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Advancement to the Highest Faculty Ranks in Academic STEM : = Explaining the Gender Gap at USU.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Advancement to the Highest Faculty Ranks in Academic STEM :/
其他題名:	Explaining the Gender Gap at USU.
作者:	Van Miegroet, Helga.
面頁冊數:	1 online resource (119 pages)
附註:	Source: Masters Abstracts International, Volume: 57-06.
Contained By:	Masters Abstracts International57-06(E).
標題:	Sociology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355674347

Advancement to the Highest Faculty Ranks in Academic STEM : = Explaining the Gender Gap at USU.
Van Miegroet, Helga.

Advancement to the Highest Faculty Ranks in Academic STEM :Explaining the Gender Gap at USU. - 1 online resource (119 pages)

Source: Masters Abstracts International, Volume: 57-06.

Thesis (M.S.)--Utah State University, 2018.

Includes bibliographical references

Science and technology (S&T) disciplines at universities are still largely dominated by men, and few women are found in the highest employment ranks. Using the faculty data from Utah State University, this thesis explores the factors that help explain the difference in career trajectory between men and women in the S&T colleges. While there were few women in S&T colleges prior to the 1990s, more women have been hired since then, and the lower ranks of the faculty corps are starting to reflect the gender composition of the doctoral degree holders in the different fields. This is not the case for full professors and leadership positions, where women are still underrepresented. Analysis of the university careers of faculty in S&T colleges revealed that in the absence of formal guidelines, promotions to full professor were inconsistent, but men were generally promoted faster, especially when hired as associate professors. However, conscious measures by the university to make the promotion process more transparent and formalized reduced the variability in time to promotion to full professor for all faculty and minimized differences between men and women. Recognition of faculty achievement through awards still shows gender bias. Women proportionally receive less awards, especially in recognition of research activities. This study illustrates that clear guidelines reduce gender bias in decisions and improve gender equity in the academia.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355674347Subjects--Topical Terms:

551705
Sociology.
Index Terms--Genre/Form:

554714
Electronic books.

Advancement to the Highest Faculty Ranks in Academic STEM : = Explaining the Gender Gap at USU.
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504 $a Includes bibliographical references
520 $a Science and technology (S&T) disciplines at universities are still largely dominated by men, and few women are found in the highest employment ranks. Using the faculty data from Utah State University, this thesis explores the factors that help explain the difference in career trajectory between men and women in the S&T colleges. While there were few women in S&T colleges prior to the 1990s, more women have been hired since then, and the lower ranks of the faculty corps are starting to reflect the gender composition of the doctoral degree holders in the different fields. This is not the case for full professors and leadership positions, where women are still underrepresented. Analysis of the university careers of faculty in S&T colleges revealed that in the absence of formal guidelines, promotions to full professor were inconsistent, but men were generally promoted faster, especially when hired as associate professors. However, conscious measures by the university to make the promotion process more transparent and formalized reduced the variability in time to promotion to full professor for all faculty and minimized differences between men and women. Recognition of faculty achievement through awards still shows gender bias. Women proportionally receive less awards, especially in recognition of research activities. This study illustrates that clear guidelines reduce gender bias in decisions and improve gender equity in the academia.
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538 $a Mode of access: World Wide Web
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