Women in Brazilian CS Research Community

Many communities have been concerned with the problem of bringing more girls to technology and science related areas. The authors believe that the first step in order to solve such a problem is to understand the current situation, like to investigate the “state-of-the-art” of the problem. Therefore, in this chapter, they present the first study to identify which areas of Computer Science have more and less feminine participation. In order to do so, they have considered the program committees of the Brazilian conferences in those areas. The authors’ study evaluates the 2008 and previous editions of such conferences. They also discuss some Brazilian initiatives to bring more girls to Computer Science as well present what else can be done.

Progression of UK Women Engineers

Whilst evidence presented in recent scholarship suggests initiatives aimed at increasing female recruitment to the industry may be proving somewhat effective, retention of female engineers is falling, and there has been minimal progress on breaking down vertical segregation in the engineering workplace. In this chapter the authors explore the situation of women engineers in the UK; they examine, using qualitative and quantitative data collection methods, whether women in engineering do indeed suffer from the application of descriptive and prescriptive stereotypes in the workplace, and how they are able to circumvent them. In particular, the authors instigate the factors, such as self-promotion and confidence, which may aid or hinder the progression of women’s careers. They urge educational institution and engineering industries and organisations to nurture such qualities. Their findings indicate that confidence and self-promotion should be high on the agenda of women engineers to survive and progress in the engineering industry.

The Career Challenge of the Gendered Academic Research Culture

It is clear from many of the contributions to this volume that there are career advancement challenges that are specific to women in the science, engineering and technology (SET) disciplines. In this chapter I will be looking at one of the career challenges that face not just women in those disciplines (although the problem here is particularly acute) but women seeking an academic career in any discipline, and that is the gendered nature of its predominant research culture. I go on to consider how the use of Internet technologies (ITs) by academics in their research might be enabling women to meet this particular challenge and whether women in a scientific academic setting have a different experience in this respect from colleagues in social sciences and humanities. Findings are presented from 25 in-depth interviews and content analysis of 750 academic web profiles. Results would suggest that although there are areas where the gendered research culture is being circumvented by the use of ITs for women in all disciplines, yet there are areas where women are not taking full advantage of the potential of the web to increase their visibility and research profile. Moreover, the opportunities presented by ITs are not necessarily tied to discipline and women in SET disciplines appear to be no more or less likely to take advantage of them. Finally in some important respects, the gendered cultures and structures that exist in ‘real’ society are continued into the ‘virtual’ one, rendering the gendered research culture little changed by increasing use of ITs.

SET Women and Careers

Very few studies of senior female scientists have been conducted in the UK. This chapter explores the careers of 13 senior female scientists in a male-dominated, UK public sector organisation. These women operate within a context which reinforces, ‘think management, think male’ (Schein 2007). Despite this, they have followed traditional career paths of science qualifications and employment. Whilst many parallels can be drawn with other women in science, engineering and technology (SET) these women buck the trend in that they have achieved senior positions and unusually long lengths of service, post-childbirth, despite little or no help from mentors and support networks. Although these women’s experiences of gender relations were variable and they have limited strategic leadership career options, they have sustained a positive work orientation and a strong desire to reputation-build. Notwithstanding their failure so far to break through the glass ceiling, they hold the potential to be role models for others in SET.

Go WEST - Supporting Women in Engineering, Science and Technology

Australia appears to be lagging behind countries in North America and Europe regarding the participation of women in engineering, science and technology courses and careers. This chapter reports on a current project undertaken by a regional university to build a mentoring and support network among female Science, Engineering and Technology students, staff and industry professionals. As well as the context and history of the project, the chapter describes the activities undertaken and the challenges faced in making the project sustainable. Factors critical to the success of the project are identified and include securing funds and commitment from senior management, having a multi-disciplinary team with strong leadership and effective support, and using information technology to enhance personal networks and to promote activities.

Understanding the Links between Mentoring and Self-Efficacy in the New Generation of Women STEM Scholars

American colleges and universities are in need of innovative approaches to recruit and retain the upcoming generation of new faculty members. Specifically within the STEM (Science, Technology, Engineering, and Math) fields, there is an additional need to focus on meeting the needs of women in order to begin to address gender inequity within STEM. This chapter examines the impact of mentoring on self-efficacy for female graduate students and post doctoral fellows in STEM fields. Using data from a national study of selected U.S. academic institutions, recommendations are made in order to enhance mentoring practices that will reduce the barriers women face within STEM fields. Quality mentoring programs represent a viable way to enhance institutional change that may result in increased numbers of women in STEM fields.

GETSMART

This chapter reports on the development a formal social mechanism for interaction among female IT role models, such as industry executives and recent college graduates, higher education IT academicians, and female middle school and high school students. The GETSMART (Getting Everyone To Study Math and Related Technologies) program is designed to address the national issue of low female participation in the computer science and information systems fields. The goal of this initiative is to create an innovative educational and mentoring program that encourages women to pursue studies and careers in science, technology, engineering and math (STEM). The comments of the GETSMART participants serve as a feedback loop to the program executive and academic leaders and indicate the importance of teachers, parents, role models and early STEM experiences in formation of interest in STEM.

Bias Literacy

The chapter offers a quick digest of the evidence for discrimination, especially with reference to women in science and engineering in the U.S. It explains common terminology and lists relevant legislation and national policy initiatives. The chapter summarizes the difference between tradition and bias, conscious and unconscious discrimination, overt and covert discrimination, and personal versus institution bias. Drawing on research in psychology and social science, it summarizes core concepts including: gender schema, accumulative advantage, stereotype threat, implicit bias, glass ceiling, mommy track, occupational segregation, statistical profiling, climate study, and the value of diversity in learning. A short section lists some U.S. national and international approaches to measuring whether discrimination is occurring and how improvements are benchmarked. There is a list of major organizations working for diversity in the U.S., with links. Many of the concepts are more fully described in the recent U.S. national report Beyond bias and barriers (2007), which inspired this literacy effort.

"We don't have the Key to the Executive Washroom"

This chapter reports on a pilot study looking at the progression of academic women at one UK University. The chapter focuses on the promotions process and criteria as one important issue emerging from that research. Earlier research has shown that women are less likely to break into institutional networks which allow them to access information not only on formal and objective promotion criteria but also on hidden criteria and the way the ‘academic game’ is played. One result of this is that some academic women may have an inaccurate view of promotion criteria and processes. At the university studied by the authors, the Human Resources department has sought to make the promotion process more transparent and, officially at least, it no longer depends purely upon research achievements. However, these changes will not necessarily result in easier progression for women academics. The authors’ study confirms that there is still a mismatch between what women think the criteria for promotion are, what the formal criteria are and how those criteria actually operate. Reliance on incomplete or inaccurate information about promotion criteria, coupled other factors, such as women’s reluctance to promote themselves actively and traditional barriers to promotion such as caring responsibilities, puts women at a disadvantage when they attempt to progress into more senior positions within universities. Reform of promotions procedures needs to look beyond re-writing the substantive criteria for promotion and look to improving understanding of what is involved.

Factors Contributing to the Success of Women Working in Science, Engineering and Technology (SET) Careers

Women’s under-representation in Science, Engineering and Technology (SET) careers is a problem in South Africa. This chapter discusses structural and individual barriers responsible for the under- representation of women in SET. Self-efficacy as a requirement for success in SET is discussed. The results are illustrated with a report on a study done with a sample of 29 women in successful SET careers. These women experienced some form of gender discrimination at some stages of their development from school to career. They also struggle with family and work balance and similar issues. However, the sample ascribed their success or the fact that they stay in a SET career mostly to personal characteristics and strong self-efficacy beliefs. Aspects such as a drive for achievement, strong goal orientation, passion for their work, determination and perseverance were identified. Strong self-efficacy beliefs which can be associated with resilience and cognitive hardiness came to the fore. These women believe that they can achieve their goals and they do to a large extent.