Transcript Association for Women in Psychology 2009 Conference Poster

Faculty Gender Composition in STEM Disciplines:
A Case Study
Santiago-Rivas, M., Harlow, L. L., Silver, B., Stamm, K., & Mederer, H.
University of Rhode Island Advance Program Grant from the National Science Foundation
Abstract
Data from a local mid-sized New England
University reveal that women account for only
20.4% of the STEM faculty. Men faculty are
more densely clustered in higher ranks (e. g.,
75.7% Full Professors) and far outnumber
women in all ranks. Other data are presented
and discussed to highlight changes across
the years (e. g., gender balance in new hires
and salaries), as well as needed changes to
increase the representation of women faculty
in STEM fields.
Presented at the 34th Annual Conference for the
Association for Women in Psychology
Newport, RI, March 12-15, 2009
 Research institutions are starting to
address the imbalance in the faculty gender
composition across STEM disciplines by: (1)
trying to have the number of women in their
faculties mirror the number they educate; (2)
preventing the erosion of women scientist at
each step of the career line; (3)ensuring an
equally positive experience for the genders;
and (4) providing support and resources for
faculty members with family responsibilities
(Baylin, 2003).
Introduction
Objectives
 Quality of work-life issues (e. g., professional
activities and career development, recognition
for competence and expertise, department and
external relationships, working conditions, and
perceptions of discrimination) are important for
academic leaders to address as they influence
retention, and conversely, intentions to leave
the institution (Rosser & Javinar, 2003).
 Reveal findings from a mid-sized research
institution regarding the progress of faculty
members on a number of benchmarks (e. g.,
frequencies, salaries, rank in tenured
positions, new hires), by gender.
 Gender differences in research productivity
can be attributed to personal and familial
characteristics, as well as structural positions
(differences in rank) (Xie & Shauman, 1998).
 Based on data from a large, nationally
representative, cross-sectional sample, Xie
and Shauman (1998) found that whereas the
percentage of women scientists increased
from 5% in 1969 to 24% 1993, the percentage
of women faculty was still low relative to men.
 Women in general tend to make less than
men. Further, the wage gap (i.e., difference
between men’s and women’s earnings) is
twice as large for those with historically
traditional (e. g., scientists) versus egalitarian
gender roles (Judge & Livingston, 2008).
 Reveal the influence of a National Science
Foundation ADVANCE grant on institutional
transformations to help advance women in
the STEM fields on these benchmarks.
Results
STEM Tenured & Tenure Track Faculty By Rank & Department (Spring
2008)
30
25
20
15
10
5
0
Women Assistant
Women Associate
Women Full
Men Assistant
Men Associate
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 Institutional data was collected through the
University of Rhode Island’s Office of the
Provost to track progress on a variety of
benchmarks.
 The analyses contain information reported
during Academic Year (AY) 2007-2008.
STEM & SBS New Hires AY 2000-01 to 2007-08
STEM and SBS Faculty Salary
GenderX Rank
(Tenured or Tenure-Track Faculty Only)
(Tenured or Tenure-Track Faculty Only)
120000
100000
12
80000
10
60000
Methods
Men Full
Female
8
Male
6
40000
4
20000
2
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General Sample
Assistant
Associate
Full
# Female
Hires
# Male
Hires
200001
200102
200203
200304
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Conclusions
 There were 57 women and 222 men in our sample of tenured-tenure track STEM-SBS faculty at a New
 Data from Social and Behavioral Sciences England University. Although there was a trend to hire more women from 2004-2006 at the peak of an NSF
(SBS) and from the Science, Technology,
grant to advance women, male faculty are still hired at greater rates and have higher salaries over all levels
Engineering, and Math (STEM) disciplines
(Assistant to Full Professor). More efforts are needed to recruit and retain women faculty in STEM-SBS fields,
were obtained.
including programs and policies (e.g., family leave, dual career) that increase and maintain high quality of life.