Seeing Isn't Always Believing: Gender, Academic STEM, and Women Scientists' Perceptions of Career Opportunities.
Studies about women's underrepresentation in the U.S. science, technology, engineering, and mathematics (STEM) academic workforce have flourished in the past decade. Much of this research focuses on institutionalized gender barriers and implicit biases, consistent with theorizing about how work orga...
| Publicado en: | Gender & Society Vol. 35; no. 3; pp. 422 - 449 |
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| Autores principales: | , |
| Formato: | Artículo |
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Sage Publications Inc.
Jun2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=150501224&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 150501224 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 08912432 GES jtl: Gender & Society issn: 08912432 maglogo: Y pubinfo: dt: Jun2021 vid: 35 iid: 3 pid: 344 pub: Sage Publications Inc. artinfo: ui: 150501224 10.1177/08912432211008814 ppf: 422 ppct: 27 formats: tig: atl: Seeing Isn't Always Believing: Gender, Academic STEM, and Women Scientists' Perceptions of Career Opportunities. aug: au: Bird, Sharon R. Rhoton, Laura A. affil: West Virginia University su: Gender STEM education Women scientists sug: subj: Gender STEM education Women scientists keyword: gender higher education institutional transformation meritocratic beliefs NSF ADVANCE work gender higher education institutional transformation meritocratic beliefs NSF ADVANCE work ab: Studies about women's underrepresentation in the U.S. science, technology, engineering, and mathematics (STEM) academic workforce have flourished in the past decade. Much of this research focuses on institutionalized gender barriers and implicit biases, consistent with theorizing about how work organizations disproportionately benefit men, white people, and other systemically advantaged groups. But to what extent do faculty most likely disadvantaged by systematic inequities actually perceive "barriers" to equity in the context of their own work lives? What might the repercussions associated with variation in perceptions about inequity be, especially within institutions of higher education actively pursuing equity agendas under such programs as the National Science Foundation's ADVANCE program? Using interview data from 53 STEM women faculty working at a university that received a 5-year NSF ADVANCE IT award, we examine the range of views held among women scientists about the extent to which opportunity and success are a function of meritocratic versus nonmeritocratic processes. Findings show that almost a third of participants held the view that opportunities and advancement are primarily a function of meritocratic processes. We discuss implications of these findings for broader institutional efforts to reduce inequities in academic STEM. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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