scholarly journals Women in Academic Atmospheric Sciences

2015 ◽  
Vol 96 (1) ◽  
pp. 59-67 ◽  
Author(s):  
David MacPhee ◽  
Silvia Sara Canetto
Keyword(s):  
Graduate Students ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Faculty Members ◽  
Academic Rank ◽  
Female Faculty ◽  
Tenure Track ◽  
Educational Preparation ◽  
Atmospheric Sciences ◽  
Representation Of Women

Abstract Past studies suggest that the atmospheric sciences may have the fewest women of all geosciences occupations. The purpose of this study was to document the representation of women in the academic atmospheric sciences, specifically women’s representation among faculty in U.S. atmospheric sciences doctoral programs. A second purpose was to describe the demographic profile, educational preparation, and occupational destination of atmospheric sciences graduate students—as a way to gauge the characteristics and progress of women potentially in the pipeline for academic positions. Data on atmospheric sciences faculty (N = 813) were collected from the websites of 34 doctoral programs. Women constituted 17% of tenure-track and tenured atmospheric sciences faculty. Most departments (53%) had two or fewer female tenure-track or tenured faculty members. The proportion of female faculty members declined as academic rank increased. Institutional data for graduate students (N = 1,153) at a subset of these programs showed that at matriculation, women represented 39% of the students. The typical provenience disciplines of atmospheric sciences graduate students were majors with a low participation of women. Finally, significantly fewer women than men completed their doctoral degrees or pursued academic careers upon completion of the doctorate. Only 20% of doctoral degree completers who chose academia were women. Based on these findings and those of related studies, we forecast a persisting scarcity of female faculty members in U.S. atmospheric sciences doctoral programs.

Is the Lack of Women in Philosophy a Universal Phenomenon? Exploring Women's Representation in Greek Departments of Philosophy

Hypatia ◽  
2018 ◽  
Vol 33 (4) ◽  
pp. 700-716
Author(s):  
Simoni Iliadi ◽  
Kostas Theologou ◽  
Spyridon Stelios
Keyword(s):  
Empirical Evidence ◽  
Empirical Research ◽  
Gender Gap ◽  
Secondary Level ◽  
Female Students ◽  
Faculty Members ◽  
Female Faculty ◽  
Representation Of Women ◽  
Women’S Representation ◽  
Faculty Level

Although recent empirical research suggests that there is a gender gap in Anglophone philosophy, no research has been done on the representation of women in non‐Anglophone philosophy. The present study constitutes a first step toward filling this void in the literature by providing empirical evidence on the representation of female students and female faculty members in Greek universities' departments of philosophy. Our findings indicate that the underrepresentation of female students in philosophy is not a universal phenomenon, since female students constitute the majority of philosophy students in Greece at both the undergraduate and the graduate levels. However, our findings also suggest that the low number of women in philosophy at the faculty level is not a problem unique to Anglophone philosophy, since female faculty members comprise, on average, only 29% of philosophy faculty members in Greece. In order to explain these findings, we argue, first, that the teaching of philosophy at the secondary level may motivate female students in Greece to enter and persist in philosophy, and, second, that since the gender gap at the faculty level in Greece cannot be attributed to the low number of female students in the philosophy pipeline, the causes of women's poor participation in philosophy at the faculty level should be looked for elsewhere.

scholarly journals Minorities and Women in the Pacific Sociological Association Region

1986 ◽  
Vol 29 (2) ◽  
pp. 147-170 ◽  
Author(s):  
Stephen Kulis ◽  
Karen A. Miller ◽  
Morris Axelrod ◽  
Leonard Gordon
Keyword(s):  
Graduate Students ◽  
Minority Students ◽  
Faculty Members ◽  
Minority Faculty ◽  
Pacific Sociological Association ◽  
Entry Level ◽  
Representation Of Women ◽  
The Pacific ◽  
Sociology Departments

Based on a five-year follow-up survey of sociology departments in the Pacific Sociological Association region, we report trends in the representation of women and minorities among faculty members and graduate students. Although men continue to predominate at all but the lecturer/instructor level, women are increasingly represented on faculties overall, in tenured positions, and among the higher academic ranks. Proportionally fewer men and women are now in entry level positions than in 1979. Except for Asians, minority faculty continue to be poorly represented. Women now make up the majority of graduate students at both the masters and doctoral levels, but both the proportion and number of minority students have declined in five years. Still, despite sharply contracting enrollment, both women and minority graduate students receive a larger share of financial assistance awards than they did five years ago.

Graduate Students’ Experiences: Developing Self-efficacy

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Francine Laurencelle ◽  
Judith Scanlan
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Nurse Educators ◽  
Graduate Program ◽  
Doctoral Degree ◽  
Faculty Members ◽  
Graduate Faculty ◽  
Structured Interviews ◽  
Nursing Graduate ◽  
Canadian City

AbstractThe nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura’s self-efficacy theory. The population for this study included 15 nurse educators with a master’s or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences. Two themes emerged from the data: i) the hurdles of learning and ii) being a graduate student. The purpose of this article is to report the findings of faculty members’ experiences as graduate students. Understanding these experiences will help graduate faculty understand how graduate students develop self-efficacy throughout their graduate programs. Moreover, findings of this study will help graduate students succeed in a graduate program. Finally, issues related to recruitment and retention are addressed.

Investigating Faculty Members' Beliefs About Distance Education

2018 ◽  
pp. 23-44
Author(s):  
Naifa Eid AI-Saleem ◽  
Mohammed Nasser Al-Suqri
Keyword(s):  
Distance Education ◽  
Data Collection ◽  
Teaching Experience ◽  
Faculty Members ◽  
Academic Rank ◽  
Female Faculty ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Positive Statements ◽  
Negative Statements

This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a questionnaire as a method of data collection. Findings of the study indicated statistically significant difference in terms of gender. Results show that female faculty members hold positive beliefs (perceptions) about the use of DE in learning and teaching whereas compared to their male colleagues. With regards to nationality, the study found statistically slight differences, wherein the Omani faculty members yielded higher scores on the positive statements and lower at the negative statements.

It’s “like walking on broken glass”: Pan-Canadian reflections on work–family conflict from psychology women faculty and graduate students

2017 ◽  
Vol 28 (2) ◽  
pp. 231-252 ◽  
Author(s):  
Jessica M McCutcheon ◽  
Melanie A Morrison
Keyword(s):  
Graduate Students ◽  
Family Conflict ◽  
Work And Family ◽  
Faculty Members ◽  
Female Faculty ◽  
Work Family Conflict ◽  
Dual Roles ◽  
Academic Environments ◽  
Work Family ◽  
Qualitative Responses

Studies on work–family conflict amongst university faculty members indicate that women experience significantly more conflict in balancing their dual roles than their male counterparts. Research suggests that female faculty may be disadvantaged because of the norms structuring academic environments, which seemingly accommodate the life courses of men. Interestingly, the experience of work–family conflict for graduate students, who are besieged by many of the same environmental forces as female faculty, has been largely ignored within the scholarly literature. In the present study, qualitative responses regarding work–family conflict from 65 academic women (32 faculty; 33 graduate students) from universities and colleges across Canada were submitted to thematic analysis. Results revealed three interconnected themes: masculine workplace norms, the need to choose between work and family, and consequences of work–family conflict. The findings point to the need for academic institutions to critically examine their cultures surrounding motherhood in an effort to provide hospitable environments for faculty and graduate students who are, or who will become, parents.

scholarly journals Perceptions from Library School Faculty on Meaningful Matters to Academic Librarians: Additional Degrees, Sabbaticals, Evaluation, and Governance

2011 ◽  
Vol 6 (2) ◽  
pp. 42
Author(s):  
Kristen Young
Keyword(s):  
Qualitative Study ◽  
Doctoral Degree ◽  
Faculty Members ◽  
Library Science ◽  
Academic Librarians ◽  
Academic Rank ◽  
School Faculty ◽  
Library School ◽  
Faculty Status ◽  
Masters Students

Objective – To survey the faculty members of American Library Association (ALA)-accredited library schools to gain insight into their perceptions on academic librarians obtaining faculty status and how the library school curricula prepare academic librarians for faculty roles. Design – Survey questionnaire. Setting – An e-survey was distributed online to 57 ALA-accredited library schools during April 2007, using Zoomerang. Subjects – The population consisted of 906 tenure-track or tenured faculty members. Methods – The 24 item survey was designed to answer eight specific research questions and evoke responses scored on a five-point Likert scale that corresponded to (1) Strongly Disagree, (2) Disagree, (3) Neutral, (4) Agree, and (5) Strongly Agree. For the analysis of data in questions 1 and 3 through 8, the perceptions of faculty members of ALA-accredited library schools were determined by calculating the mean and standard deviation. For the analysis of question 2 a t test was used to determine differences in faculty members’ perceptions based on gender and tenure. A one-way analysis of variance, or ANOVA, was used to determine library school faculty members’ perceptions based on academic rank. Main Results – A total of 906 individuals were sent the link to the survey, and 187 individuals completed the survey, making the response rate 20.6%. Of the respondents, 38.5% were professors, 25.7% were associate professors, 33.7% were assistant professors, and 2.1% were lecturers. The majority of respondents were female (60.0%) and tenured (65.0%). Faculty members of the ALA-accredited library schools agreed that courses in statistical concepts, procedures, and research (both experimental and non-experimental) should be required of those seeking a master’s or doctoral degree. They agreed that the Master of Library Science (MLS) degree is insufficient in preparing librarians for faculty status, and that additional graduate degrees improve performance of academic librarians in discipline-specific positions. Conclusion – It is clear that library school faculty have a strong interest in the curriculum and the future directions of librarianship. It is also clear that faculty status for academic librarians, equivalent to that of teaching faculty, will remain a contentious issue for some time. The author had five recommendations for practice: Librarians who want a faculty-status position should earn another graduate degree, in addition to the MLS; ALA-accredited library schools should require that PhD and masters students have courses in experimental and non-experimental research; ALA-accredited library schools should require that PhD and masters students have courses introducing statistics; Librarians with faculty status should be involved in university governance as well as library governance; and, Librarians with faculty status should be eligible for the same sabbatical and research leaves as other faculty. There are three recommendations for further study identified by the author. First is a qualitative study to identify the reasons behind the perceptions that faculty members have of the issues that surround faculty status for academic librarians. Second is a qualitative study to assess how faculty status affects the lives of academic librarians, both personally and professionally. Lastly, additional research should be conducted to gain a greater understanding of how faculty status impacts academic librarians within the institutions they are a part of.

Building and Unbuilding a Comics Canon

PMLA ◽  
2019 ◽  
Vol 134 (3) ◽  
pp. 614-619
Author(s):  
Andrew Hoberek
Keyword(s):  
Community Colleges ◽  
High Schools ◽  
Graduate Students ◽  
Faculty Members ◽  
Tenure Track ◽  
Good Sense ◽  
University Of Illinois ◽  
Past Work ◽  
Four Year Institutions ◽  
The University

The inaugural conference of the comics studies society, held in August 2018 at the University of Illinois, Urbana, was the most professionally diverse conference I've ever attended. There were presentations by tenure-track faculty members, non-tenuretrack faculty members, graduate students, and independent scholars; by people from four-year institutions, community colleges, and high schools; by literary critics, art historians, media scholars, research librarians, and working artists. Everywhere one felt the energy of a new field of study coming together, of institutionalization in a good sense: the gathering of past work to create a critical canon, the debate over methodology, the effort to establish priorities for moving forward as a discipline. he emotional palette that this event produced, at least for me, was an odd combination of excitement and melancholy—melancholy because, at a moment when traditional humanistic disciplines are having their support cut, it's hard to imagine a new ield getting anything like the resources or hires it needs to survive, let alone thrive.

Investigating Faculty Members' Beliefs about Distance Education

2015 ◽  
Vol 13 (1) ◽  
pp. 48-69
Author(s):  
Naifa Eid Saleem ◽  
Mohammed Nasser Al-Suqri
Keyword(s):  
Distance Education ◽  
Teaching Experience ◽  
Faculty Members ◽  
Academic Rank ◽  
Female Faculty ◽  
Sultanate Of Oman ◽  
Learning And Teaching ◽  
Significant Difference ◽  
Positive Statements ◽  
Negative Statements

This research paper aims to investigate the beliefs (perceptions) about distance education(DE) held by the faculty members of Sultan Qaboos Uuniversity (SQU) at the Sultanate of Oman as well as the differences between their beliefs (perceptions) with regards to gender, teaching experience, college academic rank, nationality, etc. This study used a questionnaire as a method of data collection. Findings of the study indicated statistically significant difference in terms of gender. Results show that female faculty members hold positive beliefs (perceptions) about the use of DE in learning and teaching whereas compared to their male colleagues. With regards to nationality, the study found statistically slight differences, wherein the Omani faculty members yielded higher scores on the positive statements and lower at the negative statements.

U.S. radiation oncology and medical oncology department faculty diversity trends by sex and underrepresented in medicine status over five decades.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11010-11010
Author(s):  
Sophia C. Kamran ◽  
Andrzej Niemierko ◽  
Neha Vapiwala
Keyword(s):  
Native American ◽  
Medical Oncology ◽  
Faculty Members ◽  
Academic Rank ◽  
Female Faculty ◽  
Linear Regression Models ◽  
Faculty Diversity ◽  
Racial Ethnic ◽  
Male Faculty ◽  
Over Time

11010 Background: Academic faculty are critical in training future generations of oncologists to care for our increasingly diverse cancer patient population. It is unclear if the growing imperative to address disparities in racial/ethnic and gender representation in the medical field has resulted in corresponding progress in the composition of academic radiation and medical oncology (RO, MO) departments. Herein we report trends in faculty diversity, overall and by academic rank, among US radiation and medical oncologists over the past 5 decades. Methods: Data were acquired from the Association of American Medical Colleges (AAMC) Faculty Roster between 1970-2019 for academic RO and MO departments to determine sex and race/ethnicity trends over five decades. Underrepresented in Medicine (URM) was defined as individuals identifying as Black, Hispanic, and Native American. Linear regression models were used to estimate slopes and associated p-values. Results: Total faculty complements grew over time in both RO and MO departments. The number of URM female faculty increased by 0.85/year in RO and 0.79/year in MO (P-trend<0.001), compared to non-URM female faculty, which increased by 11.3/year in RO and 7.9 in MO (P-trend<0.001). URM male faculty increased by 1.4/year in RO and 1.1/year in MO (P-trend<0.001), compared to non-URM male faculty, which increased by 25.5/year for RO and 12.2/year for MO (P-trend<0.001). Males represented the majority of URM and non-URM faculty for both RO and MO. The proportion of females grew more than the proportion of URM faculty over the study period for both RO and MO. There were also significant differences in diversity by faculty rank. Although MO outperformed RO in terms of the proportion of female faculty members with more advanced rank, female faculty members had a lower academic rank than their male counterparts in both specialties. At every rank, there was a low number of URM faculty represented among both MO and RO (Table). Conclusions: Gender and racial/ethnic diversity of academic RO and MO faculty has increased over time but has not kept pace with the diversity of the US population served, particularly with respect to URM status. The proportion of female faculty in both specialties demonstrates more promising growth, and may inform measures to achieve similar progress in recruiting and retaining URM faculty in both MO and RO.[Table: see text]

scholarly journals A Comparison of the Effects of Organizational Environment and Individual Factors on Male and Female Faculty Teaching Efficacy in Vietnam

2017 ◽  
Vol 3 (2) ◽  
pp. 131
Author(s):  
Minh-Quang Duong
Keyword(s):  
Teaching Efficacy ◽  
Faculty Members ◽  
Academic Rank ◽  
Individual Factors ◽  
Organizational Environment ◽  
Female Faculty ◽  
University Management ◽  
High Positive Correlation ◽  
Male And Female ◽  
Faculty Teaching

The purpose of this study examined the correlation between factors of teach­ing efficacy and their relation to faculty members’ backgrounds, and how organizational environment factors affect faculty teaching efficacy in male versus female populations. A questionnaire measuring six factors of teaching efficacy was distributed to 124 university faculty members in Vietnam. The finding of this study indicated that it was relatively high positive correlation between factors of teach­ing efficacy. Comparative results of male and female faculty members in various contexts detected using a statistical method and criteria demonstrated that almost individual factors including marital status, age groups, and academic rank were not significant in the male and female faculty teaching efficacy, except educational attainment factor. In addition, both genders were similarly affected by their organizational environment as far as teaching efficacy is concerned. The study’s implications for university management were also discussed.

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