Women in Academic Science: A Changing Landscape

By Stephen J. Ceci, Donna K. Ginther, Shulamit Kahn, and Wendy M. Williams
Psychological Science in the Public Interest, 2014, Vol. 15(3) 75–141

Summary

Much has been written in the past two decades about women in academic science careers, but this literature is contradictory. Many analyses have revealed a level playing field, with men and women faring equally, whereas other analyses have suggested numerous areas in which the playing field is not level. The only widely-agreed-upon conclusion is that women are underrepresented in college majors, graduate school programs, and the professoriate in those fields that are the most mathematically intensive, such as geoscience, engineering, economics, mathematics/computer science, and the physical sciences. In other scientific fields (psychology, life science, social science), women are found in much higher percentages.

In this monograph, we undertake extensive life-course analyses comparing the trajectories of women and men in math-intensive fields with those of their counterparts in non-math-intensive fields in which women are close to parity with or even exceed the number of men. We begin by examining early-childhood differences in spatial processing and follow this through quantitative performance in middle childhood and adolescence, including high school coursework.  We then focus on the transition of the sexes from high school to college major, then to graduate school, and, finally,
to careers in academic science.

The entire article is here.

A test that fails

By Casey Miller & Keivan Stassun
Nature 303-304(2014) doi:10.1038/nj7504-303a
Published online 11 June 2014

Universities in the United States rely too heavily on the graduate record examinations (GRE) — a standardized test introduced in 1949 that is an admissions requirement for most US graduate schools. This practice is poor at selecting the most capable students and severely restricts the flow of women and minorities into the sciences.

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So what should universities do? Instead of filtering by GRE scores, graduate programmes can select applicants on the basis of skills and character attributes that are more predictive of doing well in scientific research and of ultimate employability in the STEM workforce. Appraisers should look not only at indicators of previous achievements, but also at evidence of ability to overcome the tribulations of becoming a PhD-level scientist.

The entire article is here.