Beyond Bias and Barriers: Fulfilling the Potential of

Women in Academic Science and Engineering

The National Academies, 2007http://www.nap.edu/catalog/11741.html

Beyond Bias and Barriers Beyond Bias and Barriers Study CommitteeStudy Committee

DONNA E. SHALALADONNA E. SHALALA (Chair)(Chair) President, University of MiamiPresident, University of MiamiALICE M. AGOGINOALICE M. AGOGINO University of California, BerkeleyUniversity of California, BerkeleyLOTTE BAILYNLOTTE BAILYN Massachusetts Institute of TechnologyMassachusetts Institute of Technology ROBERT J. BIRGENEAUROBERT J. BIRGENEAU Chancellor, UC BerkeleyChancellor, UC Berkeley ANA MARI CAUCEANA MARI CAUCE Executive Vice Provost, University of Executive Vice Provost, University of

WashingtonWashingtonCATHERINE D. DEANGELISCATHERINE D. DEANGELIS Editor-in-Chief, JAMAEditor-in-Chief, JAMADENICE DENTON*DENICE DENTON* Chancellor, UC Santa CruzChancellor, UC Santa CruzBARBARA GROSZBARBARA GROSZ Harvard UniversityHarvard UniversityJO HANDELSMANJO HANDELSMAN HHMI Professor, University of Wisconsin HHMI Professor, University of Wisconsin

MadisonMadison NAN KEOHANENAN KEOHANE President Emerita, Duke UniversityPresident Emerita, Duke University SHIRLEY MALCOMSHIRLEY MALCOM AAASAAASGERALDINE RICHMONDGERALDINE RICHMOND University of OregonUniversity of OregonALICE M. RIVLINALICE M. RIVLIN Brookings InstitutionBrookings InstitutionRUTH SIMMONSRUTH SIMMONS President, Brown UniversityPresident, Brown UniversityELIZABETH SPELKEELIZABETH SPELKE Harvard UniversityHarvard UniversityJOAN STEITZJOAN STEITZ HHMI, Yale University School of Medicine HHMI, Yale University School of Medicine ELAINE WEYUKERELAINE WEYUKER AT&T LaboratoriesAT&T LaboratoriesMARIA T. ZUBERMARIA T. ZUBER Massachusetts Institute of TechnologyMassachusetts Institute of Technology

FINDINGS •Differences in biology and aptitudeDifferences in biology and aptitude•PipelinePipeline•Outright discriminationOutright discrimination•Unconscious biasUnconscious bias•ClimateClimate•Rules, policies, and structuresRules, policies, and structures

Women have the drive and ability to Women have the drive and ability to succeed in science and engineering.succeed in science and engineering.

• No significant biological differences No significant biological differences between men and women that would between men and women that would explain differential representationexplain differential representation

• No significant differences in performance No significant differences in performance in science and math that account for in science and math that account for differential representationdifferential representation

• Representation of women has increased Representation of women has increased 30-fold in some fields in the last two 30-fold in some fields in the last two decades, which shows that when decades, which shows that when opportunities in science are available, opportunities in science are available, women take them and excelwomen take them and excel

More girls are completing More girls are completing advanced science and advanced science and

mathematics classes in high mathematics classes in high schoolschoolSubject 1990 1994 1998 2000

Boys Girls Boys Girls Boys Girls Boys Girls

Mathematics•Trig/Algebra 3 20.6% 20.9% 23.0% 24.9% 19.4% 22.5% 17.9% 21.1%

•Precalculus 14.4% 13.0% 16.3% 18.4% 23.1% 22.9% 25.4% 27.9%

•Calculus 8.3% 6.2% 10.3% 10.1% 12.0% 11.6% 13.3% 12.0%

Science•Advanced Biology

25.7% 29.2% 31.5% 37.8% 33.8% 40.8% 31.5% 40.5%

•Chemistry 43.8% 46.1% 47.5% 53.3% 53.3% 59.2% 58.1% 66.8%

•Physics 24.9% 18.3% 26.7% 22.5% 31.0% 26.6% 35.6% 31.5%

Source: US Dept of Education, National Center for Education Statistics, National Assessment of Educational Progress, 1990, 1994, 1998 and 2000 High School Transcript Studies. Based on Table 1-8 in National Science Board (2006) Science and

Engineering Indicators, 2006. Arlington, VA: National Science Foundation.

There are differences by gender There are differences by gender and ethnicity for intention to and ethnicity for intention to

major in S&E fieldsmajor in S&E fields

Source: National Science Board (2006) Science and Engineering Indicators, 2006. Arlington, VA: National Science Foundation., Appendix Table 2-6.

For students who do declare a For students who do declare a major in S&E, 60% of women and major in S&E, 60% of women and 57% of men complete the major.57% of men complete the major.

Source: National Science Foundation, Division of Science Resource Statistics, special tabulations of the US Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System, Completions Survey. Data available at

http://www.nsf.goiv/statistics/wmpd/tables/tabc-15.xls

More women are earning S&E More women are earning S&E doctoratesdoctorates

0

10

20

30

40

50

60

Year

Per

cent

Wom

en P

hDs

Social Sciences

Life Sciences

Physical Sciences

Engineering

Source: National Science Foundation (2006) Survey of Earned Doctorates, 1974-2004. Arlington, VA: National Science Foundation.

Movement up the ranks varies by Movement up the ranks varies by field and appears inversely related field and appears inversely related to the number of women PhDs and to the number of women PhDs and

postdoctoral scholarspostdoctoral scholars

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

Engin

eerin

g

Life S

cienc

es

Chem

istry

Compu

ter S

cienc

e

Physic

al Sc

ience

s

Math

emati

cs

Psych

ology

Econo

mics

Social

Scie

nces

Per

cent

Wom

en

PhD Pool (1)

Postdoctoral Scholar (2)

Assistant Professor (3)

Assistant ProfessorResearch University (4)

FIGURE 1-2A: Postdoctoral Scholars and Assistant ProfessorsSource: National Science Foundation (2006) Survey of Doctoral Recipients, 2003. Arlington, VA: National Science Foundation.

Notes: The Survey of Doctoral Recipients includes only those who earned doctorates in the United States and may under-represent the actual number of postdoctoral scholars and tenure-tack and tenured

professors, particularly in those fields such as life sciences where there are a substantial number of international postdoctoral scholars and engineering where there are a substantial number of international

professors.

FIGURE 1-2B: Associate Professors

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

Engin

eerin

g

Life S

cienc

es

Chem

istry

Compu

ter S

cienc

e

Physic

al Sc

ience

s

Math

emati

cs

Psych

ology

Econo

mics

Social

Scie

nces

Per

cent

Wom

en

PhD Pool (5)

Associate Professor (6)

Associate ProfessorResearch University (7)

FIGURE 1-2C: Full Professors

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

Engin

eerin

g

Life S

cienc

es

Chem

istry

Compu

ter S

cienc

e

Physic

al Sc

ience

s

Math

emati

cs

Psych

ology

Econo

mics

Social

Scie

nces

Per

cent

Wom

en

PhD Pool (8)

Full Professor (9)

Full Professor ResearchUniversity (10)

FIGURE 1-2 Comparison of the proportion of women in PhD pools with those in tenure-track or tenured professor positions in 2003, by field.

The problem is simply not the The problem is simply not the pipelinepipeline

For more than 30 years, women have For more than 30 years, women have earned earned more than 30% of doctorates in social and more than 30% of doctorates in social and behavioral sciences and more than 20% in behavioral sciences and more than 20% in the life sciencesthe life sciences

But, at top research institutions, women But, at top research institutions, women holdhold

• 15% of full professorships in social 15% of full professorships in social sciences sciences • 15% of full professorships in the life 15% of full professorships in the life sciences sciences • <10% of full professorships in other <10% of full professorships in other scientific fieldsscientific fields

Minority women are virtually absent from Minority women are virtually absent from leading S&E departments. leading S&E departments.

Women are opting out of Women are opting out of academic careersacademic careers

Increasing the number of women Increasing the number of women earning S&E doctorates will have little earning S&E doctorates will have little effect on the number of women in effect on the number of women in academic positions, unless attention is academic positions, unless attention is paid to paid to recruiting women to these recruiting women to these positions and retaining them once hired.positions and retaining them once hired.

Women are very likely to face discrimination Women are very likely to face discrimination in every field of science and engineering.in every field of science and engineering.

•Female and minority Female and minority scientists and scientists and engineers have had to function in engineers have had to function in environments that favor white men and environments that favor white men and pursue their careers, but without the pursue their careers, but without the opportunities and encouragement opportunities and encouragement provided to white men.provided to white men.

•All women scientists and engineers All women scientists and engineers face continuous questioning of their face continuous questioning of their abilities and commitment.abilities and commitment.

•Barriers limit the appointment, Barriers limit the appointment, retention, and advancement of women retention, and advancement of women faculty. Barriersfaculty. Barriers accumulate as women accumulate as women faculty rise in the ranks. faculty rise in the ranks.

•Minority women are subject to dual Minority women are subject to dual discrimination and face even more discrimination and face even more barriers.barriers.

A substantial body of evidence establishes that most people—men and women—hold implicit biases.

Decades of cognitive psychology research Decades of cognitive psychology research shows thatshows that

• Most of us intend to be fairMost of us intend to be fair• Most of us carry unexamined biasesMost of us carry unexamined biases• These biases influence our evaluations of These biases influence our evaluations of

people and their workpeople and their work• In every study, there was a significant In every study, there was a significant

effect of the gender or race of the person effect of the gender or race of the person evaluated, but NO significant effect of evaluated, but NO significant effect of gender or race of the evaluatorgender or race of the evaluator

Measures of success underlying the Measures of success underlying the current “meritocracy”current “meritocracy”

• Are often arbitrary Are often arbitrary • Are applied in a biased manner Are applied in a biased manner • Do not necessarily relate to scientific Do not necessarily relate to scientific

creativitycreativity• Celebrate assertiveness and single-Celebrate assertiveness and single-

mindednessmindedness• Penalize women for assertiveness and single-Penalize women for assertiveness and single-

mindednessmindedness• Do not celebrate flexibility, diplomacy, Do not celebrate flexibility, diplomacy,

curiosity, motivation, and dedicationcuriosity, motivation, and dedication

Academic structures and rules Academic structures and rules contribute significantly to the contribute significantly to the

underutilization of women in academeunderutilization of women in academe

•Rules that appear neutral have differential Rules that appear neutral have differential effects on men and womeneffects on men and women

•Structural constraints and expectations are Structural constraints and expectations are based on the assumptionbased on the assumption that faculty that faculty membersmembers have spousal supporthave spousal support

•However, most spouses of S&E faculty are However, most spouses of S&E faculty are employed full-time (90% of husbands, ~50% employed full-time (90% of husbands, ~50% of wives)of wives)

•In addition, 80% of married women In addition, 80% of married women scientists and engineers have a scientist or scientists and engineers have a scientist or engineer spouse vs. 50% of men.engineer spouse vs. 50% of men.

S&E Spousal DemographicsS&E Spousal Demographics

GoalsGoals

• Reduce cReduce career impediments for areer impediments for women women

• Provide the nation with a source of Provide the nation with a source of talented and accomplished scientists talented and accomplished scientists and engineersand engineers

• Enhance our nation’s competitivenessEnhance our nation’s competitiveness

RECOMMENDATIONS • University leadersUniversity leaders• Deans and department Deans and department chairschairs• FacultyFaculty• CongressCongress• Professional societiesProfessional societies• Federal agenciesFederal agencies

Federal funding agencies and Federal funding agencies and foundations should ensure that foundations should ensure that their practices—their practices—including rules and regulations—including rules and regulations—support the full participation of women.support the full participation of women.

•Provide workshops to minimize Provide workshops to minimize gender bias. gender bias. •Make it possible to use grant monies Make it possible to use grant monies for dependent care expenses or for dependent care expenses or interim technical supportinterim technical support•Establish policies for extending Establish policies for extending grant support for researchers who grant support for researchers who take a leave of absence due to take a leave of absence due to caregiving responsibilitiescaregiving responsibilities•Expand support for research on the Expand support for research on the efficacy of organizational programs efficacy of organizational programs designed to reduce gender biasdesigned to reduce gender bias

1.1. Commitment to take corrective Commitment to take corrective action action

2.2. Dedication to basing change Dedication to basing change on dataon data

3.3. Framework for monitoring Framework for monitoring progress progress (see Scorecard in (see Scorecard in Chapter 6)Chapter 6)

Effective programs have three key componentsEffective programs have three key components

Federal agencies should lay out clear Federal agencies should lay out clear guidelines, leverage their resources, guidelines, leverage their resources, and and rigorously enforce existing laws to increase the rigorously enforce existing laws to increase the science and engineering talent developed in this science and engineering talent developed in this country.country.

•Move immediately to enforce the federal Move immediately to enforce the federal anti-discrimination laws at higher education anti-discrimination laws at higher education institutions institutions •Evaluate whether universities have engaged Evaluate whether universities have engaged in any of the types of discrimination banned in any of the types of discrimination banned under the anti-discrimination lawsunder the anti-discrimination laws•Encompass a sufficiently broad number and Encompass a sufficiently broad number and range of institutions of higher education to range of institutions of higher education to secure a substantial change in policies and secure a substantial change in policies and practices nationwide. practices nationwide. •Encourage and provide technical assistance Encourage and provide technical assistance on how to achieve diversity in university on how to achieve diversity in university programs and employment programs and employment

Congress should take steps Congress should take steps necessary to encourage adequate necessary to encourage adequate enforcement enforcement of anti-discrimination of anti-discrimination laws, including laws, including regular oversight regular oversight hearings hearings toto investigate the enforcement investigate the enforcement activities of the Department of activities of the Department of Education, the Equal Employment Education, the Equal Employment Opportunity Commission, the Opportunity Commission, the Department of Labor, and the science Department of Labor, and the science granting agencies.granting agencies.

The fact that women are capable of The fact that women are capable of contributing to the nation’s scientific contributing to the nation’s scientific and engineering enterprise but are and engineering enterprise but are impeded in doing so because of gender impeded in doing so because of gender and racial/ethnic bias and outmoded and racial/ethnic bias and outmoded “rules” governing academic success is “rules” governing academic success is deeply troubling and embarrassing. deeply troubling and embarrassing. It is It is also a also a call to action.call to action.

Beyond Bias and Barriers Beyond Bias and Barriers (2007)(2007)

http://www.nap.edu/catalog/11741.html