Hi, my name is Emma Spaulding and I am a junior. My major is Speech Pathology and minor is Sociology.

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Week 7: Add resources and get started on finding information/ facts to your project. 1. https://www.theguardian.com/lifeandstyle/womens-blog/2015/feb/13/female-academics-huge-sexist-bias-students 2. http://sb6nw2tx4e.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Women%2C+Know+Your+Limits%3A+Cultural+Sexism+in+Academia&rft.jtitle=Gender+and+Education&rft.au=Savigny%2C+Heather&rft.date=2014&rft.pub=Routledge&rft.issn=0954-0253&rft.eissn=1360-0516&rft.volume=26&rft.issue=7&rft.spage=794&rft.externalDocID=EJ1046728&paramdict=en-US 3. https://qz.com/894167/the-gender-bias-in-peer-reviewing-reveals-the-sexism-in-academia/

4. https://www.chronicle.com/article/The-Sexism-That-Permeates-the/241469

ARTICLE

Sexism in academia relates to the subordination of women in academic spaces (particularly universities) due to ideologies, practices, and reinforcements that give males privileges denied to females. This is normally carried out through sexism in the institutions' structure and cultural sexism.[1][2]

Sexism in academia encompasses institutionalized and cultural sexism as well as the different experiences of sexism. Sexism in academia is not limited to the admission processes based on sexist ideologies and the under-representation of women in the sciences. It also includes the denial of tenure, recognition, awards, grants, and positions to women because they are preferentially given to men.

Some individuals have argued that there are equal opportunities for women and men in sciences and that sexism does not exist anymore.[3][4] These claims are often attributed to women's "preference" and inclination for other fields and to teaching instead of research. However, such claims do not take into account that gender is central to the organization of higher education.[2] This might explain women's under-representation in academia at more senior levels, and the way in which the organization of higher education institutions might be structurally disadvantaging women by the institutionalization, practice, and valuing of masculinity which ends up reinforcing hegemonic masculinities.[1][2][5] There is no doubt of the outnumber of men and women in the science and engineering subjects, but sexism is also present in the humanities. Women are not represented in senior jobs in the humanities in despite that most students in these fields are women.[6]

Sexism in academia is the experience of sexism in an academic setting, usually higher education. There is controversy over the extent to which women being statistically underrepresented in any specific academic field is the result of gender discrimination or other factors such as personal inclination.[7][8] Although women make up 57% of undergraduate students, they make up 42% of the full-time positions in academia. In fall of 2009, according to the American Association of University Professors, half of all faculty members occupied part-time positions, and men were disproportionately underrepresented in those positions. Women earn the majority of undergraduate degrees, yet 28% of all full professors are women. This study illustrates that women are overrepresented at the undergraduate and part-time faculty levels, but underrepresented as full-time and tenured professors. Since the mid 1970s, the pay gap has remained the same; women in academia have been paid 80% of the average salary for a man, in part due to their underrepresentation among full-time and tenured faculty. In 2011, at all types of academic institutions, Female full professors had a salary disadvantage of 12%, and female associate and assistant professors had a disadvantage of 7%.[9] Even if males and females go to the same number of years of schooling, men still get paid more, especially in the health fields. (Kavilanz, 2018) According to the Survey of Doctoral Recipents' national date show, married women with young children received 33% less tenure jobs. Even if women receive the tenure job, they still get paid less than males with the same job. (O'Donnell, 2017)

Women are less likely to win academic awards. For instance, there are 48 women Nobel Prize winners, compared to 844 men ^[1]. About two-thirds of these winners won a Nobel Prize for a humanities discipline, not a science discipline ^[2]. In most scientific disciplines, a small portion of women full professors are nominated for awards compared to the number of women in the field ^[3]. The Recognition of the Achievements of Women In Science, Medicine, and Engineering (RAISE) project have reported that the women represent 8.6% of Lasker Award winners ^[4].

In many academic disciplines, women receive less credit for their research than men.[10][11][12][13] This trend is especially pronounced in engineering fields. A study published in 2015 by Gita Ghiasi, Vincent Lariviere, and Cassidy Sugimoto demonstrates that women represent 20% of all scientific production in the field of engineering. The study examined 679,338 engineering articles published between 2008 and 2013, and it analyzed the collaborative networks among 974,837 authors. Ghiasi et al. created networking diagrams, depicting the frequency of collaboration among authors, and the success of each collaboration was measured by the number of times the study was cited. The collaboration networks illustrate that mixed-gender teams have a higher average rate of productivity and citations, yet 50% of male engineers have collaborated only with other men and 38% of female engineers have collaborated only with men. The researchers use impact factors—the average annual number of citation that a journal receives—to measure the prestige of academic journals. Their study shows that when women publish their research in journals with high impact factors, they receive fewer citations from the engineering community.[10] The authors explain their findings as a possible consequence of the “Matilda Effect”, a phenomenon that systematically undervalues the scientific contributions of women.

In addition to engineering, a gender bias in publishing is exemplified in Economics. In 2015, Heather Sarsons released a working paper comparing credit allocated to men and women in collaborative research.[11] Sarsons analyzed the publication records of economists at top universities over the past 40 years, and found that female economists publish work as frequently as their male cohorts, yet their tenure prospects are less than half that of men. Women receive comparable credit to men when they solo author their work or coauthor with other female economist, evinced by a 8-9% increase in their tenure prospects, implying that tenure prospects decrease with collaborative work due to lack of credit given to women not the quality of their work. Men receive the same amount of credit for solo authoring and coauthoring their work, shown by a 8-9% increase in their tenure prospects; however, when women coauthor with men, there is zero increase in their tenure prospects.

Jonah James: Notes & Sources for Sexism in Academia

Subsection: Women of Color in Academia

Women of color face specific issues related to sexism in academia as well. One such problem is referred to as the "Chilly Climate" problem, wherein, because women of color are infrequent in academia, they are often isolated and face a lack of institutional support. (source: http://www.jstor.org/stable/29789534) Additionally, because WOC's bodies are both viewed racially and in terms of their gender in academia, their voices and identities are often overlooked through "elite racism," as coined by Allen, Epps, Guillory, Suh, and Bonous-Hammarth (2000). (same source) Because WOC in academia are sometimes minorities in regards to their colleagues as well as their students, it is suggested that they feel the aforementioned isolation, racism, and sexism from both groups.

Women of color in academia are not only seemingly ostracized by their colleagues, but by their students as well. Women faculty of color reported having their authority questioned and challenged, their teaching competency questioned and their knowledge and experience disrespected by their students. White male students were also seen to behave more aggressively towards these women and would also employ intimidating behaviors. (Pittman, 2010 http://www.jstor.org/stable/pdf/27896528)(Andrew)

According to the National Science Foundation's 2015 survey of Doctorate recipients, only 40.41% of U.S. doctorate scientists employed in teaching positions were women, 61,750 out of a sample of 152,800. (source: https://www.nsf.gov/statistics/srvydoctoratework/) Of the female population, 75.95% were White, 11.01% were Asian, 5.34% were Hispanic or Latino, 5.67% were Black or African American, 0.32% were American Indian or Alaskan Native, and 1.62% constituted other races, including Native Hawaiian, Pacific Islander, and those who marked multiple races who were not Hispanic or Latino. In addition, women of color are underrepresented in academic settings. Asian women held 3% of tenured positions, Latinas 2.4%, and black women 2.3% according to a 2015 survey by the National Center for Education Statistics (2016). ^[5] (-KylieKaiser)

Subsection: Women and Pregnancy in Academia

Female graduate students and postdoctoral fellows who have babies while students or fellows are more than twice as likely as new fathers or than childless women to turn away from an academic research career. In at study at University of California doctoral students, 70 percent of women and more than one-half of the men considered faculty careers at research universities not friendly to family life. Women professors have higher divorce rates, lower marriage rates, and fewer children than male professors. Among tenured faculty, 70 percent of men are married with children compared with 44 percent of women. ^[6] In science fields, women who are married with children are 35% less likely than married men with children to obtain tenure-track positions after finishing their PhDs. (Marc Goulden, Karie Frasch, Mary Ann Mason, and The Center for American Progress, 2009). ^[7] (-KylieKaiser)