Next Article in Journal
Black Twitter: A Response to Bias in Mainstream Media
Next Article in Special Issue
Gender in Engineering Departments: Are There Gender Differences in Interruptions of Academic Job Talks?
Previous Article in Journal / Special Issue
Gender Differences in the Early Employment Outcomes of STEM Doctorates
Article Menu

Export Article

Open AccessArticle
Soc. Sci. 2017, 6(1), 25; doi:10.3390/socsci6010025

Collaboration and Gender Equity among Academic Scientists

1
Department of Sociology, University of Massachusetts, Thompson Hall, 200 Hicks Way, Amherst, MA 01003, USA
2
Department of Psychological and Brain Sciences, University of Massachusetts, Tobin Hall, 153 Hicks Way, Amherst, MA 01003, USA
3
Institute for Teaching Excellence and Faculty Development, University of Massachusetts, Goodell Building, 140 Hicks Way, Amherst, MA 01003, USA
4
Department of Biochemistry and Molecular Biology, University of Massachusetts, Lederle Graduate Tower, 710 North Pleasant Street, Amherst, MA 01003, USA
*
Author to whom correspondence should be addressed.
Academic Editors: Maria Charles and Sarah Thébaud
Received: 26 September 2016 / Revised: 16 December 2016 / Accepted: 17 February 2017 / Published: 4 March 2017
View Full-Text   |   Download PDF [578 KB, uploaded 4 March 2017]   |  

Abstract

Universities were established as hierarchical bureaucracies that reward individual attainment in evaluating success. Yet collaboration is crucial both to 21st century science and, we argue, to advancing equity for women academic scientists. We draw from research on gender equity and on collaboration in higher education, and report on data collected on one campus. Sixteen focus group meetings were held with 85 faculty members from STEM departments, separated by faculty rank and gender (i.e., assistant professor men, full professor women). Participants were asked structured questions about the role of collaboration in research, career development, and departmental decision-making. Inductive analyses of focus group data led to the development of a theoretical model in which resources, recognition, and relationships create conditions under which collaboration is likely to produce more gender equitable outcomes for STEM faculty. Ensuring women faculty have equal access to resources is central to safeguarding their success; relationships, including mutual mentoring, inclusion and collegiality, facilitate women’s careers in academia; and recognition of collaborative work bolsters women’s professional advancement. We further propose that gender equity will be stronger in STEM where resources, relationships, and recognition intersect—having multiplicative rather than additive effects. View Full-Text
Keywords: collaboration; gender equity; academic STEM careers collaboration; gender equity; academic STEM careers
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Misra, J.; Smith-Doerr, L.; Dasgupta, N.; Weaver, G.; Normanly, J. Collaboration and Gender Equity among Academic Scientists. Soc. Sci. 2017, 6, 25.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Soc. Sci. EISSN 2076-0760 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top