More Related Content
Similar to "What are the challenges that female researchers face? What kind of support is useful?" - Hilde Janssens, Phd
"What are the challenges that female researchers face? What kind of support is useful?" - Hilde Janssens, Phd
- 2. Does the gender gapreally exist in academia? Yes. How bad is it really?
- 3. Permanent GLGLPostdocPhDUndergraduates She Figures2018 PROPORTIONS OF MEN AND WOMEN IN ACADEMIC CAREERS IN ALL DISCIPLINES men 2013 men 2016 women 2016 women 2013
- 4. Permanent GLGLPostdocPhDUndergraduates She Figures2018 PROPORTIONS OF MEN AND WOMEN IN ACADEMIC CAREERS IN SCIENCE & ENGINEERING men 2013 men 2016 women 2016 women 2013
- 5. PROPORTIONS OF MENAND WOMEN IN ACADEMIC CAREERS IN SCIENCE & ENGINEERING Postdocs (%) Group leaders (%) She Figures 2018
- 6. YES And … womenare more likely to quit at the postdoc-to-group leader transition Martinez et al, EMBO reports, 2007 IS THERE REALLY A GENDER GAP?
- 7. Women have lower confidencein obtaining tenure Women experience discrimination and less support Women more frequently have a partner with an equivalent education and move due to their partners’ career Women take more career breaks than men. Mostly, these breaks are motivated by the need to spend more time with family Ledin et al, EMBO reports, 2007 More women than men foresee family responsibilities as a possible source of conflict with their future professional life The majority of both male and female fellows thought that they had adequate levels of creativity, competitive drive, assertiveness, passion for science and experimental skills WHY HAVE ALL THE WOMEN GONE?
- 8. Ledin et al,EMBO reports, 2007 WHY DO MANY WOMEN LEAVE ACADEMIA? The decisions of women to try to obtain a group leader position are influenced by considerations of family-related factors a level of self confidence that is lower than that of men emphasized by lower levels of support and a women- unfriendly environment
- 9.
- 10.
- 11.
- 12.
- 13. STUDIES – LERUPOSITION PAPER 2019 Perceived math abilities of female students are underestimated and of male students overestimated in relation to their grades; Female teachers receive less favourable evaluations than male teachers in all disciplines; Female scholars are less likely than men to achieve tenure; Male scholars receive more grant money; Male scholars are more likely to receive research awards; Papers where women were the sole, first or last author were cited less often (5-10% lower)
- 14. Emily Brown Greg Johnson SamirSharma Tara Singh Ali Saeed Hina Chaudhry Lei Li Xuiying Zhang Goldin & Rouse (2000) American Economic Review BIAS IN SELECTION OF JOB CANDIDATES
- 15. Case study: “Science faculty’ssubtle gender biases favor male students” Moss-Racusin et al, PNAS (2012) • When gender is known, there is a bias from the evaluator • This bias is independent of the gender of the evaluator IMPLICIT BIAS
- 16. Case study: “Science faculty’ssubtle gender biases favor male students” Moss-Racusin et al, PNAS (2012) IMPLICIT BIAS
- 17. Spencer et al(1999) Journal of Experimental Social Psychology BIAS ALSO WORKS ON OURSELVES: STEREOTYPE THREAT
- 18. Find out about your implicitbias Implicit Association Test: https://implicit.harvard.edu/implicit
- 19. CONSIDERATIONS WHEN IMPLEMENTING MEASURES Framework: what is the commitment of management? Image-protection or genuine interest Equality or equity Resources (budget, staff)
- 20. Equal treatment Equalopportunities (equity) DIFFERENCE BETWEEN EQUALITY AND EQUITY
- 21. CONSIDERATIONS WHEN IMPLEMENTING MEASURES Framework: what is the commitment of management? Image-protection or genuine interest Equality or equity Resources (budget, staff) Who is my target group? What are their needs? What is the responsibility of the institute? What is personal responsibility?
- 22. Comfort zone Panic zone Challengezone WHAT IS MY PERSONAL RESPONSIBILITY?
- 23. CONSIDERATIONS WHEN IMPLEMENTING MEASURES Framework: what is the commitment of management? Image-protection or genuine interest Equality or equity Resources (budget, staff) Who is my target group? What are their needs? What is the responsibility of the institute? What is personal responsibility? What are the limitations of institutional support? Which participatory measures are mandatory and which ones not?
- 24. CONSIDERATIONS WHEN IMPLEMENTING MEASURES How would you know that you offer an inclusive environment for your female researchers? Women apply Female group leaders stay Female PhDs and Postdocs move on to other academic positions People take initiative, engage, volunteer People collaborate People speak up in a respectful way when they witness/experience inequity
- 25. I. Create aninclusive, supportive environment II. Create opportunities to increase self-confidence III. Create opportunities to obtain life balance Inclusive language Inclusive group dynamics Inclusive attitude Gender equity A. Awareness of self and other B. Communication skills C. Gender balance / Diverse teams D. Committed, reflective organisation E. Self-reflection and self-development for women F. Concrete help for women SUPPORTIVE MEASURES FOR FEMALE RESEARCHERS
- 26. A. Awareness ofself and other B. Communication skills C. Gender balance / Diverse team E. Self-reflection and self-development for women D. Committed, reflective organisation F. Concrete help for women Mentoring (programmes) Mentoring (self-initiative) One-to-one coaching Peer groups My role models/inspiration Walk-the-talk Visible topic Budget + Staff Monitoring Recruitment strategy External support Kindergarten Dual Career Mobility support Financial support Support for people on leave Home support network Training Implicit bias Gender equity Communication skills Negotiation skills Self-leadership
- 27. Mentoring (programme) Mentoring (self-initiative) One-to-onecoaching: external + conflict system Peer group: diversity My role models/inspiration: lecture series Kindergarten Dual career Mobility support Financial support Support for people on leave Home support network Training Implicit bias Gender equity Communication skills Negotiation skills Self-leadership A. Awareness of self and other B. Communication skills C. Gender balance / Diverse team E. Self-reflection and self-development for women D. Committed, reflective organisation F. Concrete help for women Walk-the-talk Visible topic Budget + Staff Monitoring Recruitment: committee+observer External support: Family Audit IST Austria
- 28. IST AUSTRIA CAREER SUPPORTSTAFF International Officer Family Services Contact (PT) Dual Career Contact (PT) Kindergarten Coordinator (PT) Career Development Officer Grant Office Good Practice Officer, Trusted Advisors Occupational Psychologist
- 29. Thank you foryour attention [email protected]