of 28%) having a worldwide distribution, the heterogeneity of the scientists' perception of their own object of study was highlighted. In the majority of cases, this depended on the type of research they conducted (i.e. laboratory versus field studies) as well as their research speciality. Our study revealed a high level of personal protection equipment being utilised against pathogens during scientific practices, although the role bats play as reservoirs for a number of emerging pathogens remains poorly known. Our results also disclosed the unanimity among specialists in attributing a direct role for humans in the global decline of bat populations, mainly via environmental change, deforestation, and agriculture intensification. Overall, the present study suggests the need for better communication regarding bats and their biology, their role within the scientific community, as well as in the general public

  19. Science and Society Test for Scientists: The Energy Crisis

    ERIC Educational Resources Information Center

    Hafemeister, David

    1974-01-01

    Presents a test stressing back-of-the-envelope questions most academic scientists should be able to answer. Topics include laser fusion, emergency core cooling, solar sea power, urban transportation, etc. Suggests that question-answer format can be used to transmit science and society subject matter more effectively than sophisticated computer…

  20. Women's Careers in Biomedical Sciences: Implications for the Economy, Scientific Discovery, and Women's Health.

    PubMed

    Plank-Bazinet, Jennifer L; Heggeness, Misty L; Lund, P Kay; Clayton, Janine Austin

    2017-05-01

    While women have been well represented in medical school and biomedical doctoral degree programs, they do not comprise half of academic medicine faculty positions. Furthermore, there is a significant paucity of women in academic medicine leadership positions, as evidenced by the fact that only 16% of dean positions at United States Medical schools are filled by women. In this commentary, the authors review the state of women in academic medicine and argue that increased representation of women in the academic workforce will lead to economic gains, increased scientific discovery, and improvements to women's health.

  1. Candid Reflections on the Departure of Black Women Faculty from Academe in the United States

    ERIC Educational Resources Information Center

    Chambers, Crystal Renee

    2012-01-01

    Critical content analysis is used to identify content within blogs, exposing views within academe that reinforce and normalize racist, sexist, and interactively racist and sexist perspectives. The two themes explored here are unfairness and subjectivities within personnel processes and the qualifications of Black women faculty, as raised through a…

  2. What Works for Women in Undergraduate Physics?

    NASA Astrophysics Data System (ADS)

    Whitten, Barbara L.; Dorato, Shannon R.; Foster, Suzanne R.; Duncombe, Margaret L.

    2005-10-01

    The physics community in the U.S. has been concerned about the low participation by women for many years. Although some progress has been made, the percentage of undergraduate women in physics is still less than half that in mathematics and chemistry. While the percentage of women in physics declines at every step up the academic ladder, the largest decrease occurs in the undergraduate years. Therefore it is worthwhile to look at how undergraduate physics departments might make women students comfortable. We have conducted a study of undergraduate physics departments in order to learn "what works" in attracting and retaining women in the undergraduate physics major. With a team of women physicists, we visited nine undergraduate physics departments, five with high participation by women and four with average participation. We also visited six departments in women's colleges, which are known for producing accomplished women in all fields, including science. Three of the 15 schools are historically Black colleges, which produce disproportionate numbers of African-American women scientists. We found that the most important factor in a female-friendly physics department is a warm and inclusive culture that reaches out to introductory students. We also discuss the effects of curriculum, pedagogy, and institutional policy.

  3. Parents who influence their children to become scientists: effects of gender and parental education.

    PubMed

    Sonnert, Gerhard

    2009-12-01

    In this paper we report on testing the 'role-model' and 'opportunity-structure' hypotheses about the parents whom scientists mentioned as career influencers. According to the role-model hypothesis, the gender match between scientist and influencer is paramount (for example, women scientists would disproportionately often mention their mothers as career influencers). According to the opportunity-structure hypothesis, the parent's educational level predicts his/her probability of being mentioned as a career influencer (that is, parents with higher educational levels would be more likely to be named). The examination of a sample of American scientists who had received prestigious postdoctoral fellowships resulted in rejecting the role-model hypothesis and corroborating the opportunity-structure hypothesis. There were a few additional findings. First, women scientists were more likely than men scientists to mention parental influencers. Second, fathers were more likely than mothers to be mentioned as influencers. Third, an interaction was found between the scientist's gender and parental education when predicting a parent's nomination as influencer.

  4. The mentoring of male and female scientists during their doctoral studies

    NASA Astrophysics Data System (ADS)

    Filippelli, Laura Ann

    The mentoring relationships of male and female scientists during their doctoral studies were examined. Male and female biologists, chemists, engineers and physicists were compared regarding the importance of doctoral students receiving career enhancing and psychosocial mentoring from their doctoral chairperson and student colleagues. Scientists' satisfaction with their chairperson and colleagues as providers of these mentoring functions was also investigated. In addition, scientists identified individuals other than their chairperson and colleagues who were positive influencers on their professional development as scientists and those who hindered their development. A reliable instrument, "The Survey of Accomplished Scientists' Doctoral Experiences," was developed to assess career enhancing and psychosocial mentoring of doctoral chairpersons and student colleagues based on the review of literature, interviews with scientists and two pilot studies. Surveys were mailed to a total of 400 men and women scientists with earned doctorates, of which 209 were completed and returned. The findings reveal that female scientists considered the doctoral chairperson furnishing career enhancing mentoring more important than did the men, while both were in accordance with the importance of them providing psychosocial mentoring. In addition, female scientists were not as satisfied as men with their chairperson providing most of the career enhancing and psychosocial mentoring functions. For doctoral student colleagues, female scientists, when compared to men, indicated that they considered student colleagues more important in providing career enhancing and psychosocial mentoring. However, male and female scientists were equally satisfied with their colleagues as providers of these mentoring functions. Lastly, the majority of male scientists indicated that professors served as a positive influencer, while women revealed that spouses and friends positively influenced their professional

  5. Increasing both the public health potential of basic research and the scientist satisfaction. An international survey of bio-scientists.

    PubMed

    Sorrentino, Carmen; Boggio, Andrea; Confalonieri, Stefano; Hemenway, David; Scita, Giorgio; Ballabeni, Andrea

    2016-01-01

    Basic scientific research generates knowledge that has intrinsic value which is independent of future applications. Basic research may also lead to practical benefits, such as a new drug or diagnostic method. Building on our previous study of basic biomedical and biological researchers at Harvard, we present findings from a new survey of similar scientists from three countries. The goal of this study was to design policies to enhance both the public health potential and the work satisfaction and test scientists' attitudes towards these factors. The present survey asked about the scientists' motivations, goals and perspectives along with their attitudes concerning  policies designed to increase both the practical (i.e. public health) benefits of basic research as well as their own personal satisfaction. Close to 900 basic investigators responded to the survey; results corroborate the main findings from the previous survey of Harvard scientists. In addition, we find that most bioscientists disfavor present policies that require a discussion of the public health potential of their proposals in grants but generally favor softer policies aimed at increasing the quality of work and the potential practical benefits of basic research. In particular, bioscientists are generally supportive of those policies entailing the organization of more meetings between scientists and the general public, the organization of more academic discussion about the role of scientists in the society, and the implementation of a "basic bibliography" for each new approved drug.

  6. Women chairs in academic medicine: engendering strategic intuition

    PubMed Central

    Isaac, Carol; Griffin, Lindsay

    2017-01-01

    Purpose Because stereotypically masculine behaviors are required for effective leadership, examining female chairs’ leadership in academic medicine can provide insight into the complex ways in which gender impacts on their leadership practices. The paper aims to discuss this issue. Design/methodology/approach The author interviewed three female clinical chairs and compared the findings to interviews with 28 of their faculty. Grounded theory analysis of the subsequent text gathered comprehensive, systematic, and in-depth information about this case of interest at a US top-tier academic medical center. Findings Four of five themes from the faculty were consistent with the chair’s narrative with modifications: Prior Environment (Motivated by Excellence), Tough, Direct, Transparent (Developing Trust), Communal Actions (Creating Diversity of Opinion), and Building Power through Consensus (an “Artful Exercise”) with an additional theme, the Significance (and Insignificance) of a Female Chair. While faculty members were acutely aware of the chair’s gender, the chairs paradoxically vacillated between gender being a “non-issue” and noting that male chairs “don’t do laundry.” All three female chairs in this study independently and explicitly stated that gender was not a barrier, yet intuitively used successful strategies derived from the research literature. Originality/value This study suggests that while their gender was highlighted by faculty, these women dismissed gender as a “non-issue.” The duality of gender for these three female leaders was both minimized and subtly affirmed. PMID:26045192

  7. Women's Careers in Biomedical Sciences: Implications for the Economy, Scientific Discovery, and Women's Health

    PubMed Central

    Heggeness, Misty L.; Lund, P. Kay; Clayton, Janine Austin

    2017-01-01

    Abstract While women have been well represented in medical school and biomedical doctoral degree programs, they do not comprise half of academic medicine faculty positions. Furthermore, there is a significant paucity of women in academic medicine leadership positions, as evidenced by the fact that only 16% of dean positions at United States Medical schools are filled by women. In this commentary, the authors review the state of women in academic medicine and argue that increased representation of women in the academic workforce will lead to economic gains, increased scientific discovery, and improvements to women's health. PMID:27509297

  8. What Account of Science Shall We Give? a Case Study of Scientists Teaching First-Year University Subjects

    ERIC Educational Resources Information Center

    Smith, Dorothy V.; Mulhall, Pamela J.; Gunstone, Richard F.; Hart, Christina E.

    2015-01-01

    This article presents a case study of four academic scientists. These academics teach in the first year of a Bachelor of Science degree at a large research-focused Australian university that has demanded and supported a greater focus on undergraduate learning. Taken as a whole, the accounts of science that the first-year academics in this case…

  9. Women Scientists and Engineers: Trends in Participation.

    ERIC Educational Resources Information Center

    Vetter, Betty M.

    1981-01-01

    Examines trends in participation of women in science and engineering over the past decade and estimates changes during the 1980s. Focuses on educational attainment, employment status and sector, and salaries, and indicates a gap in salaries and career opportunities between men and women. (JN)

  10. Business development activities at academic institutions as related to the education, training, and career development of the next generation of scientists and professionals

    NASA Astrophysics Data System (ADS)

    Mobarhan, Kamran S.

    2007-06-01

    Every year large sums of tax payers money are used to fund scientific research at various universities. The result is outstanding new discoveries which are published in scientific journals. However, more often than not, once the funding for these research programs end, the results of these new discoveries are buried deep within old issues of technical journals which are archived in university libraries and are consequently forgotten. Ideally, these scientific discoveries and technological advances generated at our academic institutions should lead to the creation of new jobs for our graduating students and emerging scientists and professionals. In this fashion the students who worked hard to produce these new discoveries and technological advances, can continue with their good work at companies that they helped launch and establish. This article explores some of the issues related to new business development activities at academic institutions. Included is a discussion of possible ways of helping graduating students create jobs for themselves, and for their fellow students, through creation of new companies which are based on the work that they did during their course of university studies.

  11. Gender disparities in scholarly productivity within academic otolaryngology departments.

    PubMed

    Eloy, Jean Anderson; Svider, Peter; Chandrasekhar, Sujana S; Husain, Qasim; Mauro, Kevin M; Setzen, Michael; Baredes, Soly

    2013-02-01

    To examine whether there are gender disparities in scholarly productivity within academic otolaryngology departments, as measured by academic rank and the h-index, a published, objective measure of research contributions that quantifies the number and significance of papers published by a given author. Analysis of bibliometric data of academic otolaryngologists. Faculty listings from academic otolaryngology departments were used to determine academic rank and gender. The Scopus database was used to determine h-index and publication range (in years) of these faculty members. In addition, 20 randomly chosen institutions were used to compare academic otolaryngologists to faculty members in other surgical specialties. Mean h-indices increased through the rank of professor. Among academic otolaryngologists, men had significantly higher h-indices than women, a finding also noted on examination of faculty members from other specialties. Men had higher research productivity rates at earlier points in their career than women did. The productivity rates of women increased and equaled or surpassed those of men later in their careers. Men had higher absolute h-index values at junior academic ranks. Women academic otolaryngologists of senior rank had higher absolute h-indices than their male counterparts. The h-index measures research significance in an objective manner and indicates that although men have higher overall research productivity in academic otolaryngology, women demonstrate a different productivity curve. Women produce less research output earlier in their careers than men do, but at senior levels, they equal or exceed the research productivity of men.

  12. The Scarcity of Orthopaedic Physician Scientists.

    PubMed

    Buckwalter, Joseph A; Elkins, Jacob M

    2017-01-01

    Breakthrough advances in medicine almost uniformly result from the translation of new basic scientific knowledge into clinical practice, rather than from assessment, modification or refinement of current methods of diagnosis and treatment. However, as is intuitively understood, those most responsible for scientific conception and creation-scientists - are generally not the ones applying these advances at the patient's bedside or the operating room, and vice versa. Recognition of the scarcity of clinicians with a background that prepares them to develop new basic knowledge, and to critically evaluate the underlying scientific basis of methods of diagnosis and treatment, has led to initiatives including federally funded Physician-Scientist programs, whereby young, motivated scholars begin a rigorous training, which encompasses education and mentorship within both medical and scientific fields, culminating in the conferment of both MD and PhD degrees. Graduates have demonstrated success in integrating science into their academic medical careers. However, for unknown reasons, orthopaedic surgery, more than other specialties, has struggled to recruit and retain physician-scientists, who possess a skill set evermore rare in today's increasingly complicated medical and scientific landscape. While the reasons for this shortfall have yet to be completely elucidated, one thing is clear: If orthopaedics is to make significant advances in the diagnosis and treatment of musculoskeletal diseases and injuries, recruitment of the very best and brightest physician-scientists to orthopaedics must become a priority. This commentary explores potential explanations for current low-recruitment success regarding future orthopaedic surgeon-scientists, and discusses avenues for resolution.

  13. Disciplining the Interdisciplinary: Radicalism and the Academic Curriculum.

    ERIC Educational Resources Information Center

    Bird, Elizabeth

    2001-01-01

    Reviews the lack of sociology in the academic curriculum. Interviews women academics who introduced interdisciplinary women's studies degrees in the United Kingdom and North America. Argues that the power of established disciplines to incorporate new knowledge illustrates how academic knowledge and institutions maintain their essential…

  14. Gender Differences in Academic Productivity and Academic Career Choice Among Urology Residents

    PubMed Central

    Yang, Glen; Villalta, Jacqueline D.; Weiss, Dana A.; Carroll, Peter R.; Breyer, Benjamin N.

    2012-01-01

    Purpose Gender disparities have long existed in medicine but they have not been well examined in urology. We analyzed a large cohort of graduating urology residents to investigate gender disparities in academic productivity, as measured by peer reviewed publications and academic career choice. Materials and Methods We assembled a list of urology residents who graduated from 2002 through 2008 who were affiliated with the top 50 urology hospitals, as ranked by 2009 U.S. News & World Report. PubMed® was queried to determine the publication output of each resident during the last 3 years of residency. We used an Internet search to determine the fellowship training, career choice and academic rank of each subject. Gender effects on each factor were evaluated. Results A total of 459 male (84.5%) and 84 female (15.5%) residents were included in analysis. During residency women produced fewer total publications (average 3.0 vs 4.8, p = 0.01) and fewer as first author (average 1.8 vs 2.5, p = 0.03) than men. A higher proportion of women than men underwent fellowship training (54.8% vs 48.5%, p =0.29) and ultimately chose an academic career (40.5% vs 33.3%, p = 0.20), although these differences were not statistically significant. Of residents who chose an academic career a higher proportion of men than women (24.7% vs 2.9%, p = 0.01) obtained associate vs assistant professor rank. Conclusions Women produced fewer peer reviewed publications than men during residency but they were equally likely to undergo fellowship training and choose an academic career. During the study period a higher proportion of men achieved associate professor rank. PMID:22902027

  15. Variability in Women Faculty’s Preferences Regarding Mentor Similarity: A Multi-Institution Study in Academic Medicine

    PubMed Central

    Carapinha, René; Ortiz-Walters, Rowena; McCracken, Caitlin M.; Hill, Emorcia V.; Reede, Joan Y.

    2016-01-01

    Purpose To investigate which mentor similarity characteristics women faculty in academic medicine rate most important and to determine whether the importance of similarity differs among women faculty based on current and prior mentoring, demographic and personal factors, and career factors. Method Cross-sectional survey data from 3,100 women faculty at 13 purposively sampled U.S. medical schools were collected in 2012. The preferences of participants regarding the importance of mentor similarity in terms of race/ethnicity, gender, personal and career interests, and department and institution were studied. Analysis entailed chi square tests and multivariable ordered logistic models. Results Overall, respondents ranked having a mentor in the same department and institution as most important. Same department and institution were less important for those without a current mentor and for senior faculty, and were more important for Asian faculty. Same career and personal interests were less important for older faculty and more important for those with a doctorate only. Same gender was more important for Black faculty, faculty at the rank of instructor, and those without current mentoring. Overall, same race/ethnicity was rated least important; however, it was more important for racial/ethnic minorities, foreign-born faculty, and those who had never had a mentor. Conclusions Mentor preferences, as indicated by level of importance assigned to types of mentor similarity, varied among women faculty. To advance effective mentoring, characterized by high degree of mentor-mentee fit, the authors provide recommendations on matching strategies to be used in academic medicine when considering the diverse mentor preferences of women faculty. PMID:27332871

  16. Fostering institutional practices in support of public engagement by scientists

    NASA Astrophysics Data System (ADS)

    Cobb, K. M.

    2016-12-01

    Scientists are increasingly called on to communicate the findings of their research outside the scientific sphere, to members of the public, media, and/or policymakers eager for information about topics at the intersections of science and society. While all scientists share a desire for a more informed public, and for the development of evidence-based public policy, there are profound hurdles that prevent most scientists from meaningfully engaging the public. Here, I identify and discuss both internal (i.e. finite time, discomfort in public speaking and interview settings, etc) and external (metrics for promotion and tenure, scholarly reputation, etc) obstacles for public engagement. At the same time, I also discuss how recent trends in scientific practice provide clear, concrete, and compelling rewards for public engagement. Specifically, institutions of higher education have a vested interest in fostering and rewarding greater public engagement by scientists across all academic ranks. I review a variety of innovative mechanisms, both informal and formal, that institutions are employing to achieve this goal, and assess their potential impact on the engagement levels of scientists.

  17. How Academic Biologists and Physicists View Science Outreach

    PubMed Central

    Ecklund, Elaine Howard; James, Sarah A.; Lincoln, Anne E.

    2012-01-01

    Scholars and pundits alike argue that U.S. scientists could do more to reach out to the general public. Yet, to date, there have been few systematic studies that examine how scientists understand the barriers that impede such outreach. Through analysis of 97 semi-structured interviews with academic biologists and physicists at top research universities in the United States, we classify the type and target audiences of scientists’ outreach activities. Finally, we explore the narratives academic scientists have about outreach and its reception in the academy, in particular what they perceive as impediments to these activities. We find that scientists’ outreach activities are stratified by gender and that university and disciplinary rewards as well as scientists’ perceptions of their own skills have an impact on science outreach. Research contributions and recommendations for university policy follow. PMID:22590526

  18. Scientists as role models in space science outreach

    NASA Astrophysics Data System (ADS)

    Alexander, D.

    The direct participation of scientists significantly enhances the impact of any E/PO effort. This is particularly true when the scientists come from minority or traditionally under-represented groups and, consequently, become role models for a large number of students while presenting positive counter-examples to the usual stereotypes. In this paper I will discuss the impact of scientists as role models through the successful implementation of a set of space physics games and activities, called Solar Week. Targetted at middle-school girls, the key feature of Solar Week is the "Ask a Scientist" section enabling direct interaction between participating students and volunteer scientists. All of the contributing scientists are women, serving as experts in their field and providing role models to whom the students can relate. Solar Week has completed four sessions with a total of some 140 edcuators and 12,000+ students in over 28 states and 9 countries. A major success of the Solar Week program has been the ability of the students to learn more about the scientists as people, through online biographies, and to discuss a variety of topics ranging from science, to careers and common hobbies.

  19. Perspective: Entering uncharted waters: navigating the transition from trainee to career for the nonphysician clinician-scientist.

    PubMed

    MacDonald, Shannon E; Sharpe, Heather M; Shikako-Thomas, Keiko; Larsen, Bodil; MacKay, Lyndsay

    2013-01-01

    The transition from trainee to career clinician-scientist can be a stressful and challenging time, particularly for those entering the less established role of nonphysician clinician-scientist. These individuals are typically PhD-prepared clinicians in the allied health professions, who have either a formal or informal joint appointment between a clinical institution and an academic or research institution. The often poorly defined boundaries and expectations of these developing roles can pose additional challenges for the trainee-to-career transition.It is important for these trainees to consider what they want and need in a position in order to be successful, productive, and fulfilled in both their professional and personal lives. It is also critical for potential employers, whether academic or clinical (or a combination of both), to be fully aware of the supports and tools necessary to recruit and retain new nonphysician clinician-scientists. Issues of relevance to the trainee and the employer include finding and negotiating a position; the importance of mentorship; the value of effective time management, particularly managing clinical and academic time commitments; and achieving work-life balance. Attention to these issues, by both the trainee and those in a position to hire them, will facilitate a smooth transition to the nonphysician clinician-scientist role and ultimately contribute to individual and organizational success.

  20. The Use of Internet Services and Resources by Scientists at Olabisi Onabanjo University, Ago Iwoye, Nigeria

    ERIC Educational Resources Information Center

    Bankole, Olubanke M.

    2013-01-01

    Purpose: This study aims to investigate the extent and level of internet access and use among scientists at Olabisi Onabanjo University (OOU), Ago Iwoye, Nigeria, its impact on their academic activities and the constraints faced in internet use. Design/methodology/approach: A questionnaire survey with all the 125 scientists in the Faculty of…

  1. Perspective: PhD scientists completing medical school in two years: looking at the Miami PhD-to-MD program alumni twenty years later.

    PubMed

    Koniaris, Leonidas G; Cheung, Michael C; Garrison, Gwen; Awad, William M; Zimmers, Teresa A

    2010-04-01

    Producing and retaining physician-scientists remains a major challenge in advancing innovation, knowledge, and patient care across all medical disciplines. Various programs during medical school, including MD-PhD programs, have been instituted to address the need for continued production of physician-scientists. From 1971 through 1989, 508 students with a prior PhD in the sciences, mathematics, or engineering graduated in two years from an accelerated MD program at the University of Miami School of Medicine. The program, designed to address potential clinical physician shortages rather than physician-scientist shortages, quickly attracted many top-notch scientists to medicine. Many program graduates went to top-tier residencies, pursued research careers in academic medicine, and became academic leaders in their respective fields. A retrospective examination of graduates conducted in 2008-2009 demonstrated that approximately 59% took positions in academic university medical departments, 3% worked for governmental agencies, 5% entered industry as researchers or executives, and 33% opted for private practice. Graduates' positions included 85 full professors, 11 university directors or division heads, 14 academic chairs, 2 medical school deans, and 1 astronaut. Overall, 30% of graduates had obtained National Institutes of Health funding after completing the program. These results suggest that accelerated medical training for accomplished scientists can produce a large number of successful physician-scientists and other leaders in medicine. Furthermore, these results suggest that shortening the medical portion of combined MD-PhD programs might also be considered.

  2. Underrepresentation of Women and Minorities in the United States IR Academic Physician Workforce.

    PubMed

    Higgins, Mikhail C S S; Hwang, Wei-Ting; Richard, Chase; Chapman, Christina H; Laporte, Angelique; Both, Stefan; Thomas, Charles R; Deville, Curtiland

    2016-12-01

    To assess the United States interventional radiology (IR) academic physician workforce diversity and comparative specialties. Public registries were used to assess demographic differences among 2012 IR faculty and fellows, diagnostic radiology (DR) faculty and residents, DR subspecialty fellows (pediatric, abdominal, neuroradiology, and musculoskeletal), vascular surgery and interventional cardiology trainees, and 2010 US medical school graduates and US Census using binomial tests with .001 significance level (Bonferroni adjustment for multiple comparisons). Significant trends in IR physician representation were evaluated from 1992 to 2012. Women (15.4%), blacks (2.0%), and Hispanics (6.2%) were significantly underrepresented as IR fellows compared with the US population. Women were underrepresented as IR (7.3%) versus DR (27.8%) faculty and IR fellows (15.4%) versus medical school graduates (48.3%), DR residents (27.8%), pediatric radiology fellows (49.4%), and vascular surgery trainees (27.7%) (all P < .001). IR ranked last in female representation among radiologic subspecialty fellows. Blacks (1.8%, 2.1%, respectively, for IR faculty and fellows); Hispanics (1.8%, 6.2%); and combined American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders (1.8%, 0) showed no significant differences in representation as IR fellows compared with IR faculty, DR residents, other DR fellows, or interventional cardiology or vascular surgery trainees. Over 20 years, there was no significant increase in female or black representation as IR fellows or faculty. Women, blacks, and Hispanics are underrepresented in the IR academic physician workforce relative to the US population. Given prevalent health care disparities and an increasingly diverse society, research and training efforts should address IR physician workforce diversity. Copyright © 2016 SIR. Published by Elsevier Inc. All rights reserved.

  3. "Supporting Early Career Women in the Geosciences through Online Peer-Mentoring: Lessons from the Earth Science Women's Network (ESWN)"

    NASA Astrophysics Data System (ADS)

    Holloway, T.; Hastings, M. G.; Barnes, R. T.; Fischer, E. V.; Wiedinmyer, C.; Rodriguez, C.; Adams, M. S.; Marin-Spiotta, E.

    2014-12-01

    The Earth Science Women's Network (ESWN) is an international peer-mentoring organization with over 2000 members, dedicated to career development and community for women across the geosciences. Since its formation in 2002, ESWN has supported the growth of a more diverse scientific community through a combination of online and in-person networking activities. Lessons learned related to online networking and community-building will be presented. ESWN serves upper-level undergraduates, graduate students, professionals in a range of environmental fields, scientists working in federal and state governments, post-doctoral researchers, and academic faculty and scientists. Membership includes women working in over 50 countries, although the majority of ESWN members work in the U.S. ESWN increases retention of women in the geosciences by enabling and supporting professional person-to-person connections. This approach has been shown to reduce feelings of isolation among our members and help build professional support systems critical to career success. In early 2013 ESWN transitioned online activities to an advanced social networking platform that supports discussion threads, group formation, and individual messaging. Prior to that, on-line activities operated through a traditional list-serve, hosted by the National Center for Atmospheric Research (NCAR). The new web center, http://eswnonline.org, serves as the primary forum for members to build connections, seek advice, and share resources. For example, members share job announcements, discuss issues of work-life balance, and organize events at professional conferences. ESWN provides a platform for problem-based mentoring, drawing from the wisdom of colleagues across a range of career stages.

  4. "Comadres" among Us: The Power of Artists as Informal Mentors for Women of Color in Academe

    ERIC Educational Resources Information Center

    Santamaría, Lorri J.; Jaramillo, Nathalia E.

    2014-01-01

    In this article, we, "colegas"/colleagues of color, explore the ways in which the literary and artistic contributions of Gloria Anzaldúa, Octavia Butler, and Frida Kahlo have inspired, nurtured, and profoundly influenced our personal and professional lives as academics. We underscore the importance of mentoring for women of color in…

  5. Toward inclusive science education: University scientists' views of students,instructional practices, and the nature of science

    NASA Astrophysics Data System (ADS)

    Bianchini, Julie A.; Whitney, David J.; Breton, Therese D.; Hilton-Brown, Bryan A.

    2002-01-01

    This study examined the perceptions and self-reported practices of 18 scientists participating in a yearlong seminar series designed to explore issues of gender and ethnicity in science. Scientists and seminar were part of the Promoting Women and Scientific Literacy project, a curriculum transformation and professional development initiative undertaken by science, science education, and women's studies faculty at their university. Researchers treated participating scientists as critical friends able to bring clarity to and raise questions about conceptions of inclusion in science education. Through questionnaires and semistructured interviews, we explored their (a) rationales for differential student success in undergraduate science education; (b) self-reports of ways they structure, teach, and assess courses to promote inclusion; and (c) views of androcentric and ethnocentric bias in science. Statistical analysis of questionnaires yielded few differences in scientists' views and reported practices by sex or across time. Qualitative analysis of interviews offered insight into how scientists can help address the problem of women and ethnic minorities in science education; constraints encountered in attempts to implement pedagogical and curricular innovations; and areas of consensus and debate across scientists and science studies scholars' descriptions of science. From our findings, we provided recommendations for other professional developers working with scientists to promote excellence and equity in undergraduate science education.

  6. Gender differences in academic productivity and academic career choice among urology residents.

    PubMed

    Yang, Glen; Villalta, Jacqueline D; Weiss, Dana A; Carroll, Peter R; Breyer, Benjamin N

    2012-10-01

    Gender disparities have long existed in medicine but they have not been well examined in urology. We analyzed a large cohort of graduating urology residents to investigate gender disparities in academic productivity, as measured by peer reviewed publications and academic career choice. We assembled a list of urology residents who graduated from 2002 through 2008 who were affiliated with the top 50 urology hospitals, as ranked by 2009 U.S. News & World Report. PubMed® was queried to determine the publication output of each resident during the last 3 years of residency. We used an Internet search to determine the fellowship training, career choice and academic rank of each subject. Gender effects on each factor were evaluated. A total of 459 male (84.5%) and 84 female (15.5%) residents were included in analysis. During residency women produced fewer total publications (average 3.0 vs 4.8, p = 0.01) and fewer as first author (average 1.8 vs 2.5, p = 0.03) than men. A higher proportion of women than men underwent fellowship training (54.8% vs 48.5%, p = 0.29) and ultimately chose an academic career (40.5% vs 33.3%, p = 0.20), although these differences were not statistically significant. Of residents who chose an academic career a higher proportion of men than women (24.7% vs 2.9%, p = 0.01) obtained associate vs assistant professor rank. Women produced fewer peer reviewed publications than men during residency but they were equally likely to undergo fellowship training and choose an academic career. During the study period a higher proportion of men achieved associate professor rank. Copyright © 2012 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

  7. Work family balance, stress, and salivary cortisol in men and women academic physicians.

    PubMed

    Bergman, B; Ahmad, F; Stewart, D E

    2008-01-01

    The stress of medical practice has been recurrently studied, but work- and family-related determinants of health by gender remain under researched. To test the hypothesis that cortisol excretion would be affected by the perceived severity of total workload imbalance. By hierarchical regression analysis, the associations between work-family balance and diurnal salivary cortisol levels by sex in academic physicians (n = 40) were investigated. Men physicians reported more paid work hours per week than women physicians and women more time in childcare, but their total working hours were similar. Controlling for sex and age, the mean of the diurnal cortisol release was associated with a combined effect of sex and responsibility at home. When morning cortisol, sex, and children at home were held constant, cortisol levels in the evening were associated with responsibility at home without significant gender interaction. With increasing responsibility at home, women and men reacted differently with regard to cortisol responses over the day. However, in the evening, controlling for the morning cortisol, these gender differences were not as obvious. These findings highlight traditional gender patterns among both women and men physicians in the challenge of finding a balance between work and family.

  8. A Serendipitous Scientist.

    PubMed

    Lefkowitz, Robert J

    2018-01-06

    Growing up in a middle-class Jewish home in the Bronx, I had only one professional goal: to become a physician. However, as with most of my Vietnam-era MD colleagues, I found my residency training interrupted by the Doctor Draft in 1968. Some of us who were academically inclined fulfilled this obligation by serving in the US Public Health Service as commissioned officers stationed at the National Institutes of Health. This experience would eventually change the entire trajectory of my career. Here I describe how, over a period of years, I transitioned from the life of a physician to that of a physician-scientist; my 50 years of work on cellular receptors; and some miscellaneous thoughts on subjects as varied as Nobel prizes, scientific lineages, mentoring, publishing, and funding.

  9. Beyond the Dualism between Lifelong Employment and Job Insecurity: Some New Career Promises for Young Scientists

    ERIC Educational Resources Information Center

    Dany, F.; Mangematin, Vincent

    2004-01-01

    This article analyses the early careers of young scientists in France. Since training and early career management are designed to cater almost exclusively for an academic career, a substantial proportion of PhDs lack support to design their training in relation to the job they will look for after graduation. Even if most young scientists manage to…

  10. A gender-based comparison of academic rank and scholarly productivity in academic neurological surgery.

    PubMed

    Tomei, Krystal L; Nahass, Meghan M; Husain, Qasim; Agarwal, Nitin; Patel, Smruti K; Svider, Peter F; Eloy, Jean Anderson; Liu, James K

    2014-07-01

    The number of women pursuing training opportunities in neurological surgery has increased, although they are still underrepresented at senior positions relative to junior academic ranks. Research productivity is an important component of the academic advancement process. We sought to use the h-index, a bibliometric previously analyzed among neurological surgeons, to evaluate whether there are gender differences in academic rank and research productivity among academic neurological surgeons. The h-index was calculated for 1052 academic neurological surgeons from 84 institutions, and organized by gender and academic rank. Overall men had statistically higher research productivity (mean 13.3) than their female colleagues (mean 9.5), as measured by the h-index, in the overall sample (p<0.0007). When separating by academic rank, there were no statistical differences (p>0.05) in h-index at the assistant professor (mean 7.2 male, 6.3 female), associate professor (11.2 male, 10.8 female), and professor (20.0 male, 18.0 female) levels based on gender. There was insufficient data to determine significance at the chairperson rank, as there was only one female chairperson. Although overall gender differences in scholarly productivity were detected, these differences did not reach statistical significance upon controlling for academic rank. Women were grossly underrepresented at the level of chairpersons in this sample of 1052 academic neurological surgeons, likely a result of the low proportion of females in this specialty. Future studies may be needed to investigate gender-specific research trends for neurosurgical residents, a cohort that in recent years has seen increased representation by women. Copyright © 2013 Elsevier Ltd. All rights reserved.

  11. Explaining Scientists' Plans for International Mobility from a Life Course Perspective

    ERIC Educational Resources Information Center

    Netz, Nicolai; Jaksztat, Steffen

    2017-01-01

    We identify factors influencing young scientists' plans for research stays abroad by embedding theories of social inequality, educational decision making, and migration into a life course framework. We test the developed model of international academic mobility by calculating a structural equation model using data from an online survey of…

  12. Women's Advancement in Political Science. A Report on the APSA Workshop on the Advancement of Women in Academic Political Science in the United States (Washington, DC, March 4-5, 2004)

    ERIC Educational Resources Information Center

    American Political Science Association (NJ1), 2005

    2005-01-01

    In March 2004, the National Science Foundation funded a two-day workshop by the American Political Science Association (APSA) on the advancement of women in academic political science in the United States. The workshop was prompted by an alarming stall in the number of women entering the discipline and persisting through early years of faculty…

  13. Retaining a Foothold on the Slippery Paths of Academia: University Women, Indirect Discrimination, and the Academic Marketplace

    ERIC Educational Resources Information Center

    Wilson, Jacqueline Z.; Marks, Genee; Noone, Lynne; Hamilton-Mackenzie, Jennifer

    2010-01-01

    This paper examines indirect discrimination in Australian universities that tends to obstruct and delay women's academic careers. The topic is defined and contextualised via a 1998 speech by the Australian Human Rights Commission's Sex Discrimination Commissioner, juxtaposed with a brief contemporaneous exemplar. The paper discusses the prevalence…

  14. The Hedwig van Ameringen Executive Leadership in Academic MedicineRTM Program for Women: An Explanatory Study Regarding Its Development and Persistence

    ERIC Educational Resources Information Center

    Mensel, Ruth

    2010-01-01

    This study was designed to determine which factors contributed to the development and persistence of a women's leadership development program in higher education. The "Hedwig van Ameringen" Executive Leadership in Academic Medicine[R] "Program for Women" was the basis for this single-case study. To speculate about ELAM's development and…

  15. How Women in Biomedical PhD Programs Manage Gender Consciousness as They Persist toward Academic Research Careers

    PubMed Central

    Remich, Robin; Jones, Remi; Wood, Christine V.; Campbell, Patricia B.; McGee, Richard

    2016-01-01

    Purpose Women remain underrepresented as biomedical faculty and are more likely than White and Asian men to lose interest in faculty careers in graduate school. However, some women maintain interest in academic research careers during PhD training and are the most likely candidates for faculty positions. This study explored how these women described and interpreted gender issues at early stages in their training. Method Annual interviews from 2009–14 with 22 female PhD students aspiring to research faculty careers were analyzed using an iterative, content analysis approach rooted in the interview data. Focusing on career intentions and experiences with gender, race, and ethnicity, authors arrived at 11 themes which describe a range of gendered experiences and strategies. Results Of the 22 women, 19 (86%) acknowledged systemic gender inequities in science and/or reported instances of bias while 15 of them also said they had not yet experienced unequal treatment. All 22 described using at least one “gender explicit strategy,” where they based decisions on gender or in response to perceived biases. “Gender agnostic strategies” emerged for 12 (55%) who doubted that gender will affect their career. Conclusions Findings show that women biomedical PhD students continue to face conditions that can lead to unequal treatment; gender biases continue to persist. Students displayed a range of perceptions and strategies in response to these conditions at this early training stage. Following these students over time will determine if these or other strategies are required and sufficient to enable persistence toward academic careers. PMID:27254008

  16. How Women in Biomedical PhD Programs Manage Gender Consciousness as They Persist Toward Academic Research Careers.

    PubMed

    Remich, Robin; Jones, Remi; Wood, Christine V; Campbell, Patricia B; McGee, Richard

    2016-08-01

    Women remain underrepresented as biomedical faculty and are more likely than white and Asian men to lose interest in faculty careers in graduate school. However, some women maintain interest in academic research careers during PhD training and are the most likely candidates for faculty positions. This study explored how these women described and interpreted gender issues at early stages in their training. Annual interviews from 2009 to 2014 with 22 female PhD students aspiring to research faculty careers were analyzed using an iterative, content analysis approach rooted in the interview data. Focusing on career intentions and experiences with gender, race, and ethnicity, authors arrived at 11 themes which describe a range of gendered experiences and strategies. Of the 22 women, 19 (86%) acknowl edged systemic gender inequities in science and/or reported instances of bias, while 15 of them also said they had not yet experienced unequal treatment. All 22 described using at least one "gender-explicit strategy," where they based decisions on gender or in response to perceived biases. "Gender-agnostic strategies" emerged for 12 (55%) who doubted that gender will affect their career. Findings show that women biomedical PhD students continue to face conditions that can lead to unequal treatment; gender biases continue to persist. Students displayed a range of perceptions and strategies in response to these conditions at this early training stage. Following these students over time will determine whether these or other strategies are required and sufficient to enable persistence toward academic careers.

  17. Learning with Teachers; A Scientist's Perspective

    NASA Astrophysics Data System (ADS)

    Czajkowski, K. P.

    2004-12-01

    Over the past six years, as an Assistant Professor and now as an Associate Professor, I have engaged in educational outreach activities with K-12 teachers and their students. In this presentation I will talk about the successes and failures that I have had as a scientist engaged in K-12 educational outreach, including teaching the Earth System Science Education Alliance (ESSEA) distance learning course, teaching inquiry-based science to pre-service teachers through the NASA Opportunities for Visionary Academics (NOVA) program, GLOBE, school visits, and research projects with teachers and students. I will reflect on the potential impact this has had on my career, negative and positive. I will present ways that I have been able to engage in educational outreach while remaining a productive scientist, publishing research papers, etc. Obtaining grant funding to support a team of educational experts to assist me perform outreach has been critical to my groups success. However, reporting for small educational grants from state agencies can often be overwhelming. The bottom line is that I find working with teachers and students rewarding and believe that it is a critical part of me being a scientist. Through the process of working with teachers I have learned pedagogy that has helped me be a better teacher in the university classroom.

  18. Women Physicians Are Underrepresented in Recognition Awards From the Association of Academic Physiatrists.

    PubMed

    Silver, Julie K; Blauwet, Cheri A; Bhatnagar, Saurabha; Slocum, Chloe S; Tenforde, Adam S; Schneider, Jeffrey C; Zafonte, Ross D; Goldstein, Richard; Gallegos-Kearin, Vanessa; Reilly, Julia M; Mazwi, Nicole L

    2018-01-01

    Determine representation by gender for individual recognition awards presented to physicians by the Association of Academic Physiatrists (AAP). Cross-sectional survey was used. Lists of individual recognition award recipients for the 27-yr history of the AAP awards (1990-2016) were analyzed. The primary outcome measures were the total numbers of men versus women physician award recipients overall and for the past decade (2007-2016). No awards were given to women physicians for the past 4 yrs (2013-2016) or in half of the award categories for the past decade (2007-2016). No woman received the outstanding resident/fellow award since its inception (2010-2016). There was a decrease in the proportion of awards given to women in the past decade (2007-2016, 7 of 39 awards, 17.9%) as compared with the first 17 yrs (1990-2006, 10 of 46 awards, 21.7%). Furthermore, compared with their proportional membership within the specialty, women physicians were underrepresented for the entire 27-yr history of the AAP awards (1990-2016, 17 of 85 awards, 20%). According to the Association of American Medical Colleges, the proportion of full-time female physical medicine and rehabilitation faculty members was 38% in 1992 and 41% in 2013. Women physicians have been underrepresented by the AAP in recognition awards. Although the reasons are not clear, these findings should be further investigated.

  19. Navigating translational ecology: Creating opportunities and overcoming obstacles for scientist participation

    NASA Astrophysics Data System (ADS)

    Morelli, T. L.; Hallett, L. M.; Gerber, L. R.; Moritz, M.; Schwartz, M.; Stephenson, N.; Tank, J. L.; Williamson, M. A.; Woodhouse, C. A.

    2016-12-01

    As scientists seek to make their research more relevant and impactful, a growing number are interested in translational approaches that yield scientific and applied outcomes through iterative collaboration between scientists and practitioners. This is particularly true in the field of ecology, where many of its experts are interested in the resource management and conservation implications of their research. Unfortunately, the pathways to translational ecology are not always apparent. Here we will outline a set of principles to guide academic scientists in the process of translational ecology and provide concrete examples of novel outcomes. We will highlight structural aspects of collaborations, such as how to initiate and sustain projects in ways that meet the needs of all participants. We will also outline common pitfalls for scientists and practitioners, and ways in which translational research can help overcome them. Throughout we will use pressing environmental challenges to emphasize opportunities that exist within current institutional frameworks, while also highlighting ways in which institutions are changing to facilitate effective translational research.

  20. The academic advantage: gender disparities in patenting.

    PubMed

    Sugimoto, Cassidy R; Ni, Chaoqun; West, Jevin D; Larivière, Vincent

    2015-01-01

    We analyzed gender disparities in patenting by country, technological area, and type of assignee using the 4.6 million utility patents issued between 1976 and 2013 by the United States Patent and Trade Office (USPTO). Our analyses of fractionalized inventorships demonstrate that women's rate of patenting has increased from 2.7% of total patenting activity to 10.8% over the nearly 40-year period. Our results show that, in every technological area, female patenting is proportionally more likely to occur in academic institutions than in corporate or government environments. However, women's patents have a lower technological impact than that of men, and that gap is wider in the case of academic patents. We also provide evidence that patents to which women--and in particular academic women--contributed are associated with a higher number of International Patent Classification (IPC) codes and co-inventors than men. The policy implications of these disparities and academic setting advantages are discussed.

  1. Changes in Academic Entrepreneurship among Japanese University Bioscientists, 1980-2012

    ERIC Educational Resources Information Center

    Kameo, Nahoko

    2014-01-01

    The dissertation examines how Japanese university scientists in the biosciences responded to legal and institutional changes in academic entrepreneurship. Beginning in the 1990s, the Japanese government initiated a series of policy initiatives that attempted to imitate the U.S. academic environment's approach to promoting entrepreneurship. Using…

  2. Becoming the Citizen Scientist: Opportunities and Challenges in Science Policy

    NASA Astrophysics Data System (ADS)

    Bosler, T. L.

    2007-03-01

    The methodologies, creativity and intellectual capacity of today's physicists are becoming more and more relevant in the world of policy and politics. Some issues such as climate change, alternative energy and avian influenza clearly reveal the relevance of scientific knowledge and research in policy. However, the connection between science and issues such as electronic voting, government earmarks and international cooperation are not as obvious, but the role of scientists in these topics and their effects on science itself are critical. As the world becomes increasingly technological and global, the need for the involvement of scientists in the political process grows. The traditional scientific training of physicists emphasizes intense scrutiny of specific physical phenomena in the natural world but often misses the opportunity to utilize trained scientific minds on some of society's greatest problems. I will discuss the many ways in which scientists can contribute to society far beyond the academic community and the unique opportunities science policy work offers to the socially conscious scientist or even those just looking to get more grant money.

  3. Leaning in to the power of the possible: the crucial role of women scientists on preventing Haemophilus influenzae type b disease.

    PubMed

    O'Brien, Katherine L; Anderson, Porter W

    2014-03-01

    Beginning in an era when female scientists were a lonely minority, women have made major contributions to our understanding of Haemophilus influenzae type b (Hib) as a pathogen, its treatment and its prevention. The individual scientific and public health contributions, and their collective impact, are reviewed in the context of the development and successful implementation of highly efficacious Hib vaccines that are now being deployed to nearly every country worldwide for the prevention of life-threatening pediatric Hib disease.

  4. Athene in Academe: Women Mentoring Women in the Academy.

    ERIC Educational Resources Information Center

    Stalker, Joyce

    1994-01-01

    Traditionally conceived, mentoring has a male orientation that ignores women's experience as "same" and "other" in academia and the problems of men mentoring women and of women mentors socializing mentees into acceptance of the patriarchal system. An alternative view values women's unique position and critiques existing power structures. (SK)

  5. Second RAS Symposium Brings Together World’s Leading RAS Scientists | Poster

    Cancer.gov

    From December 6–8, the Advanced Technology Research Facility of the Frederick National Laboratory for Cancer Research was abuzz with conversation and collaboration as nearly 450 scientists, academics, and industry partners gathered for the Second RAS Initiative Symposium. Attendees hailed from 14 nations, dozens of institutions, and diverse scientific backgrounds, but they

  6. How the Future Orientation of Traditional Israeli Palestinian Girls Links Beliefs about Women's Roles and Academic Achievement

    ERIC Educational Resources Information Center

    Seginer, Rachel; Mahajna, Sami

    2004-01-01

    A model in which future orientation links perceived fathers' and girls' beliefs about traditional women's roles and academic achievement was tested on data collected from traditional Israeli Palestinian girls (N=295) attending a Moslem all-girl senior high school. LISREL analyses estimated two empirical models pertaining to educational and family…

  7. On being a (modern) scientist: risks of public engagement in the UK interspecies embryo debate.

    PubMed

    Porter, James; Williams, Clare; Wainwright, Steven; Cribb, Alan

    2012-12-01

    In 2006, a small group of UK academic scientists made headlines when they proposed the creation of interspecies embryos - mixing human and animal genetic material. A public campaign was fought to mobilize support for the research. Drawing on interviews with the key scientists involved, this paper argues that engaging the public through communicating their ideas via the media can result in tensions between the necessity of, and inherent dangers in, scientists campaigning on controversial issues. Some scientists believed that communicating science had damaged their professional standing in the eyes of their peers, who, in turn, policed the boundaries around what they believed constituted a "good" scientist. Tensions between promoting "science" versus promotion of the "scientist;" engaging the public versus publishing peer-reviewed articles and winning grants; and building expectations versus overhyping the science reveal the difficult choices scientists in the modern world have to make over the potential gains and risks of communicating science. We conclude that although scientists' participation in public debates is often encouraged, the rewards of such engagement remain. Moreover, this participation can detrimentally affect scientists' careers.

  8. The Women in Medicine and Health Science program: an innovative initiative to support female faculty at the University of California Davis School of Medicine.

    PubMed

    Bauman, Melissa D; Howell, Lydia P; Villablanca, Amparo C

    2014-11-01

    Although more female physicians and scientists are choosing careers in academic medicine, women continue to be underrepresented as medical school faculty, particularly at the level of full professor and in leadership positions. Effective interventions to support women in academic medicine exist, but the nature and content of such programs varies widely. Women in medicine programs can play a critical role in supporting women's careers and can improve recruitment and retention of women by providing opportunities for networking, sponsorship, mentorship, and career development. The University of California Davis School of Medicine established the Women in Medicine and Health Science (WIMHS) program in 2000 to ensure the full participation and success of women in all roles within academic medicine. The authors describe the components and evolution of the WIMHS program. A steady increase in the number and percentage of female faculty and department chairs, as well as a relatively low departure rate for female faculty, strong and growing internal partnerships, and enthusiastic support from faculty and the school of medicine leadership, suggest that the WIMHS program has had a positive influence on recruitment and retention, career satisfaction, and institutional climate to provide a more inclusive and supportive culture for women. Going forward, the WIMHS program will continue to advocate for broader institutional change to support female faculty, like creating an on-site child care program. Other institutions seeking to address the challenges facing female faculty may consider using the WIMHS program as a model to guide their efforts.

  9. Over Time, How Do Post-Ph.D. Scientists Locate Teaching and Supervision within Their Academic Practice?

    ERIC Educational Resources Information Center

    McAlpine, Lynn

    2014-01-01

    While building a strong research profile is usually seen as key for those seeking a traditional academic position, teaching is also understood as central to academic practice. Still, we know little of how post-Ph.D. researchers seeking academic posts locate teaching and supervision in their academic practice, nor how their views may shift as they…

  10. Biotechnology awareness study, Part 1: Where scientists get their information.

    PubMed Central

    Grefsheim, S; Franklin, J; Cunningham, D

    1991-01-01

    A model study, funded by the National Library of Medicine (NLM) and conducted by the Southeastern/Atlantic Regional Medical Library (RML) and the University of Maryland Health Sciences Library, attempted to assess the information needs of researchers in the developing field of biotechnology and to determine the resources available to meet those needs in major academic health sciences centers. Nine medical schools in RML Region 2 were selected to participate in a biotechnology awareness study. A survey was conducted of the nine medical school libraries to assess their support of biotechnology research. To identify the information needs of scientists engaged in biotechnology-related research at the schools, a written survey was sent to the deans of the nine institutions and selected scientists they had identified. This was followed by individual, in-depth interviews with both the deans and scientists surveyed. In general, scientists obtained information from three major sources: their own experiments, personal communication with other scientists, and textual material (print or electronic). For textual information, most study participants relied on personal journal subscriptions. Tangential journals were scanned in the department's library. Only a few of these scientists came to the health sciences library on a regular basis. Further, the study found that personal computers have had a major impact on how biotechnologists get and use information. Implications of these findings for libraries and librarians are discussed. PMID:1998818

  11. Changing the Culture of Science Communication Training for Junior Scientists

    PubMed Central

    Bankston, Adriana; McDowell, Gary S.

    2018-01-01

    Being successful in an academic environment places many demands on junior scientists. Science communication currently may not be adequately valued and rewarded, and yet communication to multiple audiences is critical for ensuring that it remains a priority in today’s society. Due to the potential for science communication to produce better scientists, facilitate scientific progress, and influence decision-making at multiple levels, training junior scientists in both effective and ethical science communication practices is imperative, and can benefit scientists regardless of their chosen career path. However, many challenges exist in addressing specific aspects of this training. Principally, science communication training and resources should be made readily available to junior scientists at institutions, and there is a need to scale up existing science communication training programs and standardize core aspects of these programs across universities, while also allowing for experimentation with training. We propose a comprehensive core training program be adopted by universities, utilizing a centralized online resource with science communication information from multiple stakeholders. In addition, the culture of science must shift toward greater acceptance of science communication as an essential part of training. For this purpose, the science communication field itself needs to be developed, researched and better understood at multiple levels. Ultimately, this may result in a larger cultural change toward acceptance of professional development activities as valuable for training scientists. PMID:29904538

  12. Changing the Culture of Science Communication Training for Junior Scientists.

    PubMed

    Bankston, Adriana; McDowell, Gary S

    2018-01-01

    Being successful in an academic environment places many demands on junior scientists. Science communication currently may not be adequately valued and rewarded, and yet communication to multiple audiences is critical for ensuring that it remains a priority in today's society. Due to the potential for science communication to produce better scientists, facilitate scientific progress, and influence decision-making at multiple levels, training junior scientists in both effective and ethical science communication practices is imperative, and can benefit scientists regardless of their chosen career path. However, many challenges exist in addressing specific aspects of this training. Principally, science communication training and resources should be made readily available to junior scientists at institutions, and there is a need to scale up existing science communication training programs and standardize core aspects of these programs across universities, while also allowing for experimentation with training. We propose a comprehensive core training program be adopted by universities, utilizing a centralized online resource with science communication information from multiple stakeholders. In addition, the culture of science must shift toward greater acceptance of science communication as an essential part of training. For this purpose, the science communication field itself needs to be developed, researched and better understood at multiple levels. Ultimately, this may result in a larger cultural change toward acceptance of professional development activities as valuable for training scientists.

  13. Gender and Agricultural Science: Evidence from Two Surveys of Land-Grant Scientists.

    ERIC Educational Resources Information Center

    Buttel, Frederick H.; Goldberger, Jessica R.

    2002-01-01

    Analysis of surveys of land-grant agricultural scientists in 1979 and 1996 found significant gender differences in postdoctoral work experience, academic rank, employment of graduate students, book publication, and links with private industry. Gender differences were found in attitudes toward biotechnology and university-industry links, but not in…

  14. Visiting Professorships

    NASA Astrophysics Data System (ADS)

    Applications are now being accepted for the National Science Foundation (NSF) Visiting Professorships for Women Program. Under this program, women scientists and engineers from industry, government, and academia can be visiting professors at academic institutions in the United States.The program's objectives are to provide opportunities for women to advance their careers in the disciplines of science and engineering that are supported by NSF to provide greater visibility and wider opportunities for women scientists and engineers employed in industry, government, and academic institutions, and to provide encouragement for other women to pursue careers in science and engineering through the awardees' research, lecturing, counseling, and mentoring activities.

  15. The Relationship between Doctoral Completion Time, Gender, and Future Salary Prospects for Physical Scientists

    NASA Astrophysics Data System (ADS)

    Potvin, Geoff; Tai, Robert H.

    2012-03-01

    Drawing from a national survey of Ph.D.-holding physical scientists, we present evidence that doctoral completion time is a strong predictor of future salary prospects: each additional year in graduate school corresponds to a substantially lower average salary. This is true even while controlling for typical measures of scientific merit (grant funding and publication rates) and several other structural and career factors expected to influence salaries. Extending this picture to include gender effects, we show that women earn significantly less than men overall and experience no effect of doctoral completion time on their salaries, while men see a significant gain in salary stemming from earlier completion times. Doctoral completion time is shown to be largely unconnected to measures of prior academic success, research independence, and scientific merit suggesting that doctoral completion time is, to a great extent, out of the control of individual graduate students. Nonetheless, it can be influential on an individual's future career prospects, as can gender-related effects.

  16. The publication gender gap in US academic surgery.

    PubMed

    Mueller, Claudia; Wright, Robert; Girod, Sabine

    2017-02-14

    Terms such as "glass ceiling" and "sticky floor" are still commonly used to describe women's role in academic surgery. Despite continued efforts to address disparities between men and women in the field, gender inequalities persist. In this investigation we highlight gender differences in published surgical literature by both quantity and impact. Websites for departments of surgery of three academic centers were reviewed to assess the bibliometrics of publications by gender over a two-week period. A one-way ANOVA showed a significantly higher H-index for men than women (p > .05). Further, one-way ANOVA showed significantly more articles published by men than women (p = .019). These differences are most dramatic at the rank of associate professor where the H-index for men is three times that of the women. The rank of full professor showed men had double the number of articles published. These findings align with the previous research that shows a disparity between males and females as they climb the academic ladder. Conducting and publishing research is a vital part of advancement in academic medicine. This study suggests that publication productivity may be a factor that hinders women from advancing within surgery compared to men. Continuing to explore and identify reasons for this gender difference in academic surgery may highlight ways to address the imbalance.

  17. Steps towards equal gender representation: TANDEMplusIDEA - an international mentoring and personal development scheme for female scientists

    NASA Astrophysics Data System (ADS)

    Schaefli, Bettina; Breuer, Elke

    2010-05-01

    TANDEMplusIDEA was a European mentoring programme conducted by the technical universities RWTH Aachen, Imperial College London, ETH Zurich and TU Delft between 2007 and 2010 to achieve more gender equality in science. Given the continuing underrepresentation of women in science and technology and the well-known structural and systematic disadvantages in male-dominated scientific cultures, the main goal of this programme was to promote excellent female scientists through a high-level professional and personal development programme. Based on the mentoring concept of the RWTH Aachen, TANDEMplusIDEA was the first mentoring programme for female scientists realized in international cooperation. As a pilot scheme funded by the 6th Framework Programme of the European Commission, the scientific evaluation was an essential part of the programme, in particular in view of the development of a best practice model for international mentoring. The participants of this programme were female scientists at an early stage of their academic career (postdoc or assistant professor) covering a wide range of science disciplines, including geosciences. This transdisciplinarity as well as the international dimension of the programme have been identified by the participants as one of the keys of success of the programme. In particular, the peer-mentoring across discipline boarders proved to have been an invaluable component of the development programme. This presentation will highlight some of the main findings of the scientific evaluation of the programme and focus on some additional personal insights from the participants.

  18. Mentoring Women in Physical Oceanography

    NASA Astrophysics Data System (ADS)

    Gerber, Lisa M.; Lozier, M. Susan

    2010-08-01

    MPOWIR Pattullo Conference; Charleston, South Carolina, 23-26 May 2010; Initiated in 2004, Mentoring Physical Oceanography Women to Increase Retention (MPOWIR) is a community-initiated and community-led program aimed at providing mentoring to junior women in physical oceanography to improve their retention in the field. The centerpiece of the MPOWIR program is the Pattullo Conference, a two-and-a-half-day mentoring event held biannually. The second conference was held in South Carolina. The conference is named for June Pattullo, the first woman to receive a Ph.D. in physical oceanography. The goals of the Pattullo Conference are to build community networks among junior and senior scientists, to provide junior scientists with feedback on their current and planned research projects, to provide advice to junior scientists on their career goals, to introduce both senior and junior scientists to aspects of professional development, and to raise awareness of issues confronting junior women among the senior scientist community.

  19. Unstable networks among women in academe: the legal case of Shyamala Rajender.

    PubMed

    Kohlstedt, S; Fischer, S

    2009-01-01

    Scientific networks are often credited with bringing about institutional change and professional advancement, but less attention has been paid to their instability and occasional failures. In the 1970s optimism among academic women was high as changing US policies on sex discrimination in the workplace, including higher education, seemed to promise equity. Encouraged by colleagues, Shyamala Rajender charged the University of Minnesota with sex discrimination when if failed to consider her for a tenure-track position. The widely cited case of this chemist was not, however, settled easily and involved nearly a decade of university grievance procedures and litigation that grew to a class action lawsuit. As the case gained national attention and internal resistance stiffened, the clusters of women who had been encouraging flickered, faded and sometimes regrouped. A negotiated settlement (consent decree) ended Rajender's case, and it opened the door for hundreds of other to present their grievances regarding gender discrimination. Networks and support groups proved important but also unstable for individuals who sought equity before and during the implementation of the decree. The Rajender case thus exposes the painful, balky and inevitably contentious process of fighting discrimination. It also demonstrates the power and limits of institutions and litigation, as well as the possibilities and disappointments of informal and formal women's networks.

  20. Organizational culture in an academic health center: an exploratory study using a competing values framework.

    PubMed

    Ovseiko, Pavel V; Buchan, Alastair M

    2012-06-01

    Implementing cultural change and aligning organizational cultures could enhance innovation, quality, safety, and job satisfaction. The authors conducted this mixed-methods study to assess academic physician-scientists' perceptions of the current and preferred future organizational culture at a university medical school and its partner health system. In October 2010, the authors surveyed academic physicians and scientists jointly employed by the University of Oxford and its local, major partner health system. The survey included the U.S. Veterans Affairs Administration's 14-item Competing Values Framework instrument and two extra items prompting respondents to identify their substantive employer and to provide any additional open-ended comments. Of 436 academic physicians and scientists, 170 (39%) responded. Of these, 69 (41%) provided open-ended comments. Dominant hierarchical culture, moderate rational and team cultures, and underdeveloped entrepreneurial culture characterized the health system culture profile. The university profile was more balanced, with strong rational and entrepreneurial cultures, and moderate-to-strong hierarchical and team cultures. The preferred future culture (within five years) would emphasize team and entrepreneurial cultures and-to a lesser degree-rational culture, and would deemphasize hierarchical culture. Whereas the university and the health system currently have distinct organizational cultures, academic physicians and scientists would prefer the same type of culture across the two organizations so that both could more successfully pursue the shared mission of academic medicine. Further research should explore strengthening the validity and reliability of the organizational culture instrument for academic medicine and building an evidence base of effective culture change strategies and interventions.

  1. STEMujeres: A case study of the life stories of first-generation Latina engineers and scientists

    NASA Astrophysics Data System (ADS)

    Vielma, Karina I.

    Research points to the many obstacles that first-generation, Latina students face when attempting to enter fields in science, technology, engineering, and mathematics, STEM. This qualitative, case study examined the personal and educational experiences of first-generation Latina women who successfully navigated the STEM educational pipeline earning bachelor's, master's, and doctoral degrees in various fields of engineering. Three research questions guided the study: (1) How does a first-generation Latina engineer and scientist describe her life experiences as she became interested in STEM? (2) How does she describe her educational experiences as she navigated the educational pipeline in the physics, mathematics, and/or engineering field(s)? (3) How did she respond to challenges, obstacles and microaggressions, if any, while navigating the STEM educational pipeline? The study was designed using a combination of Critical Race Theory frameworks---Chicana feminist theory and racial microaggressions. Through a life history case study approach, the women shared their stories of success. With the participants' help, influential persons in their educational paths were identified and interviewed. Data were analyzed using crystallization and thematic results indicated that all women in this study identified their parents as planting the seed of interest through the introduction of mathematics. The women unknowingly prepared to enter the STEM fields by taking math and science coursework. They were guided to apply to STEM universities and academic programs by others who knew about their interest in math and science including teachers, counselors, and level-up peers---students close in age who were just a step more advanced in the educational pipeline. The women also drew from previous familial struggles to guide their perseverance and motivation toward educational degree completion. The lives of the women where complex and intersected with various forms of racism including

  2. Women Physicians Are Underrepresented in Recognition Awards From the Association of Academic Physiatrists

    PubMed Central

    Silver, Julie K.; Blauwet, Cheri A.; Bhatnagar, Saurabha; Slocum, Chloe S.; Tenforde, Adam S.; Schneider, Jeffrey C.; Zafonte, Ross D.; Goldstein, Richard; Gallegos-Kearin, Vanessa; Reilly, Julia M.; Mazwi, Nicole L.

    2018-01-01

    Objective Determine representation by gender for individual recognition awards presented to physicians by the Association of Academic Physiatrists (AAP). Design Cross-sectional survey was used. Lists of individual recognition award recipients for the 27-yr history of the AAP awards (1990–2016) were analyzed. The primary outcome measures were the total numbers of men versus women physician award recipients overall and for the past decade (2007–2016). Results No awards were given to women physicians for the past 4 yrs (2013–2016) or in half of the award categories for the past decade (2007–2016). No woman received the outstanding resident/fellow award since its inception (2010–2016). There was a decrease in the proportion of awards given to women in the past decade (2007–2016, 7 of 39 awards, 17.9%) as compared with the first 17 yrs (1990–2006, 10 of 46 awards, 21.7%). Furthermore, compared with their proportional membership within the specialty, women physicians were underrepresented for the entire 27-yr history of the AAP awards (1990–2016, 17 of 85 awards, 20%). According to the Association of American Medical Colleges, the proportion of full-time female physical medicine and rehabilitation faculty members was 38% in 1992 and 41% in 2013. Conclusions Women physicians have been underrepresented by the AAP in recognition awards. Although the reasons are not clear, these findings should be further investigated. PMID:28678034

  3. Outcomes of a Novel Training Program for Physician-Scientists: Integrating Graduate Degree Training With Specialty Fellowship.

    PubMed

    Wong, Mitchell D; Guerrero, Lourdes; Sallam, Tamer; Frank, Joy S; Fogelman, Alan M; Demer, Linda L

    2016-02-01

    Although physician-scientists generally contribute to the scientific enterprise by providing a breadth of knowledge complementary to that of other scientists, it is a challenge to recruit, train, and retain physicians in a research career pathway. To assess the outcomes of a novel program that combines graduate coursework and research training with subspecialty fellowship. A retrospective analysis was conducted of career outcomes for 123 physicians who graduated from the program during its first 20 years (1993-2013). Using curricula vitae, direct contact, and online confirmation, data were compiled on physicians' subsequent activities and careers as of 2013. Study outcomes included employment in academic and nonacademic research, academic clinical or private practice positions, and research grant funding. More than 80% of graduates were actively conducting research in academic, institutional, or industrial careers. The majority of graduates (71%) had academic appointments; a few (20%) were in private practice. Fifty percent had received career development awards, and 19% had received investigator-initiated National Institutes of Health (NIH) R01 or equivalent grants. Individuals who obtained a PhD during subspecialty training were significantly more likely to have major grant funding (NIH R series or equivalent) than those who obtained a Master of Science in Clinical Research. Trainees who obtained a PhD in a health services or health policy field were significantly more likely to have research appointments than those in basic science. Incorporation of graduate degree research, at the level of specialty or subspecialty clinical training, is a promising approach to training and retaining physician-scientists.

  4. A Database Evaluation Based on Information Needs of Academic Social Scientists.

    ERIC Educational Resources Information Center

    Buterbaugh, Nancy Toth

    This study evaluates two databases, "Historical Abstracts" and REESWeb, to determine their effectiveness in supporting academic social science research. While many performance evaluations gather quantitative data from isolated query and response transactions, this study is a qualitative evaluation of the databases in the context of…

  5. A Retrospective Study of a Scientist in the Classroom Partnership Program

    ERIC Educational Resources Information Center

    Ufnar, Jennifer A.; Bolger, Molly; Shepherd, Virginia L.

    2017-01-01

    The Scientist in the Classroom Partnership (SCP) is a unique, long-term program that partners STEM fellows with K-12 teachers. The SCP was adapted from the original NSF GK-12 model, with fellows and teachers working in the summer and academic year to build their partnership and design and coteach inquiry-based STEM curricula. The current study is…

  6. Academic musculoskeletal radiology: influences for gender disparity.

    PubMed

    Qamar, Sadia R; Khurshid, Kiran; Jalal, Sabeena; Bancroft, Laura; Munk, Peter L; Nicolaou, Savvas; Khosa, Faisal

    2018-03-01

    Research productivity is one of the few quintessential gauges that North American academic radiology departments implement to determine career progression. The rationale of this study is to quantify the relationship of gender, research productivity, and academic advancements in the musculoskeletal (MSK) radiology to account for emerging trends in workforce diversity. Radiology residency programs enlisted in the Fellowship and Residency Electronic Interactive Database (FREIDA), Canadian Resident Matching Service (CaRMS) and International Skeletal Society (ISS) were searched for academic faculty to generate the database for gender and academic profiles of MSK radiologists. Bibliometric data was collected using Elsevier's SCOPUS archives, and analyzed using Stata version 14.2. Among 274 MSK radiologists in North America, 190 (69.34%) were men and 84 (30.66%) were women, indicating a statistically significant difference (χ2 = 6.34; p value = 0.042). The available number of female assistant professors (n = 50) was more than half of the male assistant professors (n = 88), this ratio however, plummeted at higher academic ranks, with only one-fourth of women (n = 11) professors compared to men (n = 45). The male MSK radiologist had 1.31 times the odds of having a higher h-index, keeping all other variables constant. The trend of gender disparity exists in MSK radiology with significant underrepresentation of women in top tiers of academic hierarchy. Even with comparable h-indices, at the lower academic ranks, a lesser number of women are promoted relative to their male colleagues. Further studies are needed to investigate the degree of influence research productivity has, in determining academic advancement of MSK radiologists.

  7. Increasing both the public health potential of basic research and the scientist satisfaction. An international survey of bio-scientists

    PubMed Central

    Sorrentino, Carmen; Boggio, Andrea; Confalonieri, Stefano; Hemenway, David; Scita, Giorgio; Ballabeni, Andrea

    2016-01-01

    Basic scientific research generates knowledge that has intrinsic value which is independent of future applications. Basic research may also lead to practical benefits, such as a new drug or diagnostic method. Building on our previous study of basic biomedical and biological researchers at Harvard, we present findings from a new survey of similar scientists from three countries. The goal of this study was to design policies to enhance both the public health potential and the work satisfaction and test scientists’ attitudes towards these factors. The present survey asked about the scientists’ motivations, goals and perspectives along with their attitudes concerning  policies designed to increase both the practical (i.e. public health) benefits of basic research as well as their own personal satisfaction. Close to 900 basic investigators responded to the survey; results corroborate the main findings from the previous survey of Harvard scientists. In addition, we find that most bioscientists disfavor present policies that require a discussion of the public health potential of their proposals in grants but generally favor softer policies aimed at increasing the quality of work and the potential practical benefits of basic research. In particular, bioscientists are generally supportive of those policies entailing the organization of more meetings between scientists and the general public, the organization of more academic discussion about the role of scientists in the society, and the implementation of a “basic bibliography” for each new approved drug. PMID:27347372

  8. Patenting and the gender gap: should women be encouraged to patent more?

    PubMed

    de Melo-Martín, Inmaculada

    2013-06-01

    The commercialization of academic science has come to be understood as economically desirable for institutions, individual researchers, and the public. Not surprisingly, commercial activity, particularly that which results from patenting, appears to be producing changes in the standards used to evaluate scientists' performance and contributions. In this context, concerns about a gender gap in patenting activity have arisen and some have argued for the need to encourage women to seek more patents. They believe that because academic advancement is mainly dependent on productivity (Stuart and Ding in American Journal of Sociology 112:97-144, 2006; Azoulay et al. in Journal of Economic Behavior & Organization 63:599-623, 2007), differences in research output have the power to negatively impact women's careers. Moreover, in the case of patenting activity, they claim that the gender gap also has the potential to negatively affect society. This is so because scientific and technological advancement and innovation play a crucial role in contemporary societies. Thus, women's more limited involvement in the commercialization of science and technology can also be detrimental to innovation itself. Nevertheless, calls to encourage women to patent on grounds that such activity is likely to play a significant role in the betterment of both women's careers and society seem to be based on two problematic assumptions: (1) that the methods to determine women's productivity in patenting activities are an appropriate way to measure their research efforts and the impact of their work, and (2) that patenting, particularly in academia, benefits society. The purpose of this paper is to call into question these two assumptions.

  9. Understanding the Role of Organizational Factors in Shaping the Research Careers of Women Academics in Higher Education

    ERIC Educational Resources Information Center

    Ion, Georgeta

    2014-01-01

    This paper represents an attempt to make a theoretical contribution to its knowledge base through an analysis of the group factors which contribute to the success of women academics engaged in research within the area of social sciences. The data were obtained through a series of in-depth interviews carried out at public universities in Catalonia,…

  10. On being a (modern) scientist: risks of public engagement in the UK interspecies embryo debate

    PubMed Central

    Porter, James; Williams, Clare; Wainwright, Steven; Cribb, Alan

    2012-01-01

    In 2006, a small group of UK academic scientists made headlines when they proposed the creation of interspecies embryos – mixing human and animal genetic material. A public campaign was fought to mobilize support for the research. Drawing on interviews with the key scientists involved, this paper argues that engaging the public through communicating their ideas via the media can result in tensions between the necessity of, and inherent dangers in, scientists campaigning on controversial issues. Some scientists believed that communicating science had damaged their professional standing in the eyes of their peers, who, in turn, policed the boundaries around what they believed constituted a “good” scientist. Tensions between promoting “science” versus promotion of the “scientist;” engaging the public versus publishing peer-reviewed articles and winning grants; and building expectations versus overhyping the science reveal the difficult choices scientists in the modern world have to make over the potential gains and risks of communicating science. We conclude that although scientists' participation in public debates is often encouraged, the rewards of such engagement remain. Moreover, this participation can detrimentally affect scientists' careers. PMID:23293548

  11. The Role of Residential Communities for the Academic and Social Success of Undergraduate Women in STEM Majors: The Case of a Public University in Ethiopia

    NASA Astrophysics Data System (ADS)

    Wuhib, Frehiwot Wondimu

    This study is an exploratory case study which explored the residential environment of an Ethiopian public university on its role for the social and academic integration of undergraduate women in Science, Technology, Engineering, and Mathematics (STEM) fields. It also explained how the social and academic integration of the women contributed for their overall college success. There were three groups of participants; undergraduate women in STEM, female resident proctors, and relevant officials from the university and the Ministry of Education of the Ethiopian government. Each of the participants were interviewed on a one-on-one basis and the interviews were transcribed and coded for the analysis. Supportive quantitative data about the enrollment, performance and retention of students were also gathered from the university's registrar office and analyzed quantitatively to support the qualitative data obtained through interviews. The study was framed by Tinto's Integration Model and data were interpreted using Third World feminist theory. The findings showed that due to the fact that all same-sex, same-major women living in the same rooms, and all who live in one dorm take similar courses throughout their program, and dormitories serving multiple roles, including being collaboration spaces, played a big role for better social and academic integration of the women. It is also found that their social and academic integration helped them to better perform in their majors by enhancing their sense of belonging in the male-dominated STEM majors, enhancing their commitment, and promoting peer encouragement. On the other hand, the findings also showed that there were some factors which have negative influence in the integration process such as negative stereotypes against the presence and good performance of women in STEM, lack of support system, and limited interaction with faculty. So, the study recommends that working on improving the negatively influencing factors will

  12. Developing future clinician scientists while supporting a research infrastructure.

    PubMed

    Holsti, Maija; Adelgais, Kathleen M; Willis, Leah; Jacobsen, Kammy; Clark, Edward B; Byington, Carrie L

    2013-04-01

    Supporting clinical research is a national priority. Clinician scientists are rare and clinical trials in academic medical centers (AMC) often fail to meet enrollment goals. Undergraduate students interested in biomedical careers often lack opportunities to perform clinical research. Describe an innovative undergraduate course that supports clinical research in an AMC. The course, Clinical Research Methods and Practice, offers undergraduate students the opportunity to learn clinical research through didactic and practical experiences. The students in turn support clinician scientists' conduct of clinical studies in an AMC. Clinician scientists receive research support and participate in mentoring sessions for students. Over seven semesters, 128 students have assisted in 21 clinical studies located in outpatient and inpatient units of two hospitals. Students identified and screened eligible patients, collected clinical data, assisted in obtaining informed consent, and transported specimens. Many of the clinician scientists have met their enrollment goals and several have been top-enrollers in multicenter clinical trials as a result of student support. The Clinical Research Methods and Practice class addresses barriers to clinical research in AMC. This may be a model for institutions committed to mentoring students early in their career and to developing infrastructures for clinical research. © 2013 Wiley Periodicals, Inc.

  13. Gender Differences in Publication Productivity Among Academic Urologists in the United States.

    PubMed

    Mayer, Erik N; Lenherr, Sara M; Hanson, Heidi A; Jessop, Terry C; Lowrance, William T

    2017-05-01

    To describe the publication productivity of academic urologists in the United States by gender. Gender inequality is prevalent in most surgical subspecialties, including urology. Despite small numbers of women in academic positions, differences in scholarly impact by gender are relatively unknown. We assembled a list of 1922 academic urologists (1686 men (87.7%), 236 women (12.3%)) at 124 academic institutions throughout the United States as of February 2016. Scopus and Google Scholar were queried for bibliometric data on each individual, including h-index and m-quotient. We analyzed these metrics for both genders by educational background, subspecialty, National Institutes of Health funding, and academic rank. Men had higher median h-indices than women overall (P < .05), and had higher successive academic ranks (P < .05). Proportionally fewer women attained senior academic ranking (professor/chair), (P < .05). There was no difference in research productivity by successive rank after controlling for career duration (m-quotient). Women were more likely to choose a practice that specialized in pediatric urology or female urology/pelvic reconstructive surgery than their male counterparts (P < .05). Women represent a growing proportion of academic urology faculty, but despite the recent increase in number entering the field, relatively few women occupy senior leadership positions. Improving psychosocial barriers to advancement such as lack of mentorship or discriminatory policies may help pioneering female urologists as they progress in their careers. Copyright © 2017. Published by Elsevier Inc.

  14. The Canadian clinician-scientist training program must be reinstated.

    PubMed

    Twa, David D W; Squair, Jordan W; Skinnider, Michael A; Ji, Jennifer X

    2015-11-03

    Clinical investigators within the Canadian and international communities were shocked when the Canadian Institutes of Health Research (CIHR) announced that their funding for the MD/PhD program would be terminated after the 2015-2016 academic year. The program has trained Canadian clinician-scientists for more than two decades. The cancellation of the program is at odds with the CIHR's mandate, which stresses the translation of new knowledge into improved health for Canadians, as well as with a series of internal reports that have recommended expanding the program. Although substantial evidence supports the analogous Medical Scientist Training Program in the United States, no parallel analysis of the MD/PhD program has been performed in Canada. Here, we highlight the long-term consequences of the program's cancellation in the context of increased emphasis on translational research. We argue that alternative funding sources cannot ensure continuous support for students in clinician-scientist training programs and that platform funding of the MD/PhD program is necessary to ensure leadership in translational research.

  15. The ranking of scientists based on scientific publications assessment.

    PubMed

    Zerem, Enver

    2017-11-01

    It is generally accepted that the scientific impact factor (Web of Science) and the total number of citations of the articles published in a journal, are the most relevant parameters of the journal's significance. However, the significance of scientists is much more complicated to establish and the value of their scientific production cannot be directly reflected by the importance of the journals in which their articles are published. Evaluating the significance of scientists' accomplishments involves more complicated metrics than just their publication records. Based on a long term of academic experience, the author proposes objective criteria to estimate the scientific merit of an individual's publication record. This metric can serve as a pragmatic tool and the nidus for discussion within the readership of this journal. Copyright © 2017 Elsevier Inc. All rights reserved.

  16. The mobility of elite life scientists: Professional and personal determinants

    PubMed

    Azoulay, Pierre; Ganguli, Ina; Zivin, Joshua Graff

    2017-04-01

    As scientists’ careers unfold, mobility can allow researchers to find environments where they are more productive and more effectively contribute to the generation of new knowledge. In this paper, we examine the determinants of mobility of elite academics within the life sciences, including individual productivity measures and for the first time, measures of the peer environment and family factors. Using a unique data set compiled from the career histories of 10,051 elite life scientists in the U.S., we paint a nuanced picture of mobility. Prolific scientists are more likely to move, but this impulse is constrained by recent NIH funding. The quality of peer environments both near and far is an additional factor that influences mobility decisions. We also identify a significant role for family structure. Scientists appear to be unwilling to move when their children are between the ages of 14–17, and this appears to be more pronounced for mothers than fathers. These results suggest that elite scientists find it costly to disrupt the social networks of their children during adolescence and take these costs into account when making career decisions.

  17. The Mobility of Elite Life Scientists: Professional and Personal Determinants

    PubMed Central

    Azoulay, Pierre; Ganguli, Ina; Zivin, Joshua Graff

    2017-01-01

    As scientists’ careers unfold, mobility can allow researchers to find environments where they are more productive and more effectively contribute to the generation of new knowledge. In this paper, we examine the determinants of mobility of elite academics within the life sciences, including individual productivity measures and for the first time, measures of the peer environment and family factors. Using a unique data set compiled from the career histories of 10,051 elite life scientists in the U.S., we paint a nuanced picture of mobility. Prolific scientists are more likely to move, but this impulse is constrained by recent NIH funding. The quality of peer environments both near and far is an additional factor that influences mobility decisions. We also identify a significant role for family structure. Scientists appear to be unwilling to move when their children are between the ages of 14-17, and this appears to be more pronounced for mothers than fathers. These results suggest that elite scientists find it costly to disrupt the social networks of their children during adolescence and take these costs into account when making career decisions. PMID:29058845

  18. Searching for Excellence & Diversity: Increasing the Hiring of Women Faculty at One Academic Medical Center

    PubMed Central

    Sheridan, Jennifer T.; Fine, Eve; Pribbenow, Christine Maidl; Handelsman, Jo; Carnes, Molly

    2014-01-01

    One opportunity to realize the diversity goals of academic health centers comes at the time of hiring new faculty. To improve the effectiveness of search committees in increasing the gender diversity of faculty hires, the authors created and implemented a training workshop for faculty search committees designed to improve the hiring process and increase the diversity of faculty hires at the University of Wisconsin–Madison. They describe the workshops, which they presented in the School of Medicine and Public Health between 2004 and 2007, and they compare the subsequent hiring of women faculty in participating and nonparticipating departments and the self-reported experience of new faculty within the hiring process. Attendance at the workshop correlates with improved hiring of women faculty and with a better hiring experience for faculty recruits, especially women. The authors articulate successful elements of workshop implementation for other medical schools seeking to increase gender diversity on their faculties. PMID:20505400

  19. Differences in Men and Women Scientists' Perceptions of Workplace Climate

    NASA Astrophysics Data System (ADS)

    Gunter, Ramona; Stambach, Amy

    The climate of science is often described as "chilly" toward women and is blamed for women's underrepresentation and slow advancement within science fields. However, evidence of a chilly climate is often indirect. In this study of male and female science faculty members at a major research university, the authors found direct evidence for a chilly climate: A smaller percentage of women than men described their workplace environments in positive terms, and a larger percentage of women than men described uncomfortable, tense, or hostile interactions. Some men and many women said that gender bias might explain women's negative experiences; at the same time, these men and women stated that they could not say for certain that gender bias existed in their departments. Reasons for interviewees' difficulties in identifying and labeling gender bias are discussed.

  20. Women in science: Current advances and challenges in Belarus

    NASA Astrophysics Data System (ADS)

    Tashlykova-Bushkevich, Iya I.

    2015-12-01

    Women constitute 49% of all natural scientists in Belarus. However, fewer than 18% of Belarusian natural scientists who hold a doctor of science degree are women. The proportion of women decreases with increasing rank at universities and institutes in Belarus. Gender imbalance at the level of full professor is striking at just 17.5% women, and illuminates the vertical segregation of women in the natural sciences. This report reviews the positions of women in science in Belarus to draw out current advances and challenges encountered by female scientists in the former socialist country. New statistical data are broken down by gender and aimed at advancing the general agenda for women in science.

  1. The Development of Children's Gender-Science Stereotypes: A Meta-analysis of 5 Decades of U.S. Draw-A-Scientist Studies.

    PubMed

    Miller, David I; Nolla, Kyle M; Eagly, Alice H; Uttal, David H

    2018-03-20

    This meta-analysis, spanning 5 decades of Draw-A-Scientist studies, examined U.S. children's gender-science stereotypes linking science with men. These stereotypes should have weakened over time because women's representation in science has risen substantially in the United States, and mass media increasingly depict female scientists. Based on 78 studies (N = 20,860; grades K-12), children's drawings of scientists depicted female scientists more often in later decades, but less often among older children. Children's depictions of scientists therefore have become more gender diverse over time, but children still associate science with men as they grow older. These results may reflect that children observe more male than female scientists in their environments, even though women's representation in science has increased over time. © 2018 Society for Research in Child Development.

  2. A Study of Research Assistants' Perceptions about Academic Adviser and Academic Life through Metaphors

    ERIC Educational Resources Information Center

    Gulmez, Deniz; Kozan, Hatice Irem Ozteke

    2017-01-01

    In current study research assistants' perceptions about the concepts of "Academic adviser" and "Academic life" via metaphors were aimed which is conducted with qualitative research method. Participants of study consist of 82 research assistant (45 of them women) work in Educational Faculties in Turkey. In data collection, for…

  3. Testing the Concept of Academic Housework in a European Setting: Part of Academic Career-Making or Gendered Barrier to the Top?

    ERIC Educational Resources Information Center

    Heijstra, Thamar M.; Einarsdóttir, Þorgerður; Pétursdóttir, Gyða M.; Steinþórsdóttir, Finnborg S.

    2017-01-01

    In the labour market women's jobs have frequently been conceptually and literally tied to housework and hence thought of as unskilled and therefore undervalued. Although academic institutions have undergone changes, the fact that women still carry the main responsibility for domestic and caring tasks continues to follow them into the academic work…

  4. Automatic jargon identifier for scientists engaging with the public and science communication educators

    PubMed Central

    Chapnik, Noam; Yosef, Roy; Baram-Tsabari, Ayelet

    2017-01-01

    Scientists are required to communicate science and research not only to other experts in the field, but also to scientists and experts from other fields, as well as to the public and policymakers. One fundamental suggestion when communicating with non-experts is to avoid professional jargon. However, because they are trained to speak with highly specialized language, avoiding jargon is difficult for scientists, and there is no standard to guide scientists in adjusting their messages. In this research project, we present the development and validation of the data produced by an up-to-date, scientist-friendly program for identifying jargon in popular written texts, based on a corpus of over 90 million words published in the BBC site during the years 2012–2015. The validation of results by the jargon identifier, the De-jargonizer, involved three mini studies: (1) comparison and correlation with existing frequency word lists in the literature; (2) a comparison with previous research on spoken language jargon use in TED transcripts of non-science lectures, TED transcripts of science lectures and transcripts of academic science lectures; and (3) a test of 5,000 pairs of published research abstracts and lay reader summaries describing the same article from the journals PLOS Computational Biology and PLOS Genetics. Validation procedures showed that the data classification of the De-jargonizer significantly correlates with existing frequency word lists, replicates similar jargon differences in previous studies on scientific versus general lectures, and identifies significant differences in jargon use between abstracts and lay summaries. As expected, more jargon was found in the academic abstracts than lay summaries; however, the percentage of jargon in the lay summaries exceeded the amount recommended for the public to understand the text. Thus, the De-jargonizer can help scientists identify problematic jargon when communicating science to non-experts, and be implemented

  5. Automatic jargon identifier for scientists engaging with the public and science communication educators.

    PubMed

    Rakedzon, Tzipora; Segev, Elad; Chapnik, Noam; Yosef, Roy; Baram-Tsabari, Ayelet

    2017-01-01

    Scientists are required to communicate science and research not only to other experts in the field, but also to scientists and experts from other fields, as well as to the public and policymakers. One fundamental suggestion when communicating with non-experts is to avoid professional jargon. However, because they are trained to speak with highly specialized language, avoiding jargon is difficult for scientists, and there is no standard to guide scientists in adjusting their messages. In this research project, we present the development and validation of the data produced by an up-to-date, scientist-friendly program for identifying jargon in popular written texts, based on a corpus of over 90 million words published in the BBC site during the years 2012-2015. The validation of results by the jargon identifier, the De-jargonizer, involved three mini studies: (1) comparison and correlation with existing frequency word lists in the literature; (2) a comparison with previous research on spoken language jargon use in TED transcripts of non-science lectures, TED transcripts of science lectures and transcripts of academic science lectures; and (3) a test of 5,000 pairs of published research abstracts and lay reader summaries describing the same article from the journals PLOS Computational Biology and PLOS Genetics. Validation procedures showed that the data classification of the De-jargonizer significantly correlates with existing frequency word lists, replicates similar jargon differences in previous studies on scientific versus general lectures, and identifies significant differences in jargon use between abstracts and lay summaries. As expected, more jargon was found in the academic abstracts than lay summaries; however, the percentage of jargon in the lay summaries exceeded the amount recommended for the public to understand the text. Thus, the De-jargonizer can help scientists identify problematic jargon when communicating science to non-experts, and be implemented by

  6. Gender Disparities in Academic Practice.

    PubMed

    Waljee, Jennifer F; Chang, Kate Wan-Chu; Kim, H Myra; Gyetko, Margaret R; Quint, Elisabeth H; Lukacs, Nicholas W; Woolliscroft, James O; Chung, Kevin C

    2015-09-01

    In academia, women remain underrepresented. The authors' sought to examine differences in faculty position and professional satisfaction among academic physicians by gender. From 2008 to 2012, academic faculty members at a single institution were surveyed (2008, n = 737; 2010, n = 1151; and 2012, n = 971) regarding current position, choice of position, professional satisfaction, and desire for leaving. Logistic regression was performed to compare aspects of professional satisfaction by gender. Men more often held tenure track positions compared with women (2008, 45 percent versus 20 percent; 2010, 47 percent versus 20 percent; and 2012, 49 percent versus 20 percent; p < 0.001). Women were more likely to engage in only clinical activities compared with men (2008, 31 percent versus 18 percent; 2010, 28 percent versus 14 percent; and 2012, 33 percent versus 13 percent; p < 0.001) and less likely to participate in research. Women chose tracks to accommodate work-life balance [2008, OR, 1.9 (95 percent CI, 1.29 to 2.76); 2010, OR, 2.0 (95 percent CI, 1.38 to 2.76); and 2012, OR, 2.1 (95 percent CI, 1.40 to 3.00)], rather than the opportunity of tenure [2008, OR, 0.4 (95 percent CI, 0.23 to 0.75); 2010, OR, 0.5 (95 percent CI, 0.35 to 0.85); and 2012, OR, 0.5 (95 percent CI, 0.29 to 0.76) compared with men. Men reported higher professional satisfaction compared with women (2008, 5.7 versus 5.4, p < 0.009; 2012, 5.3 versus 5.0, p < 0.03). Men were more likely to leave because of leadership opportunities (14.4 percent versus 9.2 percent, p < 0.03) and compensation (14.2 percent versus 9.2 percent, p < 0.03) compared with women. Women report lower levels of professional satisfaction in academic practice compared with men. Given the increasing pressures of academic practice, efforts to align work-life balance and professional goals could potentially improve faculty satisfaction and retention.

  7. Gender Differences in Publication Productivity among Academic Urologists in the United States

    PubMed Central

    Mayer, Erik N.; Lenherr, Sara M.; Hanson, Heidi A.; Jessop, Terry C.; Lowrance, William T.

    2017-01-01

    Objective To describe the publication productivity of academic urologists in the United States by gender. Materials and Methods Gender inequality is prevalent in most surgical subspecialties, including urology. Despite small numbers of women in academic positions, differences in scholarly impact by gender are relatively unknown. We assembled a list of 1922 academic urologists (1686 male (87.7%), 236 female (12.3%)) at 124 academic institutions throughout the United States as of February 2016. Scopus and Google Scholar were queried for bibliometric data on each individual, including h-index and m-quotient. We analyzed these metrics for both genders by educational background, subspecialty, NIH funding, and academic rank. Results Men had higher median h-indices than women overall (p<0.05), and by successive academic ranks (p<0.05). Proportionally fewer women attained senior academic ranking (professor/chair), (p<0.05). There was no difference in research productivity by successive rank after controlling for career duration (m-quotient). Women were more likely to choose a practice that specialized in pediatric urology or female urology/pelvic reconstructive surgery than their male counterparts (p<0.05). Conclusions and Relevance Women represent a growing proportion of academic urology faculty, but despite the recent increase in number entering the field, relatively few women occupy senior leadership positions. Improving psychosocial barriers to advancement such as lack of mentorship or discriminatory policies may help pioneering female urologists as they progress in their careers. PMID:28232174

  8. Young Engineers and Scientists: a Mentorship Program

    NASA Astrophysics Data System (ADS)

    Boice, Daniel C.; Wuest, Martin; Marilyn, Koch B.

    The Young Engineers and Scientists (YES) Program is a community partnership between Southwest Research Institute (SwRI) and local high schools in San Antonio Texas (USA). It provides talented high school juniors and seniors a bridge between classroom instruction and real-world research experiences in physical sciences and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems attend mini-courses and seminars on electronics computers and the Internet careers science ethics and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year students publicly present and display their work acknowledging their accomplishments and spreading career awareness to other students and teachers. YES has been highly successful during the past 10 years. All YES graduates have entered college several have worked for SwRI and three scientific publications have resulted. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors.

  9. The Women in Medicine and Health Science Program: An Innovative Initiative to Support Female Faculty at the University of California Davis School of Medicine

    PubMed Central

    Bauman, Melissa D.; Howell, Lydia P.; Villablanca, Amparo C.

    2014-01-01

    Problem Although more female physicians and scientists are choosing careers in academic medicine, women continue to be underrepresented as medical school faculty, particularly at the level of full professor and in leadership positions. Effective interventions to support women in academic medicine exist, but the nature and content of such programs varies widely. Approach Women in medicine programs can play a critical role in supporting women’s careers and can improve recruitment and retention of women by providing opportunities for networking, sponsorship, mentorship, and career development. The University of California Davis School of Medicine established the Women in Medicine and Health Science (WIMHS) program in 2000 to ensure the full participation and success of women in all roles within academic medicine. The authors describe the components and evolution of the WIMHS program. Outcomes A steady increase in the number and percentage of female faculty and department chairs, as well as a relatively low departure rate for female faculty, strong and growing internal partnerships, and enthusiastic support from faculty and the school of medicine leadership, suggest that the WIMHS program has had a positive influence on recruitment and retention, career satisfaction, and institutional climate to provide a more inclusive and supportive culture for women. Next steps Going forward, the WIMHS program will continue to advocate for broader institutional change to support female faculty, like creating an onsite childcare program. Other institutions seeking to address the challenges facing female faculty may consider using the WIMHS program as a model to guide their efforts. PMID:25006704

  10. Role of sex in academic dermatology: results from a national survey.

    PubMed

    Sadeghpour, Mona; Bernstein, Ira; Ko, Christine; Jacobe, Heidi

    2012-07-01

    To determine whether there is an association between sex and academic rank and track, leadership, productivity, income, and career satisfaction. National cross-sectional survey. Academic dermatologists across the United States. A total of 1263 full-time academic dermatologists. The association of sex with the following predictive variables: rank, promotion, academic productivity, leadership, salary, and career satisfaction. Of the 343 respondents (27.2% response rate), 259 were full-time academic dermatologists, of whom 159 (61.4%) were men. Men held more senior positions (P < .001) even after adjustment for age (P < .02) and number of years since completion of residency (P < .05). Men were also more likely to occupy investigative career tracks (26.5% vs 11.1%), whereas women predominantly occupied clinical educator tracks (81.5% vs 50.0%) (P = .03). There was no significant difference in the hours worked between men and women (P = .052), and after controlling for academic rank, there was no difference in number of publications (P = .06) or grants received (P = .19). Difference in yearly salary became insignificant when adjusted for rank and other variables ($20 000 decrement for women; P = .12). Although most men (90.3%) and women (82.8%) were satisfied with their career, women were 24.6% more likely than men to consider leaving academia (P < .001). Sex-based differences in academic dermatology, including career track, academic rank distribution, leadership, and career satisfaction, persist. Measures that enhance the subjective rewards (eg, influence, collegiality, and mentorship) of academics and increased family-friendly measures for early-career academicians are important to close these gaps.

  11. Melanocyte development: with a message of encouragement to young women scientists.

    PubMed

    Mizoguchi, Masako

    2004-10-01

    . In addition to the International Pigment Cell Conference (IPCC), I have also taken part in many annual meetings of the Japanese Society for Pigment Cell Research (JSPCR), Pan American Society for Pigment Cell Research (PASPCR) and European Society for Pigment Cell Research (ESPCR). Not only have I learned a great deal, I have enjoyed myself immensely at those meetings. Moreover, I have made many good friends there, some of whom I have collaborated with in my research. To conclude, I would like to give my message 'be ambitious' to young scientists, especially young women.

  12. A systematic identification and analysis of scientists on Twitter.

    PubMed

    Ke, Qing; Ahn, Yong-Yeol; Sugimoto, Cassidy R

    2017-01-01

    Metrics derived from Twitter and other social media-often referred to as altmetrics-are increasingly used to estimate the broader social impacts of scholarship. Such efforts, however, may produce highly misleading results, as the entities that participate in conversations about science on these platforms are largely unknown. For instance, if altmetric activities are generated mainly by scientists, does it really capture broader social impacts of science? Here we present a systematic approach to identifying and analyzing scientists on Twitter. Our method can identify scientists across many disciplines, without relying on external bibliographic data, and be easily adapted to identify other stakeholder groups in science. We investigate the demographics, sharing behaviors, and interconnectivity of the identified scientists. We find that Twitter has been employed by scholars across the disciplinary spectrum, with an over-representation of social and computer and information scientists; under-representation of mathematical, physical, and life scientists; and a better representation of women compared to scholarly publishing. Analysis of the sharing of URLs reveals a distinct imprint of scholarly sites, yet only a small fraction of shared URLs are science-related. We find an assortative mixing with respect to disciplines in the networks between scientists, suggesting the maintenance of disciplinary walls in social media. Our work contributes to the literature both methodologically and conceptually-we provide new methods for disambiguating and identifying particular actors on social media and describing the behaviors of scientists, thus providing foundational information for the construction and use of indicators on the basis of social media metrics.

  13. A systematic identification and analysis of scientists on Twitter

    PubMed Central

    Ke, Qing; Ahn, Yong-Yeol; Sugimoto, Cassidy R.

    2017-01-01

    Metrics derived from Twitter and other social media—often referred to as altmetrics—are increasingly used to estimate the broader social impacts of scholarship. Such efforts, however, may produce highly misleading results, as the entities that participate in conversations about science on these platforms are largely unknown. For instance, if altmetric activities are generated mainly by scientists, does it really capture broader social impacts of science? Here we present a systematic approach to identifying and analyzing scientists on Twitter. Our method can identify scientists across many disciplines, without relying on external bibliographic data, and be easily adapted to identify other stakeholder groups in science. We investigate the demographics, sharing behaviors, and interconnectivity of the identified scientists. We find that Twitter has been employed by scholars across the disciplinary spectrum, with an over-representation of social and computer and information scientists; under-representation of mathematical, physical, and life scientists; and a better representation of women compared to scholarly publishing. Analysis of the sharing of URLs reveals a distinct imprint of scholarly sites, yet only a small fraction of shared URLs are science-related. We find an assortative mixing with respect to disciplines in the networks between scientists, suggesting the maintenance of disciplinary walls in social media. Our work contributes to the literature both methodologically and conceptually—we provide new methods for disambiguating and identifying particular actors on social media and describing the behaviors of scientists, thus providing foundational information for the construction and use of indicators on the basis of social media metrics. PMID:28399145

  14. Exploring intentions of physician-scientist trainees: factors influencing MD and MD/PhD interest in research careers.

    PubMed

    Kwan, Jennifer M; Daye, Dania; Schmidt, Mary Lou; Conlon, Claudia Morrissey; Kim, Hajwa; Gaonkar, Bilwaj; Payne, Aimee S; Riddle, Megan; Madera, Sharline; Adami, Alexander J; Winter, Kate Quinn

    2017-07-11

    Prior studies have described the career paths of physician-scientist candidates after graduation, but the factors that influence career choices at the candidate stage remain unclear. Additionally, previous work has focused on MD/PhDs, despite many physician-scientists being MDs. This study sought to identify career sector intentions, important factors in career selection, and experienced and predicted obstacles to career success that influence the career choices of MD candidates, MD candidates with research-intense career intentions (MD-RI), and MD/PhD candidates. A 70-question survey was administered to students at 5 academic medical centers with Medical Scientist Training Programs (MSTPs) and Clinical and Translational Science Awards (CTSA) from the NIH. Data were analyzed using bivariate or multivariate analyses. More MD/PhD and MD-RI candidates anticipated or had experienced obstacles related to balancing academic and family responsibilities and to balancing clinical, research, and education responsibilities, whereas more MD candidates indicated experienced and predicted obstacles related to loan repayment. MD/PhD candidates expressed higher interest in basic and translational research compared to MD-RI candidates, who indicated more interest in clinical research. Overall, MD-RI candidates displayed a profile distinct from both MD/PhD and MD candidates. MD/PhD and MD-RI candidates experience obstacles that influence their intentions to pursue academic medical careers from the earliest training stage, obstacles which differ from those of their MD peers. The differences between the aspirations of and challenges facing MD, MD-RI and MD/PhD candidates present opportunities for training programs to target curricula and support services to ensure the career development of successful physician-scientists.

  15. Do pressures to publish increase scientists' bias? An empirical support from US States Data.

    PubMed

    Fanelli, Daniele

    2010-04-21

    The growing competition and "publish or perish" culture in academia might conflict with the objectivity and integrity of research, because it forces scientists to produce "publishable" results at all costs. Papers are less likely to be published and to be cited if they report "negative" results (results that fail to support the tested hypothesis). Therefore, if publication pressures increase scientific bias, the frequency of "positive" results in the literature should be higher in the more competitive and "productive" academic environments. This study verified this hypothesis by measuring the frequency of positive results in a large random sample of papers with a corresponding author based in the US. Across all disciplines, papers were more likely to support a tested hypothesis if their corresponding authors were working in states that, according to NSF data, produced more academic papers per capita. The size of this effect increased when controlling for state's per capita R&D expenditure and for study characteristics that previous research showed to correlate with the frequency of positive results, including discipline and methodology. Although the confounding effect of institutions' prestige could not be excluded (researchers in the more productive universities could be the most clever and successful in their experiments), these results support the hypothesis that competitive academic environments increase not only scientists' productivity but also their bias. The same phenomenon might be observed in other countries where academic competition and pressures to publish are high.

  16. Women's Higher Education in Comparative Perspective.

    ERIC Educational Resources Information Center

    Kelly, Gail P., Ed.; Slaughter, Sheila, Ed.

    This book presents a collection of essays on the effect of national policies and practices on women's access to higher education, the type of courses in which women are enrolled, women's roles as academics, and how the outcomes of higher education affect women in the academic workforce and the economy. Various countries are represented in the…

  17. Can weight predict academic performance in college students? An analysis of college women's self-efficacy, absenteeism, and depressive symptoms as mediators.

    PubMed

    Aimé, Annie; Villatte, Aude; Cyr, Caroline; Marcotte, Diane

    2017-04-01

    Over a third of American college students are either overweight or obese, which has been suggested to negatively impact their academic achievement. This study seeks to better understand the relationship between body mass index (BMI) and grade point average (GPA), while examining potential mediators of this association. The sample consists of 298 college women who volunteered to complete online questionnaires between October and December 2014. Although no significant differences were noted for sociodemographic variables, overweight and obese female students were found to report lower GPA and academic self-efficacy as well as higher depressive symptoms, compared with their normal-weight counterparts. Academic self-efficacy partially mediated the relationship between BMI and GPA. To foster better academic achievement in female college students, and especially for those who are overweight and obese, strategies for improving self-efficacy and adaptation to college should be implemented.

  18. Persistence of African American Men in Science: Exploring the Influence of Scientist Identity, Mentoring, and Campus Climate

    NASA Astrophysics Data System (ADS)

    Guy, Breonte Stephan

    The scant literature on persistence of African American males in science typically takes a deficits-based approach to encapsulate the myriad reasons this population is so often underrepresented. Scientist Identity, Mentoring, and Campus Climate have, individually, been found to be related to the persistence of African American students. However, the unified impact of these three variables on the persistence of African American students with science interests has not been evaluated, and the relationship between the variables, the students' gender, and markers of academic achievement have not been previously investigated. The current study takes a strengths-based approach to evaluating the relationship between Scientist Identity, Mentoring, and Campus climate with a population of African American students with science interests who were studying at six Minority Serving Institutions and Predominantly White Institutions in the Southern United States. Multiple regression analyses were conducted to determine the impact of Scientist Identity, Mentoring, and Campus Climate on Intention to Persist of African American males. The results indicate that Scientist Identity predicts Intention to Persist, and that gender, academic performance, and institution type moderate the relationship between Scientist Identity and Intention to Persist. These results lend credence to the emerging notion that, for African American men studying science, generating a greater depth and breadth of understanding of the factors that lead to persistence will aid in the development of best practices for supporting persistence among this perpetually underrepresented population.

  19. SED Alumni---breeding ground for scientists

    NASA Astrophysics Data System (ADS)

    Bederson, Benjamin

    2006-04-01

    In 1943 the US Army established the Special Engineering Detachment (SED), in which mostly drafted young soldiers possessing some scientific credentials (though usually quite minimal) were reassigned from other duties to the Manhattan Project to assist in various research and development aspects of nuclear weapons. The Los Alamos contingent, never more than a few hundred GIs, worked with more senior scientists and engineers, often assuming positions of real responsibility. An unintended consequence of this circumstance was the fact that being in the SEDs turned out to be a fortuitous breeding ground for future physicists, chemists, and engineers. SEDs benefited from their close contacts with established scientists, working with them side by side, attended lectures by luminaries, and gained invaluable experience that would help them establish academic and industrial careers later in life. I will discuss some of these individuals (I list only those of whom I am personally aware). These include Henry ``Heinz'' Barschall*, Richard Bellman*-RAND Corporation, Murray Peshkin-ANL, Peter Lax-Courant Institute, NYU, William Spindel*-NRC,NAS, Bernard Waldman- Notre Dame, Richard Davisson*-U of Washington, Arnold Kramish- RAND, UNESCO, Josef Hofmann- Acoustic Research Corp, Val Fitch- Princeton U. *deceased

  20. What does the UK public want from academic science communication?

    PubMed

    Redfern, James; Illingworth, Sam; Verran, Joanna

    2016-01-01

    The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent's current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the 'common practice' of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals), there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience.

  1. What does the UK public want from academic science communication?

    PubMed Central

    Redfern, James; Illingworth, Sam; Verran, Joanna

    2016-01-01

    The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent’s current and future engagement with science communication activities. Respondents provided a wide range of ideas and concerns as to the ‘common practice’ of academic science communication, and whilst they support some of these popular approaches (such as open-door events and science festivals), there are alternatives that may enable wider engagement. Suggestions of internet-based approaches and digital media were strongly encouraged, and although respondents found merits in methods such as science festivals, limitations such as geography, time and topic of interest were a barrier to engagement for some. Academics and scientists need to think carefully about how they plan their science communication activities and carry out evaluations, including considering the point of view of the public, as although defaulting to hands-on open door events at their university may seem like the expected standard, it may not be the best way to reach the intended audience. PMID:27347384

  2. Gender differences regarding career issues and promotion in academic physical medicine and rehabilitation.

    PubMed

    Bowles, Amy O; Kevorkian, C George; Rintala, Diana H

    2007-11-01

    To assess gender differences in academic progress and attitudes toward promotion in academic physical medicine and rehabilitation (PM&R). A survey was sent to members of the Association of Academic Physiatrists (AAP). Questions addressed demographics, job description, hours worked, childcare responsibilities, publications, career aspirations, mentoring, and familiarity with promotion and tenure policies. Respondents were also asked about the relative importance of career aspects including the perceived benefits of and obstacles to promotion. Responses were anonymous. Women spent less time on scholarly activities. Women considered the fact that they disliked writing and did not know how to do research to be more important obstacles to promotion than did men. Women were more likely to have part-time appointments and lower academic rank. They had fewer children at home but greater responsibility for child care. Women were less likely to aspire to become full professor, they met less often with their department chair/supervisor, and they published fewer papers. Men and women reported equal career satisfaction. There are several gender differences in the values, attitudes, and priorities in academic PM&R. Women respondents were generally less interested in traditional academic pursuits than were their male counterparts.

  3. Increasing retention of early career female atmospheric scientists

    NASA Astrophysics Data System (ADS)

    Edwards, L. M.; Hallar, A. G.; Avallone, L. M.; Thiry, H.

    2010-12-01

    Atmospheric Science Collaborations and Enriching NeTworks (ASCENT) is a workshop series designed to bring together early career female scientists in the field of atmospheric science and related disciplines. ASCENT uses a multi-faceted approach to provide junior scientists with tools that will help them meet the challenges in their research and teaching career paths and will promote their retention in the field. During the workshop, senior women scientists discuss their career and life paths. They also lead seminars on tools, resources and methods that can help early career scientists to be successful and prepared to fill vacancies created by the “baby boomer” retirees. Networking is a significant aspect of ASCENT, and many opportunities for both formal and informal interactions among the participants (of both personal and professional nature) are blended in the schedule. The workshops are held in Steamboat Springs, Colorado, home of a high-altitude atmospheric science laboratory, Storm Peak Laboratory, which also allows for nearby casual outings and a pleasant environment for participants. Near the conclusion of each workshop, junior and senior scientists are matched in mentee-mentor ratios of two junior scientists per senior scientist. Post-workshop reunion events are held at national scientific meetings to maintain connectivity among each year’s participants, and for collaborating among participants of all workshops held to date. Evaluations of the two workshop cohorts thus far conclude that the workshops have been successful in achieving the goals of establishing and expanding personal and research-related networks, and that seminars have been useful in creating confidence and sharing resources for such things as preparing promotion and tenure packages, interviewing and negotiating job offers, and writing successful grant proposals.

  4. Publication metrics and success on the academic job market.

    PubMed

    van Dijk, David; Manor, Ohad; Carey, Lucas B

    2014-06-02

    The number of applicants vastly outnumbers the available academic faculty positions. What makes a successful academic job market candidate is the subject of much current discussion [1-4]. Yet, so far there has been no quantitative analysis of who becomes a principal investigator (PI). We here use a machine-learning approach to predict who becomes a PI, based on data from over 25,000 scientists in PubMed. We show that success in academia is predictable. It depends on the number of publications, the impact factor (IF) of the journals in which those papers are published, and the number of papers that receive more citations than average for the journal in which they were published (citations/IF). However, both the scientist's gender and the rank of their university are also of importance, suggesting that non-publication features play a statistically significant role in the academic hiring process. Our model (www.pipredictor.com) allows anyone to calculate their likelihood of becoming a PI. Copyright © 2014 Elsevier Ltd. All rights reserved.

  5. Closing the gender leadership gap: a multi-centre cross-country comparison of women in management and leadership in academic health centres in the European Union.

    PubMed

    Kuhlmann, Ellen; Ovseiko, Pavel V; Kurmeyer, Christine; Gutiérrez-Lobos, Karin; Steinböck, Sandra; von Knorring, Mia; Buchan, Alastair M; Brommels, Mats

    2017-01-06

    Women's participation in medicine and the need for gender equality in healthcare are increasingly recognised, yet little attention is paid to leadership and management positions in large publicly funded academic health centres. This study illustrates such a need, taking the case of four large European centres: Charité - Universitätsmedizin Berlin (Germany), Karolinska Institutet (Sweden), Medizinische Universität Wien (Austria), and Oxford Academic Health Science Centre (United Kingdom). The percentage of female medical students and doctors in all four countries is now well within the 40-60% gender balance zone. Women are less well represented among specialists and remain significantly under-represented among senior doctors and full professors. All four centres have made progress in closing the gender leadership gap on boards and other top-level decision-making bodies, but a gender leadership gap remains relevant. The level of achieved gender balance varies significantly between the centres and largely mirrors country-specific welfare state models, with more equal gender relations in Sweden than in the other countries. Notably, there are also similar trends across countries and centres: gender inequality is stronger within academic enterprises than within hospital enterprises and stronger in middle management than at the top level. These novel findings reveal fissures in the 'glass ceiling' effects at top-level management, while the barriers for women shift to middle-level management and remain strong in academic positions. The uneven shifts in the leadership gap are highly relevant and have policy implications. Setting gender balance objectives exclusively for top-level decision-making bodies may not effectively promote a wider goal of gender equality. Academic health centres should pay greater attention to gender equality as an issue of organisational performance and good leadership at all levels of management, with particular attention to academic enterprises

  6. Sex differences in academic advancement. Results of a national study of pediatricians.

    PubMed

    Kaplan, S H; Sullivan, L M; Dukes, K A; Phillips, C F; Kelch, R P; Schaller, J G

    1996-10-24

    Although the numbers of women in training and in entry-level academic positions in medicine have increased substantially in recent years, the proportion of women in senior faculty positions has not changed. We conducted a study to determine the contributions of background and training, academic productivity, distribution of work time, institutional support, career attitudes, and family responsibilities to sex differences in academic rank and salary among faculty members of academic pediatric departments. We conducted a cross-sectional survey of all salaried physicians in 126 academic departments of pediatrics in the United States in January 1992. Of the 6441 questionnaires distributed, 4285 (67 percent) were returned. The sample was representative of U.S. pediatric faculty members. Multivariate models were used to relate academic rank and salary to 16 independent variables. Significantly fewer women than men achieved the rank of associate professor or higher. For both men and women, higher salaries and ranks were related to greater academic productivity (more publications and grants), more hours worked, more institutional support of research, greater overall career satisfaction, and fewer career problems. Less time spent in teaching and patient care was related to greater academic productivity for both sexes. Women in the low ranks were less academically productive and spent significantly more time in teaching and patient care than men in those ranks. Adjustment for all independent variables eliminated sex differences in academic rank but not in salary. Lower rates of academic productivity, more time spent in teaching and patient care and less time spent in research, less institutional support for research, and lower rates of specialization in highly paid subspecialties contributed to the lower ranks and salaries of female faculty members.

  7. The Political Polarization of Women: Where Political Scientists Went Wrong.

    ERIC Educational Resources Information Center

    MacManus, Susan A.

    Early research into women's political participation assumed erroneously that gender was more important than race, ethnicity, and class, that uniform commitment on women's issues would occur, and that only female officeholders could represent women. Based on attitudinal, participatory, and electoral data collected in Houston, Texas in 1977-78, this…

  8. Social phobia in Brazilian university students: prevalence, under-recognition and academic impairment in women.

    PubMed

    Baptista, Carlos Alberto; Loureiro, Sonia Regina; de Lima Osório, Flávia; Zuardi, Antonio Waldo; Magalhães, Pedro V; Kapczinski, Flávio; Filho, Alaor Santos; Freitas-Ferrari, Maria Cecília; Crippa, José Alexandre S

    2012-02-01

    Despite the fact that public speaking is a common academic activity and that social phobia has been associated with lower educational achievement and impaired academic performance, little research has examined the prevalence of social phobia in college students. The aim of this study was to evaluate the prevalence of social phobia in a large sample of Brazilian college students and to examine the academic impact of this disorder. The Social Phobia Inventory (SPIN) and the MINI-SPIN, used as the indicator of social phobia in the screening phase, were applied to 2319 randomly selected students from two Brazilian universities. For the second phase (diagnostic confirmation), four psychiatrists and one clinical psychologist administered the SCID-IV to subjects with MINI-SPIN scores of 6 or higher. The prevalence of social phobia among the university students was 11.6%. Women with social phobia had significantly lower grades than those without the disorder. Fear of public speaking was the most common social fear. Only two of the 237 students with social phobia (0.8%) had previously received a diagnosis of social phobia and were under treatment. Social phobia comorbidities were not evaluated in this study. The methods of assessment employed by the universities (written exams) may mask the presence of social phobia. This was not a population-based study, and thus the results are not generalizable to the entire population with social phobia. Preventive strategies are recommended to reduce the under-recognition and the adverse impact of social phobia on academic performance and overall quality of life of university students. Copyright © 2011 Elsevier B.V. All rights reserved.

  9. Career Advancement Outcomes in Academic Science, Technology, Engineering and Mathematics (STEM): Gender, Mentoring Resources, and Homophily

    NASA Astrophysics Data System (ADS)

    Lee, Sang Eun

    This dissertation examines gender differences in career advancement outcomes among academic science, technology, engineering and mathematics (STEM) scientists. In particular, this research examines effects of gender, PhD advisors and postdoctoral supervisors mentoring resources and gender homophily in the mentoring dyads on the career advancement outcomes at early career stages. Female academic scientists have disadvantages in the career progress in the academic STEM. They tend to fall behind throughout their career paths and to leave the field compared to their male colleagues. Researchers have found that gender differences in the career advancement are shaped by gender-biased evaluations derived from gender stereotypes. Other studies demonstrate the positive impacts of mentoring and gender homophily in the mentoring dyads. To add greater insights to the current findings of female academic scientists' career disadvantages, this dissertation investigates comprehensive effects of gender, mentoring, and gender homophily in the mentoring dyads on female scientists' career advancement outcomes in academic science. Based on the Status Characteristics Theory, the concept of mentoring, Social Capital Theory, and Ingroup Bias Theory, causal path models are developed to test direct and indirect effects of gender, mentoring resources, and gender homophily on STEM faculty's career advancement. The research models were tested using structural equation modeling (SEM) with data collected from a national survey, funded by the National Science Foundation, completed in 2011 by tenured and tenure-track academic STEM faculty from higher education institutions in the United States. Findings suggest that there is no gender difference in career advancement controlling for mentoring resources and gender homophily in the mentoring dyads and other factors including research productivity and domestic caregiving responsibilities. Findings also show that the positive relationship between

  10. The ADVANCE Program: Targeting the Increase in the Participation and Advancement of Women in Academic Science and Engineering Careers

    NASA Astrophysics Data System (ADS)

    Esperanca, S.

    2003-12-01

    The goal of NSF's ADVANCE Program is to help increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. The Program tries to address this under representation by focusing on support for men and women with three approaches: institutional (Institutional Transformation), grass-root (Leadership), and individual (Fellows) support. The ADVANCE Program alternates with a round of Institutional and Leadership awards in one year and a Fellows competition the next. Since its inception in 2001, NSF has had two competitive rounds for each of the three award types and will have spent approximately 75 M\\ by the end of the next fiscal year (2004). The first and second ADVANCE Institutional Transformation competitions (FY 2001 and 2003) received over 70 proposals each. These awards are for multi-year support in the amount of 3-4M\\ each. Details and access to the websites for the ADVANCE programs of each institution can be found in NSF's ADVANCE webpage at http://nsf.gov/home/crssprgm/advance/itwebsites.htm. The number of proposals submitted for the Leadership awards competition dropped from 35 in 2001 to 26 in 2003, despite an increase in the allowed award size for the second round. In terms of projected goals, this part of ADVANCE is perhaps the most eclectic. Some Leadership awards were made to professional societies to work specifically with their respective scientific communities in identifying needs that might be peculiar to a field of science. In the first round of the Leadership awards, PI Mary-Anne Holmes of the University of Nebraska-Lincoln and collaborators received a grant to work with the Association of Women Geoscientists to determine the current status of women geoscientists in the US. These grantees hope to disseminate the information gathered under this award broadly in order to educate women students and faculty on strategies to

  11. Salty sisters: The women of halophiles

    PubMed Central

    Baxter, Bonnie K.; Gunde-Cimerman, Nina; Oren, Aharon

    2014-01-01

    A history of halophile research reveals the commitment of scientists to uncovering the secrets of the limits of life, in particular life in high salt concentration and under extreme osmotic pressure. During the last 40 years, halophile scientists have indeed made important contributions to extremophile research, and prior international halophiles congresses have documented both the historical and the current work. During this period of salty discoveries, female scientists, in general, have grown in number worldwide. But those who worked in the field when there were small numbers of women sometimes saw their important contributions overshadowed by their male counterparts. Recent studies suggest that modern female scientists experience gender bias in matters such as conference invitations and even representation among full professors. In the field of halophilic microbiology, what is the impact of gender bias? How has the participation of women changed over time? What do women uniquely contribute to this field? What are factors that impact current female scientists to a greater degree? This essay emphasizes the “her story” (not “history”) of halophile discovery. PMID:24926287

  12. Female Administrative Managers in Australian Universities: Not Male and Not Academic

    ERIC Educational Resources Information Center

    Wallace, Michelle; Marchant, Teresa

    2011-01-01

    Women make up 65 per cent of the staff in Australian universities who do not perform academic work. While there is a growing body of research on women in senior management and the experiences of female academics in Australian universities, there is less literature on women working in the administrative stream, especially those in middle…

  13. Mentors, networks, and resources for early career female atmospheric scientists

    NASA Astrophysics Data System (ADS)

    Hallar, A. G.; Avallone, L. M.; Edwards, L. M.; Thiry, H.; Ascent

    2011-12-01

    Atmospheric Science Collaborations and Enriching NeTworks (ASCENT) is a workshop series designed to bring together early career female scientists in the field of atmospheric science and related disciplines. ASCENT is a multi-faceted approach to retaining these junior scientists through the challenges in their research and teaching career paths. During the workshop, senior women scientists discuss their career and life paths. They also lead seminars on tools, resources and methods that can help early career scientists to be successful. Networking is a significant aspect of ASCENT, and many opportunities for both formal and informal interactions among the participants (of both personal and professional nature) are blended in the schedule. The workshops are held in Steamboat Springs, Colorado, home of a high-altitude atmospheric science laboratory - Storm Peak Laboratory, which also allows for nearby casual outings and a pleasant environment for participants. Near the conclusion of each workshop, junior and senior scientists are matched in mentee-mentor ratios of two junior scientists per senior scientist. An external evaluation of the three workshop cohorts concludes that the workshops have been successful in establishing and expanding personal and research-related networks, and that seminars have been useful in creating confidence and sharing resources for such things as preparing promotion and tenure packages, interviewing and negotiating job offers, and writing successful grant proposals.

  14. Perceived gender-based barriers to careers in academic surgery.

    PubMed

    Cochran, Amalia; Hauschild, Tricia; Elder, William B; Neumayer, Leigh A; Brasel, Karen J; Crandall, Marie L

    2013-08-01

    Women represent roughly 50% of US medical students and one third of US surgery residents. Within academic surgery departments, however, women are disproportionately underrepresented, particularly at senior levels. The aim of this study was to test the hypothesis that female surgeons perceive different barriers to academic careers relative to their male colleagues. A modified version of the Career Barriers Inventory-Revised was administered to senior surgical residents and early-career surgical faculty members at 8 academic medical centers using an online survey tool. Likert-type scales were used to measure respondents' agreement with each survey item. Fisher's exact test was used to identify significant differences on the basis of gender. Respondents included 70 women (44 residents, 26 faculty members) and 84 men (41 residents, 43 faculty members). Women anticipated or perceived active discrimination in the form of being treated differently and experiencing negative comments about their sex, findings that differed notably from those for male counterparts. Sex-based negative attitudes inhibited the career aspirations of female surgeons. The presence of overt and implicit bias resulted in a sense that sex is a barrier to female surgeons' career development in academic surgery. No differences were observed between male and female respondents with regard to career preparation or structural barriers. Female academic surgeons experience challenges that are perceived to differ from their male counterparts. Women who participated in this study reported feeling excluded from the dominant culture in departments of surgery. This study may help guide transformative initiatives within academic surgery departments. Copyright © 2013 Elsevier Inc. All rights reserved.

  15. Evaluating a leadership program: a comparative, longitudinal study to assess the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women.

    PubMed

    Dannels, Sharon A; Yamagata, Hisashi; McDade, Sharon A; Chuang, Yu-Chuan; Gleason, Katharine A; McLaughlin, Jean M; Richman, Rosalyn C; Morahan, Page S

    2008-05-01

    The Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) program provides an external yearlong development program for senior women faculty in U.S. and Canadian medical schools. This study aims to determine the extent to which program participants, compared with women from two comparison groups, aspire to leadership, demonstrate mastery of leadership competencies, and attain leadership positions. A pre-/posttest methodology and longitudinal structure were used to evaluate the impact of ELAM participation. Participants from two ELAM cohorts were compared with women who applied but were not accepted into the ELAM program (NON) and women from the Association of American Medical Colleges (AAMC) Faculty Roster. The AAMC group was a baseline for midcareer faculty; the NON group allowed comparison for leadership aspiration. Baseline data were collected in 2002, with follow-up data collected in 2006. Sixteen leadership indicators were considered: administrative leadership attainment (four indicators), full professor academic rank (one), leadership competencies and readiness (eight), and leadership aspirations and education (three). For 15 of the indicators, ELAM participants scored higher than AAMC and NON groups, and for one indicator they scored higher than only the AAMC group (aspiration to leadership outside academic health centers). The differences were statistically significant for 12 indicators and were distributed across the categories. These included seven of the leadership competencies, three of the administrative leadership attainment indicators, and two of the leadership aspirations and education indicators. These findings support the hypothesis that the ELAM program has a beneficial impact on ELAM fellows in terms of leadership behaviors and career progression.

  16. Involving Practicing Scientists in K-12 Science Teacher Professional Development

    NASA Astrophysics Data System (ADS)

    Bertram, K. B.

    2011-12-01

    The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

  17. Gender Equity in Transplantation: A Report from the Women in Transplantation Workshop of The Transplantation Society of Australia and New Zealand.

    PubMed

    Dwyer, Karen M; Clark, Carolyn J; MacDonald, Kelli; Paraskeva, Miranda A; Rogers, Natasha; Ryan, Jessica; Webster, Angela C; Wong, Germaine

    2017-10-01

    The exponential growth of young talented women choosing science and medicine as their professional career over the past decade is substantial. Currently, more than half of the Australian medical doctoral graduates and early career researchers are comprised of women, but less than 20% of all academic professorial staff are women. The loss of female talent in the hierarchical ladder of Australian academia is a considerable waste of government investment, productivity, and scientific innovation. Gender disparity in the professional workforce composition is even more striking within the field of transplantation. Women are grossly underrepresented in leadership roles, with currently no female heads of unit in any of the Australian and New Zealand transplanting centers. At the same time, there is also gender segregation with a greater concentration of women in lower-status academic position compared with their male counterparts. Given the extent and magnitude of the disparity, the Women in Transplantation Committee, a subcommittee of The Transplantation Society of Australia and New Zealand established a workshop comprising 8 female clinicians/scientists in transplantation. The key objectives were to (i) identify potential gender equity issues within the transplantation workforce; (ii) devise and implement potential strategies and interventions to address some of these challenges at a societal level; (iii) set realistic and achievable goals to enhance and facility gender equality, equity, and diversity in transplantation.

  18. Women Astronomers through History

    NASA Astrophysics Data System (ADS)

    Dobrosavljevic-Grujic, Lj.

    2008-10-01

    We review the contributions of women to astronomy starting from the antique Greece and Alexandria, and mention briefly some works of nun-scientists in the Middle Ages, which are of interest only for keeping alive the spirit of inquiry during this Dark Age. We discuss in more details important contributions coming after the Scientific Revolution and Enlightenment, made by women working within their families, as assistants to their brothers or husbands. We show that by the late 19th century the role of women in astronomy becomes more independent, with more women working not only as "computers" in the great observatories, but also making important discoveries that placed them in a very high position as scientists at the dawn of 20th century.

  19. Women in computer science: An interpretative phenomenological analysis exploring common factors contributing to women's selection and persistence in computer science as an academic major

    NASA Astrophysics Data System (ADS)

    Thackeray, Lynn Roy

    The purpose of this study is to understand the meaning that women make of the social and cultural factors that influence their reasons for entering and remaining in study of computer science. The twenty-first century presents many new challenges in career development and workforce choices for both men and women. Information technology has become the driving force behind many areas of the economy. As this trend continues, it has become essential that U.S. citizens need to pursue a career in technologies, including the computing sciences. Although computer science is a very lucrative profession, many Americans, especially women, are not choosing it as a profession. Recent studies have shown no significant differences in math, technical and science competency between men and women. Therefore, other factors, such as social, cultural, and environmental influences seem to affect women's decisions in choosing an area of study and career choices. A phenomenological method of qualitative research was used in this study, based on interviews of seven female students who are currently enrolled in a post-secondary computer science program. Their narratives provided meaning into the social and cultural environments that contribute to their persistence in their technical studies, as well as identifying barriers and challenges that are faced by female students who choose to study computer science. It is hoped that the data collected from this study may provide recommendations for the recruiting, retention and support for women in computer science departments of U.S. colleges and universities, and thereby increase the numbers of women computer scientists in industry. Keywords: gender access, self-efficacy, culture, stereotypes, computer education, diversity.

  20. Personal and Social Interactions between Young Girls and Scientists: Examining Critical Aspects for Identity Construction

    ERIC Educational Resources Information Center

    Farland-Smith, Donna

    2012-01-01

    At a 5-day summer camp designed for middle-school girls (N = 50), fifth through ninth-grade students were able to identify with individual scientists and learn more about the science field. Data from the girls' journals, pictorial representations, and field notes demonstrated that these young women related to scientists who actively engaged them…

  1. Silent Bias: Challenges, Obstacles, and Strategies for Leadership Development in Academic Medicine-Lessons From Oral Histories of Women Professors at the University of Kansas.

    PubMed

    Pingleton, Susan K; Jones, Emily V M; Rosolowski, Tacey A; Zimmerman, Mary K

    2016-08-01

    Despite dramatic increases in female learners and junior faculty, a significant gap remains in female leadership in academic medicine. To assess challenges and obstacles encountered, strategies for academic success, and lessons learned for leadership development, the authors conducted an in-depth study of women full professors. The authors used a qualitative oral history approach, interviewing 87% of the cohort of female full professors at one Midwestern medical school in 2013 using a pretested, open-ended, semistructured interview guide. Interviews were videotaped and the audio recordings transcribed. Content was sorted into categories and key themes identified within each category. Participants described significant challenges: being treated with "silent bias," "being ignored," and being seen as an "other." Coping strategies included downplaying, keeping a distance, employing humor, and using symbols (e.g., white coat) to carefully present themselves. Explanations for success included intelligence, meritocracy, being even-tempered, and carefully constructing femininity. The participants recommended individual skills and actions to prepare for leadership development. Virtually all women could describe an individual mentor (sponsor), usually male, who provided essential assistance for their career success. At the same time, they stressed the importance of institutional support for diversity, especially with child care. Attaining "full professor" status is the pinnacle of academic success. Women who successfully navigated this academic ladder describe significant external and internal challenges that require multiple strategies to overcome. Leadership development entails a combination of individual support through mentors and sponsors, self-education and reflection, and organizational structural support to promote diversity.

  2. Different Aspects of Secondary School Students' Mental Frameworks Related to Concept of Scientist

    ERIC Educational Resources Information Center

    Karaçam, Sedat

    2015-01-01

    The aim of this study is to examine secondary school students' images and conceptualisations about scientists by contextual data analysis, and to determine relationships between them. The respondents were 356 students attending 6th and 7th grades of secondary school in Duzce. Tests were conducted during 2013-2014 academic year. Students' images…

  3. Martha Wollstein: A pioneer American female clinician-scientist.

    PubMed

    Abrams, Jeanne; Wright, James R

    2018-01-01

    Martha Wollstein was not only the first fully specialized pediatric perinatal pathologist practicing exclusively in a North America children's hospital, she also blazed another pathway as a very early pioneer female clinician-scientist. Wollstein provided patient care at Babies Hospital of New York City from 1891 until her retirement in 1935, and also simultaneously worked for many years as a basic scientist at the prestigious Rockefeller Institute for Medical Research. Wollstein published over 65 papers, many frequently cited, during her career on a wide range of topics including pediatric and infectious diseases. Wollstein was a rare female in the field of pathology in an era when just a relatively small number of women became doctors in any medical specialty. Wollstein was born into an affluent Jewish American family in New York City in 1868 and graduated from the Women's Medical College in 1889. This paper explores her family support and ethnic and religious background, which helped facilitate her professional success. During her time, she was recognized internationally for her research and was respected for her medical and scientific skills; unfortunately today her important career has been largely forgotten.

  4. The academic quilting bee.

    PubMed

    Mayer, Anita P; Files, Julia A; Ko, Marcia G; Blair, Janis E

    2009-03-01

    In medicine, the challenges faced by female faculty members who are attempting to achieve academic advancement have been well described. Various strategies have been proposed to increase academic productivity to aid the promotion of women in medicine. We propose an innovative collaboration strategy that encourages completion of an academic writing project. This strategy acknowledges the challenges inherent in achieving work-life balance and utilizes a collaborative work style with a group of peer physicians. The model is designed to encourage the completion and collation of independently prepared sections of an academic paper within a setting that emphasizes social networking and collaboration. This approach has many similarities to the construction of a quilt during a "quilting bee."

  5. Designing a solution to enable agency-academic scientific collaboration for disasters

    USGS Publications Warehouse

    Mease, Lindley A.; Gibbs-Plessl, Theodora; Erickson, Ashley; Ludwig, Kristin A.; Reddy, Christopher M.; Lubchenco, Jane

    2017-01-01

    As large-scale environmental disasters become increasingly frequent and more severe globally, people and organizations that prepare for and respond to these crises need efficient and effective ways to integrate sound science into their decision making. Experience has shown that integrating nongovernmental scientific expertise into disaster decision making can improve the quality of the response, and is most effective if the integration occurs before, during, and after a crisis, not just during a crisis. However, collaboration between academic, government, and industry scientists, decision makers, and responders is frequently difficult because of cultural differences, misaligned incentives, time pressures, and legal constraints. Our study addressed this challenge by using the Deep Change Method, a design methodology developed by Stanford ChangeLabs, which combines human-centered design, systems analysis, and behavioral psychology. We investigated underlying needs and motivations of government agency staff and academic scientists, mapped the root causes underlying the relationship failures between these two communities based on their experiences, and identified leverage points for shifting deeply rooted perceptions that impede collaboration. We found that building trust and creating mutual value between multiple stakeholders before crises occur is likely to increase the effectiveness of problem solving. We propose a solution, the Science Action Network, which is designed to address barriers to scientific collaboration by providing new mechanisms to build and improve trust and communication between government administrators and scientists, industry representatives, and academic scientists. The Science Action Network has the potential to ensure cross-disaster preparedness and science-based decision making through novel partnerships and scientific coordination.

  6. The Young Engineers and Scientists Mentorship Program

    NASA Astrophysics Data System (ADS)

    Boice, D. C.; Lin, C.; Clarac, T.

    2004-12-01

    The Young Engineers and Scientists (YES) Program is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA). It provides talented high school juniors and seniors a bridge between classroom instruction and real-world, research experiences in physical sciences (including space science and astronomy) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. YES has been highly successful during the past 12 years. All YES graduates have entered college, several have worked for SwRI, and three scientific publications have resulted. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. We acknowledge funding from local charitable foundations and the NASA E/PO program.

  7. The Young Engineers and Scientists Mentorship Program

    NASA Astrophysics Data System (ADS)

    Boice, D. C.; Jahn, J.; Hummel, P.

    2003-12-01

    The Young Engineers and Scientists (YES) Program is a ommunity partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA). It provides talented high school juniors and seniors a bridge between classroom instruction and real-world, research experiences in physical sciences (including space science and astronomy) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. YES has been highly successful during the past 10 years. All YES graduates have entered college, several have worked for SwRI, and three scientific publications have resulted. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. We gratefully acknowledge partial funding for the YES Program from a NASA EPO grant.

  8. Core competencies for pharmaceutical physicians and drug development scientists

    PubMed Central

    Silva, Honorio; Stonier, Peter; Buhler, Fritz; Deslypere, Jean-Paul; Criscuolo, Domenico; Nell, Gerfried; Massud, Joao; Geary, Stewart; Schenk, Johanna; Kerpel-Fronius, Sandor; Koski, Greg; Clemens, Norbert; Klingmann, Ingrid; Kesselring, Gustavo; van Olden, Rudolf; Dubois, Dominique

    2013-01-01

    Professional groups, such as IFAPP (International Federation of Pharmaceutical Physicians and Pharmaceutical Medicine), are expected to produce the defined core competencies to orient the discipline and the academic programs for the development of future competent professionals and to advance the profession. On the other hand, PharmaTrain, an Innovative Medicines Initiative project, has become the largest public-private partnership in biomedicine in the European Continent and aims to provide postgraduate courses that are designed to meet the needs of professionals working in medicines development. A working group was formed within IFAPP including representatives from PharmaTrain, academic institutions and national member associations, with special interest and experience on Quality Improvement through education. The objectives were: to define a set of core competencies for pharmaceutical physicians and drug development scientists, to be summarized in a Statement of Competence and to benchmark and align these identified core competencies with the Learning Outcomes (LO) of the PharmaTrain Base Course. The objectives were successfully achieved. Seven domains and 60 core competencies were identified and aligned accordingly. The effective implementation of training programs using the competencies or the PharmaTrain LO anywhere in the world may transform the drug development process to an efficient and integrated process for better and safer medicines. The PharmaTrain Base Course might provide the cognitive framework to achieve the desired Statement of Competence for Pharmaceutical Physicians and Drug Development Scientists worldwide. PMID:23986704

  9. [Attitudes towards the code of conduct for scientists among council members of the Japanese Society for Hygiene].

    PubMed

    Ikeda, Wakaha; Inaba, Yutaka; Yoshida, Katsumi; Takeshita, Tatsuya; Ogoshi, Kumiko; Okamoto, Kazushi

    2010-01-01

    The aim of this study was to clarify the attitudes towards the code of conduct for scientists among council members of the Japanese Society for Hygiene (JSH). We also aimed to collect information to be used as baseline data for future studies. From November to December 2007, 439 Council members of the Japanese Society for Hygiene completed a self-administered questionnaire. The valid response rate was 43.7% (n=192/439). The mean ages of the subjects were 56.2 years for males (n=171), and 53.0 years for females (n=19). Many council members were unfamiliar with the "Code of Conduct for Scientists" established by the Science Council of Japan, suggesting that most of the regular members were also unfamiliar with these guidelines. However, the high level of interest in the "Code of Conduct for Scientists" established by the Science Council of Japan indicated a positive attitude towards learning about research ethics. Moreover, one-half of the subjects responded that JSH should establish a code of conduct for scientists. Below are some of the reasons for requiring JSH to establish a code of conduct: 1. Private information is prevalent in the field of hygiene. 2. The overall stance as an academic society would be established and would encourage individuality in academic societies. 3. Members have various backgrounds within the field of hygiene, and they should have a code of conduct different from that of their institution of affiliation. We clarified attitudes towards the Code of Conduct for Scientists among council members of the Japanese Society for Hygiene.

  10. On Campus with Women.

    ERIC Educational Resources Information Center

    Liberal Education, 1988

    1988-01-01

    A newsletter on women and higher education contains a variety of articles on women and sports, women's studies, working in academe, minority women, campus life and environment, child care, international education, women and science, sexual harassment, and campus violence. (MSE)

  11. Scientists Admitting to Plagiarism: A Meta-analysis of Surveys.

    PubMed

    Pupovac, Vanja; Fanelli, Daniele

    2015-10-01

    We conducted a systematic review and meta-analysis of anonymous surveys asking scientists whether they ever committed various forms of plagiarism. From May to December 2011 we searched 35 bibliographic databases, five grey literature databases and hand searched nine journals for potentially relevant studies. We included surveys that asked scientists if, in a given recall period, they had committed or knew of a colleague who committed plagiarism, and from each survey extracted the proportion of those who reported at least one case. Studies that focused on academic (i.e. student) plagiarism were excluded. Literature searches returned 12,460 titles from which 17 relevant survey studies were identified. Meta-analysis of studies reporting committed (N = 7) and witnessed (N = 11) plagiarism yielded a pooled estimate of, respectively, 1.7% (95% CI 1.2-2.4) and 30% (95% CI 17-46). Basic methodological factors, including sample size, year of survey, delivery method and whether survey questions were explicit rather than indirect made a significant difference on survey results. Even after controlling for these methodological factors, between-study differences in admission rates were significantly above those expected by sampling error alone and remained largely unexplained. Despite several limitations of the data and of this meta-analysis, we draw three robust conclusions: (1) The rate at which scientists report knowing a colleague who committed plagiarism is higher than for data fabrication and falsification; (2) The rate at which scientists report knowing a colleague who committed plagiarism is correlated to that of fabrication and falsification; (3) The rate at which scientists admit having committed either form of misconduct (i.e. fabrication, falsification and plagiarism) in surveys has declined over time.

  12. A gender gap in the next generation of physician-scientists: medical student interest and participation in research.

    PubMed

    Guelich, Jill M; Singer, Burton H; Castro, Marcia C; Rosenberg, Leon E

    2002-11-01

    For 2 decades, the number of physician-scientists has not kept pace with the overall growth of the medical research community. Concomitantly, the number of women entering medical schools has increased markedly. We have explored the effect of the changing gender composition of medical schools on the present and future pipeline of young physician-scientists. We analyzed data obtained from the Association of American Medical Colleges, the National Institutes of Health, and the Howard Hughes Medical Institute pertaining to the expressed research intentions or research participation of male and female medical students in the United States. A statistically significant decline in the percentage of matriculating and graduating medical students--both men and women-who expressed strong research career intentions occurred during the decade between 1987 and 1997. Moreover, matriculating and graduating women were significantly less likely than men to indicate strong research career intentions. Each of these trends has been observed for medical schools overall and for research-intensive ones. Cohort data obtained by tracking individuals from matriculation to graduation revealed that women who expressed strong research career intentions upon matriculation were more likely than men to decrease their research career intentions during medical school. Medical student participation in research supported the gender gap identified by assessing research intentions. Female medical student participation in the Medical Scientist Training Program and the Howard Hughes Medical Institute/National Institutes of Health-sponsored Cloisters Program has increased but lags far behind the growth in the female population in medical schools. Three worrisome trends in the research career intentions and participation of the nation's medical students (a decade-long decline for both men and women, a large and persistent gender gap, and a negative effect of the medical school experience for women) presage a

  13. The Young Engineers and Scientists (YES) mentorship program

    NASA Astrophysics Data System (ADS)

    Boice, D. C.; Clarac, T.

    The Young Engineers and Scientists (YES) Program is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA). It provides talented high school juniors and seniors a bridge between classroom instruction and real-world, research experiences in physical sciences (including space science and astronomy) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. YES has been highly successful during the past 11 years. All YES graduates have entered college, several have worked for SwRI, and three scientific publications have resulted. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors.

  14. An Accidental Scientist: Chance, Failure, Risk-Taking, and Mentoring.

    PubMed

    McGrath, Patrick J

    2018-04-06

    I never intended to become a scientist. My career developed on the basis of chance happenings, repeated failure, the willingness to take risks and the acceptance and provision of mentoring. My career has included periods of difficulty and shifted back and forth between academic health centers and universities in Canada. Although I have been amply recognized for my successes, my greatest learning has come from my failures. My greatest satisfaction has been in the development, evaluation and dissemination of interventions. The combination of intellectual stimulation and emotional gratification has meant a rewarding career.

  15. From Scarcity to Visibility: Gender Differences in the Careers of Doctoral Scientists and Engineers.

    ERIC Educational Resources Information Center

    Long, J. Scott, Ed.

    This study documents the changes that have occurred in the representation of women in science and engineering and the characteristics of women scientists and engineers. Data from two National Science Foundation databases, the Survey of Earned Doctorates for New Ph.D.s and the Survey of Doctoral Recipients for the science & engineering doctoral…

  16. Whither Thou Goest: Feminism and the Education of Women

    ERIC Educational Resources Information Center

    Strommer, Diane W.

    1976-01-01

    This article highlights problems confronting academic women, students and teachers. Issues such as affirmative action, the clustering of women in lower academic and career ranks, societal pressures on women, and coordinating family and career are discussed. Suggestions are made for women acting as role models for younger women. (EJT)

  17. The Influence of Protege-Mentor Relationships and Social Networks on Women Doctoral Students' Academic Career Aspirations in Physical Sciences and Engineering

    ERIC Educational Resources Information Center

    Gu, Yu

    2012-01-01

    Physical sciences and engineering doctoral programs serve as the most important conduit through which future academics are trained and prepared in these disciplines. This study examined women doctoral students' protege-mentor relationships in Physical sciences and engineering programs. Particularly, the study examined the influence of such…

  18. Disparate foundations of scientists' policy positions on contentious biomedical research.

    PubMed

    Edelmann, Achim; Moody, James; Light, Ryan

    2017-06-13

    What drives scientists' position taking on matters where empirical answers are unavailable or contradictory? We examined the contentious debate on whether to limit experiments involving the creation of potentially pandemic pathogens. Hundreds of scientists, including Nobel laureates, have signed petitions on the debate, providing unique insights into how scientists take a public stand on important scientific policies. Using 19,257 papers published by participants, we reconstructed their collaboration networks and research specializations. Although we found significant peer associations overall, those opposing "gain-of-function" research are more sensitive to peers than are proponents. Conversely, specializing in fields directly related to gain-of-function research (immunology, virology) predicts public support better than specializing in fields related to potential pathogenic risks (such as public health) predicts opposition. These findings suggest that different social processes might drive support compared with opposition. Supporters are embedded in a tight-knit scholarly community that is likely both more familiar with and trusting of the relevant risk mitigation practices. Opponents, on the other hand, are embedded in a looser federation of widely varying academic specializations with cognate knowledge of disease and epidemics that seems to draw more heavily on peers. Understanding how scientists' social embeddedness shapes the policy actions they take is important for helping sides interpret each other's position accurately, avoiding echo-chamber effects, and protecting the role of scientific expertise in social policy.

  19. Building a teaching-research nexus in a research intensive university: rejuvenating the recruitment and training of the clinician scientist.

    PubMed

    Eley, Diann S; Wilkinson, David

    2015-02-01

    The continuing decline in clinician scientists is a global concern. This paper reports on a two-fold rationale to address this decline by increasing the number of students on a formal pathway to an academic research career, and building a 'teaching-research nexus' using the research intensive environment at our University. The University of Queensland has implemented a research intensive program, the Clinician Scientist Track (CST), for a select cohort of students to pursue a part time research Masters degree alongside their full time medical degree. To this end, the support of clinical academics and the research community was vital to achieve a 'teaching-research-clinical nexus' - most appropriate for nurturing future Clinician Scientists. In three years, the CST has 42 enrolled research Masters' students with the majority (90%) upgrading to a PhD. Research represents 33 different areas and over 25 research groups/centres across this University and internationally. Other research intensive institutions may similarly build their 'teaching-research nexus' by purposeful engagement between their medical school and research community. The CST offers a feasible opportunity for outstanding students to build their own 'field of dreams' through an early start to their research career while achieving a common goal of rejuvenating the ethos of the clinician scientist.

  20. Lost Leaders: Women in the Global Academy

    ERIC Educational Resources Information Center

    Morley, Louise

    2014-01-01

    Drawing on data gathered from British Council seminars in Hong Kong, Tokyo and Dubai on "Absent Talent: Women in Research and Academic Leadership" (2012-2013), this paper discusses academic women's experiences and explanations for women's under-representation as knowledge leaders and producers in the global academy. Participants from…

  1. When do scientists become entrepreneurs? The social structural antecedents of commercial activity in the academic life sciences.

    PubMed

    Stuart, Toby E; Ding, Waverly W

    2006-07-01

    The authors examine the conditions prompting university-employed life scientists to become entrepreneurs, defined to occur when a scientist (1) founds a biotechnology company, or (2) joins the scientific advisory board of a new biotechnology firm. This study draws on theories of social influence, socialization, and status dynamics to examine how proximity to colleagues in commercial science influences individuals' propensity to transition to entrepreneurship. To expose the mechanisms at work, this study also assesses how proximity effects change over time as for-profit science diffuses through the academy. Using adjusted proportional hazards models to analyze case-cohort data, the authors find evidence that the orientation toward commercial science of individuals' colleagues and coauthors, as well as a number of other workplace attributes, significantly influences scientists' hazards of transitioning to for-profit science.

  2. Conflicts of interest among academic dermatologists: freedom or constraint?

    PubMed

    Naldi, L

    2016-04-01

    Intangible and institutional conflicts of interest can particularly affect academia. Academic scientists have peculiar social responsibilities with respect to education and research. These responsibilities may conflict with the increased presence of industry in academia and commercialization of academic research through patents and royalties. Drug approval is almost entirely dependent worldwide on data produced in studies led by pharmaceutical industries. A reflection of the increasing role of the market in academic research is given by exaggerated claims in press releases by academic institutions. In consideration of the extensive presence of industry in academia, there is a need for a move from individual to institutional conflicts of interest disclosure, defining institutional policies for regulating conflicts of interest and developing an 'ethically credible partnership'. © 2016 British Association of Dermatologists.

  3. Effects of an educational intervention on female biomedical scientists' research self-efficacy.

    PubMed

    Bakken, Lori L; Byars-Winston, Angela; Gundermann, Dawn M; Ward, Earlise C; Slattery, Angela; King, Andrea; Scott, Denise; Taylor, Robert E

    2010-05-01

    Women and people of color continue to be underrepresented among biomedical researchers to an alarming degree. Research interest and subsequent productivity have been shown to be affected by the research training environment through the mediating effects of research self-efficacy. This article presents the findings of a study to determine whether a short-term research training program coupled with an efficacy enhancing intervention for novice female biomedical scientists of diverse racial backgrounds would increase their research self-efficacy beliefs. Forty-three female biomedical scientists were randomized into a control or intervention group and 15 men participated as a control group. Research self-efficacy significantly increased for women who participated in the self-efficacy intervention workshop. Research self-efficacy within each group also significantly increased following the short-term research training program, but cross-group comparisons were not significant. These findings suggest that educational interventions that target sources of self-efficacy and provide domain-specific learning experiences are effective at increasing research self-efficacy for women and men. Further studies are needed to determine the longitudinal outcomes of this effort.

  4. Probing scientists' beliefs: how open-minded are modern scientists?

    NASA Astrophysics Data System (ADS)

    Coll, Richard K.; Taylor, Neil

    2004-06-01

    Just how open-minded are modern scientists? In this paper we examine this question for the science faculty from New Zealand and UK universities. The Exeter questionnaire used by Preece and Baxter (2000) to examine superstitious beliefs of high school students and preservice science teachers was used as a basis for a series of in-depth interviews of scientists across a variety of disciplines. The interviews sought to understand the basis on which scientists form beliefs and how they judge evidence for various propositions, including those from the Exeter questionnaire and other contentious beliefs introduced during discourse. The scientists are dismissive of traditional superstitions like bad luck associated with black cats and inauspicious numbers such as 13, seeing such beliefs as socially grounded. There is a strong socio-cultural aspect to other beliefs and personal experiences, and strongly held personal beliefs are influential, resulting in the scientists keeping an open mind about contentious beliefs like alien life and the existence of ghosts. Testimony of others including media reports are deemed unreliable unless provided by credible witnesses such as 'educated people' or 'experts', or if they coincide with the scientists' personal beliefs. These scientists see a need for potential theoretical explanations for beliefs and are generally dismissive of empirical evidence without underlying explanations.

  5. A "ton of feathers": gender discrimination in academic medical careers and how to manage it.

    PubMed

    Carr, Phyllis L; Szalacha, Laura; Barnett, Rosalind; Caswell, Cheryl; Inui, Thomas

    2003-12-01

    To evaluate the experience of gender discrimination among a limited sample of women in academic medicine, specifically, the role of discrimination in hindering careers, coping mechanisms, and perceptions of what institutions and leaders of academic medicine can do to improve the professional workplace climate for women. In-depth, semistructured telephonic individual interviews of 18 women faculty who experienced or may have experienced discrimination in the course of their professional academic medical careers from 13 of the 24 institutions of the National Faculty Survey. A consensus taxonomy for classifying content evolved from comparisons of coding. Themes expressed by multiple faculty were studied for patterns of connection and grouped into broader categories. Forty percent of respondents ranked gender discrimination first out of 11 possible choices for hindering their career in academic medicine. Thirty-five percent ranked gender discrimination second to either "limited time for professional work" or "lack of mentoring." Respondents rated themselves as poorly prepared to deal with gender discrimination and noted effects on professional self-confidence, self-esteem, collegiality, isolation, and career satisfaction. The hierarchical structure in academe is perceived to work against women, as there are few women at the top. Women faculty who have experienced gender discrimination perceive that little can be done to directly address this issue. Institutions need to be proactive and recurrently evaluate the gender climate, as well as provide transparent information and fair scrutiny of promotion and salary decisions. According to this subset of women who perceive that they have been discriminated against based on gender, sexual bias and discrimination are subtly pervasive and powerful. Such environments may have consequences for both women faculty and academic medicine, affecting morale and dissuading younger trainees from entering academic careers. Medical schools

  6. Gender differences in promotion and scholarly impact: an analysis of 1460 academic ophthalmologists.

    PubMed

    Lopez, Santiago A; Svider, Peter F; Misra, Poonam; Bhagat, Neelakshi; Langer, Paul D; Eloy, Jean Anderson

    2014-01-01

    In recent years, gender differences in academic promotion have been documented within surgical fields. To the best of our knowledge, gender discrepancies in association with scholarly productivity have not been well assessed among academic ophthalmologists. Because research productivity is strongly associated with academic career advancement, we sought to determine whether gender differences in scholarly impact, measured by the h-index, exist among academic ophthalmologists. Academic rank and gender were determined using faculty listings from academic ophthalmology departments. h-index and publication experience (in years) of faculty members were determined using the Scopus database. Academic medical center. From assistant professor through professor, the h-index increased with subsequent academic rank (p < 0.001), although between chairpersons and professors no statistical difference was found (p > 0.05). Overall, men had higher h-indices (h = 10.4 ± 0.34 standard error of mean) than women (h = 6.0 ± 0.38 standard error of mean), a finding that was only statistically significant among assistant professors in a subgroup analysis. Women were generally underrepresented among senior positions. When controlling for publication range (i.e., length of time publishing), men had higher h-indices among those with 1 to 10 years of publication experience (p < 0.0001), whereas women had scholarly impact equivalent to and even exceeding that of men later in their careers. Women in academic ophthalmology continue to be underrepresented among senior faculty. Although women surpass men in scholarly productivity during the later stages of their careers, low scholarly impact during the earlier stages may impede academic advancement and partly explain the gender disparity in senior academic positions. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  7. Team science and the physician-scientist in the age of grand health challenges.

    PubMed

    Steer, Clifford J; Jackson, Peter R; Hornbeak, Hortencia; McKay, Catherine K; Sriramarao, P; Murtaugh, Michael P

    2017-09-01

    Despite remarkable advances in medical research, clinicians face daunting challenges from new diseases, variations in patient responses to interventions, and increasing numbers of people with chronic health problems. The gap between biomedical research and unmet clinical needs can be addressed by highly talented interdisciplinary investigators focused on translational bench-to-bedside medicine. The training of talented physician-scientists comfortable with forming and participating in multidisciplinary teams that address complex health problems is a top national priority. Challenges, methods, and experiences associated with physician-scientist training and team building were explored at a workshop held at the Second International Conference on One Medicine One Science (iCOMOS 2016), April 24-27, 2016, in Minneapolis, Minnesota. A broad range of scientists, regulatory authorities, and health care experts determined that critical investments in interdisciplinary training are essential for the future of medicine and healthcare delivery. Physician-scientists trained in a broad, nonlinear, cross-disciplinary manner are and will be essential members of science teams in the new age of grand health challenges and the birth of precision medicine. Team science approaches have accomplished biomedical breakthroughs once considered impossible, and dedicated physician-scientists have been critical to these achievements. Together, they translate into the pillars of academic growth and success. © 2017 New York Academy of Sciences.

  8. Challenges and responsibilities for public sector scientists.

    PubMed

    Van Montagu, Marc

    2010-11-30

    Current agriculture faces the challenge of doubling food production to meet the food needs of a population expected to reach 9 billion by mid-century whilst maintaining soil and water quality and conserving biodiversity. These challenges are more overwhelming for the rural poor, who are the custodians of environmental resources and at the same time particularly vulnerable to environmental degradation. Solutions have to come from concerted actions by different segments of society in which public sector science plays a fundamental role. Public sector scientists are at the root of all the present generation of GM crop traits under cultivation and more will come with the new knowledge that is being generated by systems biology. To speed up innovation, molecular biologists must interact with scientists from the different fields as well as with stakeholders outside the academic world in order to create an environment capable of capturing value from public sector knowledge. I highlight here the measures that have to be taken urgently to guarantee that science and technology can tackle the problems of subsistence farmers. Copyright © 2010 Elsevier B.V. All rights reserved.

  9. The challenges for scientists in avoiding plagiarism.

    PubMed

    Fisher, E R; Partin, K M

    2014-01-01

    Although it might seem to be a simple task for scientists to avoid plagiarism and thereby an allegation of research misconduct, assessment of trainees in the Responsible Conduct of Research and recent findings from the National Science Foundation Office of Inspector General regarding plagiarism suggests otherwise. Our experiences at a land-grant academic institution in assisting researchers in avoiding plagiarism are described. We provide evidence from a university-wide multi-disciplinary course that understanding how to avoid plagiarism in scientific writing is more difficult than it might appear, and that a failure to learn the rules of appropriate citation may cause dire consequences. We suggest that new strategies to provide training in avoiding plagiarism are required.

  10. Obstacles in Advancement of Young Female Geoscientists: Research Results from the Earth Science Women's Network (ESWN)

    NASA Astrophysics Data System (ADS)

    Kogan, M.; Laursen, S. L.

    2011-12-01

    While the number of women receiving advanced degrees in the geosciences has been rising, the faces of scientific leaders in academia remain dominantly male. Women are currently underrepresented in tenure-track positions in Earth science departments at research universities. Additionally, women are less likely to have more senior positions within their academic institutions. ESWN is a peer-mentoring network of early career women in the Earth sciences. We conducted a survey of ESWN members as part of an evaluation-with-research study that aims to determine the career needs of young female geoscientists. We also conducted a survey of the co-ed Earth Science Jobs list also run by ESWN and used its male and female members as comparison samples. The survey data provide insight into critical career junctures for women in geosciences and identify salient issues that institutions will need to address to successfully recruit, retain and promote women scientists. Prior research has shown that women are subjected to unintended and unrecognized biases that can have an ultimate impact on their productivity, advancement, and success. Our data corroborate these findings: women consistently rated the professional atmosphere in their departments and their interactions with colleagues less favorably than men. Moreover, women indicated lower rates of collaboration with colleagues in their unit compared to their male peers. Possibly due to this discrepancy in collaboration, women also reported lower research productivity than men in our study. Attaining work/life balance is a particular concern to early-career scientists, especially since tenure clock and the biological clock can coincide and reduce the opportunity for women to achieve tenure and have children. Family issues may impact the success of women in academic careers, such as travel to meetings and field work. Our research shows that women's partners more often worked in STEM fields, potentially complicating women's careers by

  11. Research posts for women

    NASA Astrophysics Data System (ADS)

    The National Science Foundation (NSF) is accepting proposals for its Visiting Professorships for Women (VPW) program. Under this program, female scientists and engineers who are experienced in independent research can undertake advanced research as visiting professors at universities or research institutions that have the necessary facilities. In addition to research, each visiting professor takes on lecturing, counseling, and “other interactive activities” intended to increase the visibility of female scientists at the host institution and to encourage other women to pursue careers in science and engineering, according to NSF.

  12. Encouraging Female Scientists to Run for Office in 2012

    NASA Astrophysics Data System (ADS)

    Landau, Elizabeth

    2010-11-01

    In 2012, there will be the first major election in the United States following a redrawing of congressional and state legislative districts based on the 2010 census results. This modification of electoral district boundaries likely will open new legislative seats and change voting demographics of districts, creating an opportunity for new candidates running for local and federal office. In the current session of Congress, just 17% of members are women, and just 24% of state legislators nationwide are women. At the 2010 AGU Fall Meeting the AGU public affairs department and The 2012 Project will present a panel discussion with female scientists who are serving or have served in elected office. The 2012 Project is a national, nonpartisan campaign to increase the number of women in legislative office by identifying and engaging accomplished women 45 years and older from underrepresented fields and industries, including the sciences.

  13. Women with doctorates in science: Perceptions of facilitative factors and obstacles to their success

    NASA Astrophysics Data System (ADS)

    Guimond, Pamela S.

    In the past thirty years there has been a significant increase in the number of women pursuing careers in the biological sciences, yet similar increases have not been seen in the physical sciences or engineering. Research suggests that societal, educational, and personal factors may be the cause. This study was designed to validate factors previously identified as being influential on the learning of science by women, as well as to discover factors not previously identified and to gain an understanding of the degree to which each of these factors is perceived to relate to their academic success. Quantitative and qualitative methodologies were used to identify factors that facilitated the success of or presented obstacles to women as they pursued doctoral degrees in physical science and engineering. Sixty-four women scientists completed surveys. Of these, twelve participated in telephone interviews. The data collected from these methodologies, when taken together, allowed for both a generalizability of results and in-depth understanding of the factors identified. Three major themes were identified. First was the importance of people in these women's lives. Second was each woman's expression of personality traits including passion, determination, and resilience. Third was the importance of support from a variety of sources. All of the scientists considered support necessary for their success. Implications for practice include: providing girls with a wide variety of experiences in mathematics and science, including both in-school and out-of-school activities; providing girls with role models and mentors; utilizing a variety of teaching strategies aimed at girls' preferred learning styles; providing a variety of kinds of support girls need to feel welcome and valued; developing in girls personal characteristics associated with the culture of science; minimizing the use of high-stakes exams; and maximizing schedule flexibility so women can combine scientific careers and

  14. A Graduate Academic Program in Medical Information Science.

    ERIC Educational Resources Information Center

    Blois, Marsden S., Jr.; Wasserman, Anthony I.

    A graduate academic program in medical information science has been established at the University of California, San Francisco, for the education of scientists capable of performing research and development in information technology in the health care setting. This interdisciplinary program, leading to a Doctor of Philosophy degree, consists of an…

  15. The role of academic institutions in leveraging engagement and action on climate change

    NASA Astrophysics Data System (ADS)

    Hill, T. M.; Palca, J.

    2016-12-01

    Growing global concern over the impact of climate change places climate scientists at the forefront of communicating risks, impacts, and adaptation strategies to non-scientists. Academic institutions can play a leadership role in providing support, incentives, and structures that encourage scientific engagement on this, and other, complex societal and scientific issues. This presentation will focus on `best practices' in supporting university scientists in communicating their science and engaging in thoughtful dialogue with decision makers, managers, media, and public audiences. For example, institutions that can provide significant administrative support for science communication (press officers, training workshops) may decrease barriers between academic science and public knowledge. Additionally, financial (or similar) support in the form of teaching releases and institutional awards can be utilized to acknowledge the time and effort spent in engagement. This presentation will feature examples from universities, professional societies and other institutions where engagement on climate science is structurally encouraged and supported.

  16. Sex Differences in Academic Rank and Publication Rate at Top-Ranked US Neurology Programs.

    PubMed

    McDermott, Mollie; Gelb, Douglas J; Wilson, Kelsey; Pawloski, Megan; Burke, James F; Shelgikar, Anita V; London, Zachary N

    2018-04-02

    Women are underrepresented in academic neurology, and the reasons for the underrepresentation are unclear. To explore potential sex differences in top-ranked academic neurology programs by comparing the number of men and women at each academic faculty rank and how many articles each group has published. Twenty-nine top-ranked neurology programs were identified by combining the top 20 programs listed on either the 2016 or 2017 Doximity Residency Navigator tool with the top 20 programs listed in the US News and World Report ranking of Best Graduate Schools. An internet search of the departmental websites was performed between December 1, 2015, and April 30, 2016. For each faculty member on a program site, the following biographical information was obtained: first name, last name, academic institution, sex, academic faculty rank, educational leadership (clerkship, fellowship, or residency director/assistant director), and year of medical school graduation. To compare the distribution of men vs women and the number of publications for men vs women at each academic faculty rank. Secondary analyses included Scopus h-index, book authorship, educational leadership (clerkship, residency, or fellowship director/assistant director), and clinical activity as inferred through Medicare claims data in men vs women after controlling for years since medical school graduation. Of 1712 academic neurologists in our sample, 528 (30.8%) were women and 1184 (69.2%) were men (P < .001). Men outnumbered women at all academic faculty ranks, and the difference increased with advancing rank (instructor/lecturer, 59.4% vs 40.5%; assistant professor, 56.7% vs 43.3%; associate professor, 69.8% vs 30.2%; and professor, 86.2% vs 13.8%). After controlling for clustering and years since medical school graduation, men were twice as likely as women to be full professors (odds ratio [OR], 2.06; 95% CI, 1.40-3.01), whereas men and women had the same odds of being associate professors (OR, 1.04; 95

  17. Gender Differences in Publication Productivity, Academic Position, Career Duration and Funding Among U.S. Academic Radiation Oncology Faculty

    PubMed Central

    Holliday, Emma B.; Jagsi, Reshma; Wilson, Lynn D.; Choi, Mehee; Thomas, Charles R.; Fuller, Clifton. D.

    2015-01-01

    Purpose There has been much recent interest in promoting gender equality in academic medicine. This study aims to analyze gender differences in rank, career duration, publication productivity and research funding among radiation oncologists at U.S. academic institutions. Methods For 82 domestic academic radiation oncology departments, the authors identified current faculty and recorded their academic rank, degree and gender. The authors recorded bibliographic metrics for physician faculty from a commercially available database (SCOPUS, Elsevier BV, Amsterdam, NL), including numbers of publications and h-indices. The authors then concatenated this data with National Institute of Health funding for each individual per Research Portfolio Online Reporting Tools (REPORTer). The authors performed descriptive and correlative analyses, stratifying by gender and rank. Results Of 1031 faculty, 293 (28%) women and 738 (72%) men, men had a higher median h-index (8 (0-59) versus 5 (0-39); P<.05) and publication number (26 (0-591) versus 13 (0-306); P<.05) overall, and were more likely to be senior faculty and receive NIH funding. However, after stratifying for rank, these differences were largely non-significant. On multivariate analysis, there were significant correlations between gender, career duration and academic position, and h-index (P<.01). Conclusions The determinants of a successful career in academic medicine are certainly multi-factorial, particularly in traditionally male-dominated fields. However, data from radiation oncologists show a systematic gender association withfewer women achieving senior faculty rank. However, women who achieve senior status have productivity metrics comparable to their male counterparts. This suggests early career development and mentorship of female faculty may narrow productivity disparities. PMID:24667510

  18. Physician Scientist Training in the United States: A Survey of the Current Literature.

    PubMed

    Kosik, R O; Tran, D T; Fan, Angela Pei-Chen; Mandell, G A; Tarng, D C; Hsu, H S; Chen, Y S; Su, T P; Wang, S J; Chiu, A W; Lee, C H; Hou, M C; Lee, F Y; Chen, W S; Chen, Q

    2016-03-01

    The declining number of physician scientists is an alarming issue. A systematic review of all existing programs described in the literature was performed, so as to highlight which programs may serve as the best models for the training of successful physician scientists. Multiple databases were searched, and 1,294 articles related to physician scientist training were identified. Preference was given to studies that looked at number of confirmed publications and/or research grants as primary outcomes. Thirteen programs were identified in nine studies. Eighty-three percent of Medical Scientist Training Program (MSTP) graduates, 77% of Clinician Investigator Training Program (CI) graduates, and only 16% of Medical Fellows Program graduates entered a career in academics. Seventy-eight percent of MSTP graduates succeeded in obtaining National Institute of Health (NIH) grants, while only 15% of Mayo Clinic National Research Service Award-T32 graduates obtained NIH grants. MSTP physician scientists who graduated in 1990 had 13.5 ± 12.5 publications, while MSTP physician scientists who graduated in 1975 had 51.2 ± 38.3 publications. Additionally, graduates from the Mayo Clinic's MD-PhD Program, the CI Program, and the NSRA Program had 18.2 ± 20.1, 26.5 ± 24.5, and 17.9 ± 26.3 publications, respectively. MSTP is a successful model for the training of physician scientists in the United States, but training at the postgraduate level also shows promising outcomes. An increase in the number of positions available for training at the postgraduate level should be considered. © The Author(s) 2014.

  19. Striving for Gender Equity in Academic Medicine Careers: A Call to Action.

    PubMed

    Bates, Carol; Gordon, Lynn; Travis, Elizabeth; Chatterjee, Archana; Chaudron, Linda; Fivush, Barbara; Gulati, Martha; Jagsi, Reshma; Sharma, Poonam; Gillis, Marin; Ganetzky, Rebecca; Grover, Amelia; Lautenberger, Diana; Moses, Ashleigh

    2016-08-01

    Women represent approximately half of students entering medical schools and more than half of those entering PhD programs. When advancing through the academic and professional fields, however, women continually face barriers that men do not. In this Commentary, the authors offer ideas for coordinating the efforts of organizations, academic institutions, and leaders throughout the scientific and medical professions to reduce barriers that result in inequities and, instead, strive for gender parity. Specific areas of focus outlined by the authors include facilitating women's access to formal and informal professional networks, acknowledging and addressing the gender pay gap as well as the lack of research funding awarded to women in the field, and updating workplace policies that have not evolved to accommodate women's lifestyles. As academic institutions seek access to top talent and the means to develop those individuals capable of generating the change medicine and science needs, the authors urge leaders and change agents within academic medicine to address the systemic barriers to gender equity that impede us from achieving the mission to improve the health of all.

  20. Women Graduates and the Workplace: Continuing Challenges for Academic Women

    ERIC Educational Resources Information Center

    Baker, Maureen

    2016-01-01

    This article discusses the persistence of a gender gap among university-based academics, despite the development of equity policies and "family-friendly" initiatives. Over four decades of research are reviewed from the liberal states of Australia, Canada, New Zealand, USA and the UK, including my own qualitative interviews in Canada in…

  1. Helping Basic Scientists Engage With Community Partners to Enrich and Accelerate Translational Research.

    PubMed

    Kost, Rhonda G; Leinberger-Jabari, Andrea; Evering, Teresa H; Holt, Peter R; Neville-Williams, Maija; Vasquez, Kimberly S; Coller, Barry S; Tobin, Jonathan N

    2017-03-01

    Engaging basic scientists in community-based translational research is challenging but has great potential for improving health. In 2009, The Rockefeller University Center for Clinical and Translational Science partnered with Clinical Directors Network, a practice-based research network (PBRN), to create a community-engaged research navigation (CEnR-Nav) program to foster research pairing basic science and community-driven scientific aims. The program is led by an academic navigator and a PBRN navigator. Through meetings and joint activities, the program facilitates basic science-community partnerships and the development and conduct of joint research protocols. From 2009-2014, 39 investigators pursued 44 preliminary projects through the CEnR-Nav program; 25 of those became 23 approved protocols and 2 substudies. They involved clinical scholar trainees, early-career physician-scientists, faculty, students, postdoctoral fellows, and others. Nineteen (of 25; 76%) identified community partners, of which 9 (47%) named them as coinvestigators. Nine (of 25; 36%) included T3-T4 translational aims. Seven (of 25; 28%) secured external funding, 11 (of 25; 44%) disseminated results through presentations or publications, and 5 (71%) of 7 projects publishing results included a community partner as a coauthor. Of projects with long-term navigator participation, 9 (of 19; 47%) incorporated T3-T4 aims and 7 (of 19; 37%) secured external funding. The CEnR-Nav program provides a model for successfully engaging basic scientists with communities to advance and accelerate translational science. This model's durability and generalizability have not been determined, but it achieves valuable short-term goals and facilitates scientifically meaningful community-academic partnerships.

  2. How a Verbatim Drama Based on the Lived Experience of Women Casual Academics in Australia Resonated with Its Audience and Transformed a Narrative Inquiry into an Action Research Project

    ERIC Educational Resources Information Center

    Crimmins, Gail

    2017-01-01

    This article discusses how a performed drama based on a narrative inquiry into the lived experience of women casual academics in Australian universities is understood by an audience. The audience, principally comprised of casual and ongoing academics, described the drama as authentic and personally recognised many of the main scenarios and…

  3. The Evidence Base for How Learning Happens: A Consensus on Social, Emotional, and Academic Development

    ERIC Educational Resources Information Center

    Jones, Stephanie M.; Kahn, Jennifer

    2018-01-01

    The Aspen Institute's National Commission on Social, Emotional, and Academic Development united a broad alliance of leaders to speak with a unified voice about the urgency of integrating social and emotional development into the fabric of K-12 education. The commission convened a group of scientists, researchers, and academics across disparate…

  4. Diversity Exiting the Academy: Influential Factors for the Career Choice of Well-Represented and Underrepresented Minority Scientists

    ERIC Educational Resources Information Center

    Layton, Rebekah L.; Brandt, Patrick D.; Freeman, Ashalla M.; Harrell, Jessica R.; Hall, Joshua D.; Sinche, Melanie

    2016-01-01

    A national sample of PhD-trained scientists completed training, accepted subsequent employment in academic and nonacademic positions, and were queried about their previous graduate training and current employment. Respondents indicated factors contributing to their employment decision (e.g., working conditions, salary, job security). The data…

  5. 1993 Technical Paper Contest for Women. Gear Up 2000: Women in Motion

    NASA Technical Reports Server (NTRS)

    Orans, Robin (Editor); Duckett, Sophie (Editor); White, Susan (Editor)

    1994-01-01

    The NASA Ames Research Center Advisory Committee for Women (ACW) sponsored the second ACW Technical paper Contest for Ames women in order to increase the visibility of, and to encourage writing for publication by Ames women scientists, engineers, and technicians. The topics of the contest paper mirrored in the topics of the 1993 Society for Women Engineers (SWE) National Convention, which included technological, workplace, global, and family issues.

  6. The Young Engineers and Scientists (YES) Mentorship Program

    NASA Astrophysics Data System (ADS)

    Boice, D. C.; Clarac, T.; Lin, C.

    2004-11-01

    The Young Engineers and Scientists (YES) Program is a community partnership between Southwest Research Institute (SwRI), and local high schools in San Antonio, Texas (USA). It provides talented high school juniors and seniors a bridge between classroom instruction and real-world, research experiences in physical sciences (including space science and astronomy) and engineering. YES consists of two parts: 1) an intensive three-week summer workshop held at SwRI where students experience the research environment first-hand; develop skills and acquire tools for solving scientific problems, attend mini-courses and seminars on electronics, computers and the Internet, careers, science ethics, and other topics; and select individual research projects to be completed during the academic year; and 2) a collegial mentorship where students complete individual research projects under the guidance of their mentors during the academic year and earn honors credit. At the end of the school year, students publicly present and display their work, acknowledging their accomplishments and spreading career awareness to other students and teachers. YES has been highly successful during the past 11 years. All YES graduates have entered college, several have worked for SwRI, and three scientific publications have resulted. Student evaluations indicate the effectiveness of YES on their academic preparation and choice of college majors. We acknowledge funding from local charitable foundations and the NASA E/PO program.

  7. A Teacher-Scientist Partnership as a Vehicle to Incorporate Climate Data in Secondary Science Curriculum

    NASA Astrophysics Data System (ADS)

    Hatheway, B.

    2013-12-01

    After three years of running a climate science professional development program for secondary teachers, project staff from UCAR and UNC-Greeley have learned the benefits of ample time for interaction between teachers and scientists, informal educators, and their peers. This program gave us the opportunity to develop and refine strategies that leverage teacher-scientist partnerships to improve teachers' ability to teach climate change. First, we prepared both teachers and scientists to work together. Each cohort of teachers took an online course that emphasized climate change content and pedagogy and built a learning community. Scientists were recruited based on their enthusiasm for working with teachers and coached to present materials in an accessible way. Second, the teachers and scientists collaborated during a four-week summer workshop at UCAR. During the workshop, teachers met with a wide range of climate and atmospheric scientists to learn about research, selected a specific scientist's research they would like to adapt for their classrooms, and developed and refined activities based on that research. The program includes strong mentoring from a team of science educators, structured peer feedback, and ample opportunity to interact with the scientists by asking questions, accessing data, or checking resources. This new model of professional development fosters teacher-scientist partnerships. By the end of the four-week workshop, the teachers have built customized activities based on the cutting-edge research being conducted by participating scientists, developed plans to implement and assess those activities, and further strengthened the learning-community that they will rely on for support during the following academic year. This session will provide information about how this model, which differs from the more common model of engaging teachers in research under the direction of scientists, was successful and accomplished positive outcomes for both the

  8. Bats and Academics: How Do Scientists Perceive Their Object of Study?

    PubMed Central

    Boëte, Christophe; Morand, Serge

    2016-01-01

    Bats are associated with conflicting perceptions among humans, ranging from affection to disgust. If these attitudes can be associated with various factors among the general public (e.g. social norms, lack of knowledge), it is also important to understand the attitude of scientists who study bats. Such reflexive information on the researchers community itself could indeed help designing adequate mixed communication tools aimed at protecting bats and their ecosystems, as well as humans living in their vicinity that could be exposed to their pathogens. Thus, we conducted an online survey targeting researchers who spend a part of their research activity studying bats. Our aim was to determine (1) how they perceive their object of study, (2) how they perceive the representation of bats in the media and by the general population, (3) how they protect themselves against pathogen infections during their research practices, and (4) their perceptions of the causes underlying the decline in bat populations worldwide. From the 587 completed responses (response rate of 28%) having a worldwide distribution, the heterogeneity of the scientists’ perception of their own object of study was highlighted. In the majority of cases, this depended on the type of research they conducted (i.e. laboratory versus field studies) as well as their research speciality. Our study revealed a high level of personal protection equipment being utilised against pathogens during scientific practices, although the role bats play as reservoirs for a number of emerging pathogens remains poorly known. Our results also disclosed the unanimity among specialists in attributing a direct role for humans in the global decline of bat populations, mainly via environmental change, deforestation, and agriculture intensification. Overall, the present study suggests the need for better communication regarding bats and their biology, their role within the scientific community, as well as in the general public

  9. Marginalia: Women in the Academic Workforce.

    ERIC Educational Resources Information Center

    Cadet, Nancy

    1989-01-01

    Looks at the function and status of women faculty at colleges and universities in the United States. Focuses on how the adjunct faculty position when used as an economizing strategy by administrators places women in permanent disadvantaged and dead-end positions. Reviews adjunct faculty organizational efforts to make demands for pay equity and…

  10. On Campus with Women. Number 20. June 1978.

    ERIC Educational Resources Information Center

    Association of American Colleges, Washington, DC. Project on the Status and Education of Women.

    The contents of this newsletter concern affirmative action and employment, education of women, women's studies, Title IX; medicine, sports, and international news. The following news items are included: increased part-time careers in academe, the status of women faculty in academe, new decisions on sex discrimination, HEW investigations of major…

  11. Target-Setting, Early-Career Academic Identities and the Measurement Culture of UK Higher Education

    ERIC Educational Resources Information Center

    Smith, Jan

    2017-01-01

    Early-career academics are subject to a barrage of formal measurements when they secure a first academic post in a UK university. To support this process, guidance is provided by universities on what is measured, though this can lack disciplinary nuance. This article analyses the perceptions of a sample of social scientists of the process of…

  12. Strategies for Coping with Stress: Case Histories of Four Women Scientists.

    ERIC Educational Resources Information Center

    Donnellan, LaRae M.

    As a minority, women experience stress because of their gender when they enter the male-dominated profession of science. A review of the coping strategies used by women in dealing with the psychologically stressful situations of choosing a career in science is presented in this paper. This study is based on interviews with four women trained in…

  13. Libraries and Information Science: the Profession. Alternative Career Opportunities for Atmospheric, Earth, and Geo-scientists.

    NASA Astrophysics Data System (ADS)

    Love, A. M.

    2003-12-01

    Many graduate students, researchers and scientists may not be aware that there are other career opportunities available to them as scientists besides the traditional academic, government, industrial and private sector tracks. Subject specialists with science backgrounds are in great demand. Knowledge management and information services affiliated with science and research is an exciting and creative profession. Contributing to, finding and delivering the range of information now emerging from new and established disciplines in all formats defines Information Science and Librarianship with a multitude of opportunities. This poster will offer information to encourage students and researchers with these skills and backgrounds to consider Information and Library Science as an exciting career path.

  14. Personal Characteristics That Distinguish Creative Scientists from Less Creative Scientists

    ERIC Educational Resources Information Center

    Tang, Chaoying; Kaufman, James C.

    2017-01-01

    What are the personal characteristics that distinguish the creative scientist from the less creative scientist? This study used the concept of implicit theory in a four-part study of scientists and graduate students in science. In the first part, we collected 1382 adjective words that describe the personal characteristics of the creative scientist…

  15. Black Women in Academe. Issues and Strategies.

    ERIC Educational Resources Information Center

    Moses, Yolanda T.

    The climate for black women students, faculty members, and administrators in both predominantly white as well as historically black colleges and universities is explored, focusing on the subtle and not so subtle ways that race and gender stereotypes can combine to create double obstacles for black women. Black women students, faculty members, and…

  16. Women in Academe. Progress and Prospects.

    ERIC Educational Resources Information Center

    Chamberlain, Mariam K., Ed.

    The role of women in higher education during the past two decades is assessed, and dramatic changes are noted. Information for this collaborative work comes from a 4-year study by the Task Force on Women in Higher Education. Five sections have the following titles and subject matter: (1) "Introduction" (historical background and overview…

  17. The Structure of the Chinese Academic Labor Market, 1997-2004

    ERIC Educational Resources Information Center

    Jiang, Mujuan

    2009-01-01

    Universalism is critical to the development of science because it promotes the objectivity of knowledge. Particularism, on the other hand, evaluates scientists' contributions based on functionally irrelevant characteristics, including personal attributes and academic origins. Previous studies found a persistent significant correlation between…

  18. On the gender–science stereotypes held by scientists: explicit accord with gender-ratios, implicit accord with scientific identity

    PubMed Central

    Smyth, Frederick L.; Nosek, Brian A.

    2015-01-01

    Women's representation in science has changed substantially, but unevenly, over the past 40 years. In health and biological sciences, for example, women's representation among U.S. scientists is now on par with or greater than men's, while in physical sciences and engineering they remain a clear minority. We investigated whether variation in proportions of women in scientific disciplines is related to differing levels of male-favoring explicit or implicit stereotypes held by students and scientists in each discipline. We hypothesized that science-is-male stereotypes would be weaker in disciplines where women are better represented. This prediction was tested with a sample of 176,935 college-educated participants (70% female), including thousands of engineers, physicians, and scientists. The prediction was supported for the explicit stereotype, but not for the implicit stereotype. Implicit stereotype strength did not correspond with disciplines' gender ratios, but, rather, correlated with two indicators of disciplines' scientific intensity, positively for men and negatively for women. From age 18 on, women who majored or worked in disciplines perceived as more scientific had substantially weaker science-is-male stereotypes than did men in the same disciplines, with gender differences larger than 0.8 standard deviations in the most scientifically-perceived disciplines. Further, particularly for women, differences in the strength of implicit stereotypes across scientific disciplines corresponded with the strength of scientific values held by women in the disciplines. These results are discussed in the context of dual process theory of mental operation and balanced identity theory. The findings point to the need for longitudinal study of the factors' affecting development of adults' and, especially, children's implicit gender stereotypes and scientific identity. PMID:25964765

  19. On the gender-science stereotypes held by scientists: explicit accord with gender-ratios, implicit accord with scientific identity.

    PubMed

    Smyth, Frederick L; Nosek, Brian A

    2015-01-01

    Women's representation in science has changed substantially, but unevenly, over the past 40 years. In health and biological sciences, for example, women's representation among U.S. scientists is now on par with or greater than men's, while in physical sciences and engineering they remain a clear minority. We investigated whether variation in proportions of women in scientific disciplines is related to differing levels of male-favoring explicit or implicit stereotypes held by students and scientists in each discipline. We hypothesized that science-is-male stereotypes would be weaker in disciplines where women are better represented. This prediction was tested with a sample of 176,935 college-educated participants (70% female), including thousands of engineers, physicians, and scientists. The prediction was supported for the explicit stereotype, but not for the implicit stereotype. Implicit stereotype strength did not correspond with disciplines' gender ratios, but, rather, correlated with two indicators of disciplines' scientific intensity, positively for men and negatively for women. From age 18 on, women who majored or worked in disciplines perceived as more scientific had substantially weaker science-is-male stereotypes than did men in the same disciplines, with gender differences larger than 0.8 standard deviations in the most scientifically-perceived disciplines. Further, particularly for women, differences in the strength of implicit stereotypes across scientific disciplines corresponded with the strength of scientific values held by women in the disciplines. These results are discussed in the context of dual process theory of mental operation and balanced identity theory. The findings point to the need for longitudinal study of the factors' affecting development of adults' and, especially, children's implicit gender stereotypes and scientific identity.

  20. Research productivity and gender disparities: a look at academic plastic surgery.

    PubMed

    Paik, Angie M; Mady, Leila J; Villanueva, Nathaniel L; Goljo, Erden; Svider, Peter F; Ciminello, Frank; Eloy, Jean Anderson

    2014-01-01

    The h-index has utility in examining the contributions of faculty members by quantifying both the amount and the quality of research output and as such is a metric in approximating academic productivity. The objectives of this study were (1) to evaluate the relationship between h-index and academic rank in plastic surgery and (2) to describe the current gender representation in academic plastic surgery to assess whether there are any gender disparities in academic productivity. The h-index was used to evaluate the research contributions of plastic surgeons from academic departments in the United States. There were 426 (84%) men and 79 (16%) women in our sample. Those in higher academic ranks had higher h-index scores (p < 0.0005). There was a significant difference in overall mean h-index by gender, where the mean scores were 9.0 and 6.0 for men and women, respectively (p = 0.0005). When analyzed by academic rank, there was a significant difference in academic productivity between men and women in assistant and associate professor positions (6.4 vs 5.1, respectively; p = 0.04). The h-index is able to objectively and reliably quantify academic productivity in plastic surgery. We found that h-indices increased with higher academic rank, and men had overall higher scores than their female colleagues. Adoption of this metric as an adjunct to other objective and subjective measures by promotions committees may provide a more reliable measure of research relevance and academic productivity in academic plastic surgery. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  1. Rescuing the physician-scientist workforce: the time for action is now.

    PubMed

    Milewicz, Dianna M; Lorenz, Robin G; Dermody, Terence S; Brass, Lawrence F

    2015-10-01

    The 2014 NIH Physician-Scientist Workforce (PSW) Working Group report identified distressing trends among the small proportion of physicians who consider research to be their primary occupation. If unchecked, these trends will lead to a steep decline in the size of the workforce. They include high rates of attrition among young investigators, failure to maintain a robust and diverse pipeline, and a marked increase in the average age of physician-scientists, as older investigators have chosen to continue working and too few younger investigators have entered the workforce to replace them when they eventually retire. While the policy debates continue, here we propose four actions that can be implemented now. These include applying lessons from the MD-PhD training experience to postgraduate training, shortening the time to independence by at least 5 years, achieving greater diversity and numbers in training programs, and establishing Physician-Scientist Career Development offices at medical centers and universities. Rather than waiting for the federal government to solve our problems, we urge the academic community to address these goals by partnering with the NIH and national clinical specialty and medical organizations.

  2. Gender differences in publication productivity, academic position, career duration, and funding among U.S. academic radiation oncology faculty.

    PubMed

    Holliday, Emma B; Jagsi, Reshma; Wilson, Lynn D; Choi, Mehee; Thomas, Charles R; Fuller, Clifton D

    2014-05-01

    This study aimed to analyze gender differences in rank, career duration, publication productivity, and research funding among radiation oncologists at U.S. academic institutions. For 82 domestic academic radiation oncology departments, the authors identified current faculty and recorded their academic rank, degree, and gender. The authors recorded bibliographic metrics for physician faculty from a commercially available database (Scopus, Elsevier BV), including numbers of publications from 1996 to 2012 and h-indices. The authors then concatenated these data with National Institutes of Health (NIH) funding per Research Portfolio Online Reporting Tools. The authors performed descriptive and correlative analyses, stratifying by gender and rank. Of 1,031 faculty, 293 (28%) women and 738 (72%) men, men had a higher median m-index, 0.58 (range 0-3.23) versus 0.47 (0-2.5) (P < .05); h-index, 8 (0-59) versus 5 (0-39) (P < .05); and publication number, 26 (0-591) versus 13 (0-306) (P < .05). Men were more likely to be senior faculty and receive NIH funding. After stratifying for rank, these differences were largely nonsignificant. On multivariate analysis, there were correlations between gender, career duration and academic position, and h-index (P < .01). Determinants of a successful career in academic medicine are multifactorial. Data from radiation oncologists show a systematic gender association, with fewer women achieving senior faculty rank. However, women achieving seniority have productivity metrics comparable to those of male counterparts. This suggests that early career development and mentorship of female faculty may narrow productivity disparities.

  3. A feeling of flow: exploring junior scientists' experiences with dictation of scientific articles.

    PubMed

    Spanager, Lene; Danielsen, Anne Kjaergaard; Pommergaard, Hans-Christian; Burcharth, Jakob; Rosenberg, Jacob

    2013-08-10

    Science involves publishing results, but many scientists do not master this. We introduced dictation as a method of producing a manuscript draft, participating in writing teams and attending a writing retreat to junior scientists in our department. This study aimed to explore the scientists' experiences with this process. Four focus group interviews were conducted and comprised all participating scientists (n = 14). Each transcript was transcribed verbatim and coded independently by two interviewers. The coding structure was discussed until consensus and from this the emergent themes were identified. Participants were 7 PhD students, 5 scholarship students and 2 clinical research nurses. Three main themes were identified: 'Preparing and then letting go' indicated that dictating worked best when properly prepared. 'The big dictation machine' described benefits of writing teams when junior scientists got feedback on both content and structure of their papers. 'Barriers to and drivers for participation' described flow-like states that participants experienced during the dictation. Motivation and a high level of preparation were pivotal to be able to dictate a full article in one day. The descriptions of flow-like states seemed analogous to the theoretical model of flow which is interesting, as flow is usually deemed a state reserved to skilled experts. Our findings suggest that other academic groups might benefit from using the concept including dictation of manuscripts to encourage participants' confidence in their writing skills.

  4. Ensuring the success of women faculty at AMCs: lessons learned from the National Centers of Excellence in Women's Health.

    PubMed

    Morahan, P S; Voytko, M L; Abbuhl, S; Means, L J; Wara, D W; Thorson, J; Cotsonas, C E

    2001-01-01

    Since the early 1970s, the numbers of women entering medical school and, subsequently, academic medicine have increased substantially. However, women faculty have not advanced at the expected rate to senior academic ranks or positions of leadership. In 1996, to counter this trend, the U.S. Department of Health and Human Services (DHHS) Office on Women's Health included women's leadership as a required component of the nationally funded Centers of Excellence in Women's Health to identify effective strategies and initiate model programs to advance women faculty in academic medicine. The authors describe the experience of Centers at seven U.S. medical schools in initiating and sustaining leadership programs for women. The processes used for program formation, the current programmatic content, and program evaluation approaches are explained. Areas of success (e.g., obtaining support from the institution's leaders) and difficulties faced in maintaining an established program (such as institutional fiscal constraints and the diminishing time available to women to participate in mentoring and leadership activities) are reviewed. Strategies to overcome these and other difficulties (e.g., prioritize and tightly focus the program with the help of an advisory group) are proposed. The authors conclude by reviewing issues that programs for women in academic medicine will increasingly need to focus on (e.g., development of new kinds of skills; issues of recruitment and retention of faculty; and increasing faculty diversity).

  5. Effects of participation in the Executive Leadership in Academic Medicine (ELAM) program on women faculty's perceived leadership capabilities.

    PubMed

    McDade, Sharon A; Richman, Rosalyn C; Jackson, Gregg B; Morahan, Page S

    2004-04-01

    This study measured the impact of participation by women academics in the Executive Leadership in Academic Medicine (ELAM) program as part of a robust evaluation agenda. The design is a classic pre/post, within-group, self-report study. The survey elicits self-perception about leadership in ten constructs: knowledge of leadership, management, and organizational theory; environmental scanning; financial management; communication; networking and coalition building; conflict management; general leadership; assessment of strengths and weaknesses; acceptance of leadership demands; and career advancement sophistication. The post surveys inquire additionally about perceived program usefulness. Data were collected from 79 participants (1997-98, 1998-99, and 2000-01 classes). Response rates were nearly 100% (pre) and 69% to 76% (post). Statistically significant increases (p <.01) in perceived leadership capabilities were identified across all ten leadership constructs. Gains were large in knowledge of leadership and organizational theory, environmental scanning, financial management, and general leadership. Gains in career building knowledge were large to moderate. More modest were gains in communication, networking, and conflict management. There were significant correlations between each leadership construct and perceived usefulness of the program. Significant improvements were reported on all leadership constructs, even when participants viewed themselves as already skilled. While it cannot be concluded that participation in ELAM directly and solely caused all improvements, it seems unlikely that midcareer women faculty would improve on all ten constructs in 11 months after program completion by natural maturation alone. Future research will investigate whether the changes are due to ELAM or other factors, and assess whether participants show more rapid advancement into leadership than comparable women not participating in ELAM.

  6. The Oratorical Scientist: A Guide for Speechcraft and Presentation for Scientists

    NASA Astrophysics Data System (ADS)

    Lau, G. E.

    2015-12-01

    Public speaking organizations are highly valuable for individuals seeking to improve their skills in speech development and delivery. The methodology of such groups usually focuses on repetitive, guided practice. Toastmasters International, for instance, uses a curriculum based on topical manuals that guide their members through some number of prepared speeches with specific goals for each speech. I have similarly developed a public speaking manual for scientists with the intention of guiding scientists through the development and presentation of speeches that will help them hone their abilities as public speakers. I call this guide The Oratorical Scientist. The Oratorical Scientist will be a free, digital publication that is meant to guide scientists through five specific types of speech that the scientist may be called upon to deliver during their career. These five speeches are: The Coffee Talk, The Educational Talk, Research Talks for General Science Audiences, Research Talks for Specific Subdiscipline Audiences, and Taking the Big Stage (talks for public engagement). Each section of the manual focuses on speech development, rehearsal, and presentation for each of these specific types of speech. The curriculum was developed primarily from my personal experiences in public engagement. Individuals who use the manual may deliver their prepared speeches to groups of their peers (e.g. within their research group) or through video sharing websites like Youtube and Vimeo. Speeches that are broadcast online can then be followed and shared through social media networks (e.g. #OratoricalScientist), allowing a larger audience to evaluate the speech and to provide criticism. I will present The Oratorical Scientist, a guide for scientists to become better public speakers. The process of guided repetitive practice of scientific talks will improve the speaking capabilities of scientists, in turn benefitting science communication and public engagement.

  7. Inspiring Future Scientists

    ERIC Educational Resources Information Center

    Betteley, Pat; Lee, Richard E., Jr.

    2009-01-01

    In an integrated science/language arts/technology unit called "How Scientists Learn," students researched famous scientists from the past and cutting-edge modern-day scientists. Using biography trade books and the internet, students collected and recorded data on charts, summarized important information, and inferred meaning from text. Then they…

  8. Teacher-Scientist-Communicator-Learner Partnerships: Reimagining Scientists in the Classroom.

    NASA Astrophysics Data System (ADS)

    Noel-Storr, Jacob; Terwilliger, Michael; InsightSTEM Teacher-Scientist-Communicator-Learner Partnerships Team

    2016-01-01

    We present results of our work to reimagine Teacher-Scientist partnerships to improve relationships and outcomes. We describe our work in implementing Teacher-Scientist partnerships that are expanded to include a communicator, and the learners themselves, as genuine members of the partnership. Often times in Teacher-Scientist partnerships, the scientist can often become more easily described as a special guest into the classroom, rather than a genuine partner in the learning experience. We design programs that take the expertise of the teacher and the scientist fully into account to develop practical and meaningful partnerships, that are further enhanced by using an expert in communications to develop rich experiences for and with the learners. The communications expert may be from a broad base of backgrounds depending on the needs and desires of the partners -- the communicators include, for example: public speaking gurus; journalists; web and graphic designers; and American Sign Language interpreters. Our partnership programs provide online support and professional development for all parties. Outcomes of the program are evaluated in terms of not only learning outcomes for the students, but also attitude, behavior, and relationship outcomes for the teachers, scientists, communicators and learners alike.

  9. Brookhaven Women in Science Lecture

    ScienceCinema

    Johanna Levelt Sengers

    2017-12-09

    Sponsored by Brookhaven Women in Science (BWIS), Johanna Levelt Sengers, Scientist Emeritus at the National Institute of Standards & Technology (NIST), presents a talk titled "The World's Science Academies Address the Under-Representation of Women in Science and Technology."

  10. Meet the Scientist: The Value of Short Interactions between Scientists and Students

    ERIC Educational Resources Information Center

    Woods-Townsend, Kathryn; Christodoulou, Andri; Rietdijk, Willeke; Byrne, Jenny; Griffiths, Janice B.; Grace, Marcus M.

    2016-01-01

    Students have been reported to have stereotypical views of scientists as middle-aged white men in lab coats. We argue that a way to provide students with a more realistic view of scientists and their work is to provide them with the opportunity to interact with scientists during short, discussion-based sessions. For that reason, 20 scientists from…

  11. Academic Genealogy and Direct Calorimetry: A Personal Account

    ERIC Educational Resources Information Center

    Jackson, Donald C.

    2011-01-01

    Each of us as a scientist has an academic legacy that consists of our mentors and their mentors continuing back for many generations. Here, I describe two genealogies of my own: one through my PhD advisor, H. T. (Ted) Hammel, and the other through my postdoctoral mentor, Knut Schmidt-Nielsen. Each of these pathways includes distingished scientists…

  12. Leading US nano-scientists' perceptions about media coverage and the public communication of scientific research findings

    NASA Astrophysics Data System (ADS)

    Corley, Elizabeth A.; Kim, Youngjae; Scheufele, Dietram A.

    2011-12-01

    Despite the significant increase in the use of nanotechnology in academic research and commercial products over the past decade, there have been few studies that have explored scientists' perceptions and attitudes about the technology. In this article, we use survey data from the leading U.S. nano-scientists to explore their perceptions about two issues: the public communication of research findings and media coverage of nanotechnology, which serves as one relatively rapid outlet for public communication. We find that leading U.S. nano-scientists do see an important connection between the public communication of research findings and public attitudes about science. Also, there is a connection between the scientists' perceptions about media coverage and their views on the timing of public communication; scientists with positive attitudes about the media are more likely to support immediate public communication of research findings, while others believe that communication should take place only after research findings have been published through a peer-review process. We also demonstrate that journalists might have a more challenging time getting scientists to talk with them about nanotechnology news stories because nano-scientists tend to view media coverage of nanotechnology as less credible and less accurate than general science media coverage. We conclude that leading U.S. nano-scientists do feel a sense of responsibility for communicating their research findings to the public, but attitudes about the timing and the pathway of that communication vary across the group.

  13. Women and the Information Revolution.

    ERIC Educational Resources Information Center

    Bajcsy, Ruzena; Reynolds, Craig

    2000-01-01

    Provides a social and economic context to the information revolution and women's part in it. Speculates on how current and near-term developments in information technology can benefit women scientists from all disciplines. Discusses some of the efforts of the National Science Foundation (NSF) to increase the participation of women in computer and…

  14. Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence.

    PubMed

    Hill, Patricia Wonch; McQuillan, Julia; Talbert, Eli; Spiegel, Amy; Gauthier, G Robin; Diamond, Judy

    2017-06-01

    In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate ("fixed mindsets") is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers.

  15. Betwixt and Between: Academic Women in Transition

    ERIC Educational Resources Information Center

    Bosetti, Lynn; Kawalilak, Colleen; Patterson, Peggy

    2008-01-01

    University culture is increasingly being influenced by globalization, competition, the commercialization of research, and external demands for accountability. Corporate managerial practices that value individualism and productivity bump up against more democratic and collaborative practices inherent in the traditional academic culture and…

  16. Perfecting Scientists' Collaboration and Problem-Solving Skills in the Virtual Team Environment

    NASA Astrophysics Data System (ADS)

    Jabro, A.; Jabro, J.

    2012-04-01

    PPerfecting Scientists' Collaboration and Problem-Solving Skills in the Virtual Team Environment Numerous factors have contributed to the proliferation of conducting work in virtual teams at the domestic, national, and global levels: innovations in technology, critical developments in software, co-located research partners and diverse funding sources, dynamic economic and political environments, and a changing workforce. Today's scientists must be prepared to not only perform work in the virtual team environment, but to work effectively and efficiently despite physical and cultural barriers. Research supports that students who have been exposed to virtual team experiences are desirable in the professional and academic arenas. Research supports establishing and maintaining established protocols for communication behavior prior to task discussion provides for successful team outcomes. Research conducted on graduate and undergraduate virtual teams' behaviors led to the development of successful pedagogic practices and assessment strategies.

  17. Sex Differences in Workplace Satisfaction and Engagement of Academic Pathologists: Opportunities to Enhance Faculty Diversity.

    PubMed

    Howell, Lydia Pleotis; Lyons, Mary Lipscomb; Thor, Ann; Dandar, Valerie

    2015-07-01

    There is attrition of women across professorial ranks in academic pathology. Women are underrepresented as leaders; 15.4% of academic pathology departments are chaired by women, according to the Association of American Medical Colleges (AAMC). To identify areas for targeted interventions that can advance academic and leadership development of women faculty by examining (1) sex differences in career satisfaction in US medical school pathology departments participating in the AAMC's Faculty Forward Engagement Survey, and (2) findings from a survey of the Association of Pathology Chairs (APC). The AAMC Faculty Forward Engagement Survey data are from 14 US medical schools participating in the 2011-2012 survey. Pathologists' response rate was 66% (461 of 697). To investigate sex differences, t tests and χ(2) analyses were used. The APC survey, administered to academic department chairs, had a 55% response rate (104 of 189). According to the Faculty Forward Engagement Survey, women report more time in patient care and less time in research. Women consider formal mentorship, feedback, and career advancement more important than men do and are less satisfied with communication and governance. The APC survey shows that 20% to 40% of nonchair department leaders are women. More than half of chairs report satisfaction with the sex diversity of their departmental leaders. Opportunities exist for department chairs and professional organizations to create targeted interventions to support career satisfaction, recruitment, retention, and career and leadership development for women in academic pathology. Although chairs report satisfaction with diversity within department leadership, responses of women faculty indicate there is work to be done to grow more women leaders.

  18. "It Becomes Almost an Act of Defiance": Indigenous Australian Transformational Resistance as a Driver of Academic Achievement

    ERIC Educational Resources Information Center

    Pechenkina, Ekaterina

    2017-01-01

    Indigenous Australian underrepresentation in higher education remains a topical issue for social scientists, educationalists and policymakers alike, with the concept of indigenous academic success highly contested. This article is based on findings of a doctoral study investigating the drivers of indigenous Australian academic success in a large,…

  19. Development of the Academic Stereotype Threat Inventory

    ERIC Educational Resources Information Center

    Pseekos, A. Chantelle; Dahlen, Eric R.; Levy, Jacob J.

    2008-01-01

    The authors describe the development and preliminary validation of the Academic Stereotype Threat Inventory, a self-report measurement of math-related stereotype threat among women. A preliminary version of the instrument was administered to 308 undergraduate women. Principal component analysis yielded a 3-factor solution. Convergent and…

  20. Gender differences in promotions and scholarly productivity in academic urology.

    PubMed

    Awad, Mohannad A; Gaither, Thomas W; Osterberg, E Charles; Yang, Glen; Greene, Kirsten L; Weiss, Dana A; Anger, Jennifer T; Breyer, Benjamin N

    2017-10-01

    The gender demographics within urology are changing as more women are entering the workforce. Since research productivity strongly influence career advancement, we aim to characterize gender differences in scholarly productivity and promotions in a cohort of graduated academic urologists. Urologists who graduated between 2002 and 2008 from 34 residency programs affiliated with the top 50 urology hospitals as ranked in 2009 by U.S. News & World Report were followed longitudinally. Only urologists affiliated with an academic teaching hospital were included for analysis. A total of 543 residents graduated, 459 (84.5%) males and 84 (15.5%) females. Of these, 173 entered academia, 137 (79.2%) males and 36 (20.8%) females. Women had fewer publications compared to men (mean 19.3 versus 61.7, p = 0.001). Fewer women compared to men were promoted from assistant professor 11 (30.6%) versus 83 (60.6%), p = 0.005. Fewer women achieved associate professor 10 (27.8%) versus 67 (48.9%), p = 0.005 or professor ranks 1 (2.8%) versus 16 (11.7%), p = 0.005 respectively compared to men. In a multivariate logistic regression analysis, after controlling for the number of total publications and number of years since graduation, gender was not predictive of achieving promotion, OR = 0.81 (95% CI 0.31-2.13), p = 0.673. Women are underrepresented in senior faculty roles in urology. Scholarly productivity seems to play a major role in academic promotion within urology. With increasing women in academic urology, further studies are needed to explore predictors of promotion and how women can achieve higher leadership roles in the field.