Women’s Safety Concerns and Academia: How Safety Concerns Can Create Opportunity Gaps

2021 ◽  
pp. 194855062110359
Author(s):  
Sophie Trawalter ◽  
Jennifer Doleac ◽  
Lindsay Palmer ◽  
Kelly Hoffman ◽  
Adrienne Carter-Sowell
Keyword(s):  
Work Hours ◽  
Women In Academia ◽  
Safety Concerns ◽  
Science Technology ◽  
And Mathematics ◽  
Willingness To Use ◽  
Opportunity Gaps ◽  
Access Data ◽  
Archival Study ◽  
Crime Event

The present work documents the safety concerns of men and women in academia and how these concerns can create opportunity gaps. Across five samples including undergraduate and graduate students, postdoctoral fellows, and faculty ( N = 1,812), women reported greater concerns about their safety than did men, and these concerns were associated with reduced work hours in libraries, offices, and/or labs afterhours. Additionally, although we were unable to manipulate safety concerns among women, in an experiment with men ( N = 117), increasing safety concerns decreased willingness to use the library afterhours. Finally, in an archival study of swipe access data ( N = 350,364 swipes), a crime event that made safety concerns salient for women was associated with a decreased likelihood that women worked in their office afterhours and a decreased likelihood that science, technology, engineering, and mathematics women worked in their labs later at night. Collectively, these data suggest that women’s safety concerns can restrict their work.

Every Student Can't Succeed If Every Voice is Not Heard: Equity Perspectives from STEM Educators

2018 ◽  
Vol 120 (13) ◽  
pp. 1-23
Author(s):  
Jamaal Young ◽  
Mary Margaret Capraro ◽  
Robert Capraro ◽  
Marti Cason
Keyword(s):  
Teacher Effectiveness ◽  
Stem Education ◽  
Underserved Populations ◽  
High Yield ◽  
Content Areas ◽  
Local Schools ◽  
Science Technology ◽  
And Mathematics ◽  
Opportunity Gaps ◽  
Every Student Succeeds Act

The Every Student Succeeds Act (ESSA) provides numerous provisions to support science, technology, engineering, and mathematics (STEM). These provisions do not necessarily address persistent achievement and opportunity gaps. We contend that if states, districts, and local schools capitalize on the autonomy provided in the ESSA, access, equity, and achievement in STEM can be attainable to traditionally underserved populations of learners. The purpose of this article is to review the enumerated provisions pertinent to STEM and, based on these provisions, present recommendations to support access, equity, and achievement in STEM content areas. Our review indicates that the ESSA presents provisions in five areas related to STEM education: (1) standards, (2) assessments, (3) accountability, (4) teacher effectiveness, and (5) well-rounded education. Using these five areas as an organizational framework, we provide recommendations to support enduring challenges related to equity, access, and achievement in STEM education. These recommendations are based on current high-yield practices used to support equity, access, and achievement in STEM content.

scholarly journals Perceptions of Barriers to Career Progression for Academic Women in STEM

Societies ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 27
Author(s):  
Christine O’Connell ◽  
Merryn McKinnon
Keyword(s):  
Gender Equity ◽  
Sense Of Belonging ◽  
Career Progression ◽  
Double Standards ◽  
Women In Academia ◽  
Science Technology ◽  
Stem Disciplines ◽  
Key Issues ◽  
And Mathematics ◽  
Equity And Inclusion

Gender equity in academia is a long-standing struggle. Although common to all disciplines, the impacts of bias and stereotypes are particularly pronounced in science, technology, engineering and mathematics (STEM) disciplines. This paper explores what barriers exist for the career progression of women in academia in STEM disciplines in order to identify key issues and potential solutions. In particular, we were interested in how women perceive the barriers affecting their careers in comparison to their male colleagues. Fourteen focus groups with female-identifying academics showed that there were core barriers to career progression, which spanned countries, disciplines and career stages. Entrenched biases, stereotypes, double standards, bullying and harassment all negatively impact women’s confidence and sense of belonging. Women also face an additional biological burden, often being pushed to choose between having children or a career. Participants felt that their experiences as STEM academics were noticeably different to those of their male colleagues, where many of the commonly occurring barriers for women were simply non-issues for men. The results of this study indicate that some of these barriers can be overcome through networks, mentoring and allies. Addressing these barriers requires a reshaping of the gendered norms that currently limit progress to equity and inclusion.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

BUILDING A NETWORK TO SUPPORT GIRLS AND WOMEN IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

2004 ◽  
Vol 10 (2) ◽  
pp. 161-178 ◽  
Author(s):  
Jacqueline D. Spears ◽  
Ruth A. Dyer ◽  
Suzanne E. Franks ◽  
Beth A. Montelone
Keyword(s):  
Women In Science ◽  
Science Technology ◽  
And Mathematics

Fenny Roshayanti: A Biography of Science Educator for Our Time

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Sampling Technique ◽  
Science Educator ◽  
Data Sources ◽  
Negative Consequences ◽  
Academic Advisor ◽  
External Audit ◽  
Narrative Approaches ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

STEAM is an acronym for Science, Technology, Engineering, Art, Mathematics. STEAM defined as the integration of science, technology, engineering, art, and mathematics into a new cross-disciplinary subject in schools. The concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. Some people consider STEAM as an opportunity while others view it as having problems. Fenny Roshayanti is science educator and researcher that consider STEAM as an opportunity. She has involved the study of STEAM, as an author, educator, academic advisor, and seminar speaker. This article examines what it has been and continues work from Fenny Roshayanti in the science education. Our exploration uses qualitative methods of narrative approaches in the form of biographical studies. Participants as data sources were selected using a purposive sampling technique which was collected based on retrospective interview and naturalistic observation. Data's validity, reliability, and objectivity checked by using external audit techniques. This work explores the powerful of female’s personal style in developing a form of social influence based on her forms of capital as well as address the positive and negative consequences that may follow while implement and research STEAM in teaching classroom.

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