Department of Instructional Technology & Learning Sciences and
Department of Pediatrics, Behavioral Medicine & Clinical Psychology Division, Cincinnati Children's Hospital Medical Center, Cincinnati, OH 45229.
CBE Life Sci Educ. 2017 Spring;16(1). doi: 10.1187/cbe.16-08-0237.
Equitable gender representation is an important aspect of scientific workforce development to secure a sufficient number of individuals and a diversity of perspectives. Biology is the most gender equitable of all scientific fields by the marker of degree attainment, with 52.5% of PhDs awarded to women. However, equitable rates of degree completion do not translate into equitable attainment of faculty or postdoctoral positions, suggesting continued existence of gender inequalities. In a national cohort of 336 first-year PhD students in the biological sciences (i.e., microbiology, cellular biology, molecular biology, developmental biology, and genetics) from 53 research institutions, female participants logged significantly more research hours than males and were significantly more likely than males to attribute their work hours to the demands of their assigned projects over the course of the academic year. Despite this, males were 15% more likely to be listed as authors on published journal articles, indicating inequality in the ratio of time to credit. Given the cumulative advantage that accrues for students who publish early in their graduate careers and the central role that scholarly productivity plays in academic hiring decisions, these findings collectively point to a major potential source of persisting underrepresentation of women on university faculties in these fields.
公平的性别代表性是科学劳动力发展的一个重要方面，以确保有足够数量的个体和多样化的观点。从学位获得程度的标志来看，生物学是所有科学领域中性别最公平的学科，有 52.5%的博士学位授予女性。然而，学位完成率的公平并不能转化为教职或博士后职位的公平获得，这表明性别不平等仍然存在。在一个由 53 个研究机构的 336 名生物科学（即微生物学、细胞生物学、分子生物学、发育生物学和遗传学）一年级博士生组成的全国队列中，女性参与者的研究时间明显多于男性，而且在整个学年中，她们比男性更有可能将工作时间归因于其指定项目的要求。尽管如此，男性在已发表的期刊文章中被列为作者的可能性要高出 15%，这表明在时间到学分的比例上存在不平等。鉴于在研究生涯早期发表论文的学生所获得的累积优势，以及学术生产力在学术招聘决策中所扮演的核心角色，这些发现共同指向了这些领域大学教职中女性代表性持续不足的一个主要潜在来源。
