Tag Archives: John F. Dovidio

2013: women, science, gender, and sex

2013 seems to have been quite the year for discussions about women, gender, and sex (scandals) in the world of science. In Canada, we had the Council of Canadian Academies assessment: Strengthening Canada’s Research Capacity: The Gender Dimension; The Expert Panel on Women in University Research, (my commentary was in these February 22, 2013 postings titled: Science, women and gender in Canada (part 1 of 2) and Science, women and gender in Canada (part 2 of 2, respectively). Elsewhere, there was a special issue (March 7, 2013) of Nature magazine which had this to say on the issue’s home page,

Women in Science

Science remains institutionally sexist. Despite some progress, women scientists are still paid less, promoted less frequently, win fewer grants and are more likely to leave research than similarly qualified men. This special issue of Nature takes a hard look at the gender gap — from bench to boardroom — and at what is being done to close it.

Shaunacy Ferro in a March 10, 2013 posting on the Popular Science website added to the discussion (Note: A link has been removed)

… Why, even as the demand for STEM education rises, do only a fifth of the physics Ph.Ds awarded in the U.S. go to women, as a new New York Times magazine story asks?

Written by Eileen Pollack, who was one of the first women to graduate from Yale with a bachelor’s degree in physics in 1978, this story is a deeply personal one. Though she graduated with honors after having written a thesis that, years later, her advisor would call “exceptional,” no one–not even that same advisor–encouraged her to go on to a post-graduate career in science.

At that point, it seemed like more than the usual number of articles relative to most years but not enough to excite comment, that is, until the sexual harassment scandals of October 2013.  The best timeline I’ve seen for these scandals was written by the folks at ‘talk science to me’ in an Oct. 21, 2013 posting by Amanda. I offered an abbreviated version along with a more extensive commentary in my Oct. 18, 2013 posting and there was this Oct. 22, 2013 posting by Connie St. Louis for the Guardian science blogs which includes an earlier Twitter altercation in the UK science communication community along with the .scandals in North America. Jobs were lost and many people were deeply distressed by the discovery that one of the main proponents of science and social media, Bora Zivkovic  (Scientific American editor responsible for that magazine’s blog network, founder of Science Online, and tireless of promoter of many, many science writers and communicators) had stumbled badly by committing acts  construed as sexual harassment by several women.

In the end, the scandals provoked a lot of discussion about sexism, sexual harassment, and gender bias in the sciences but whether anything will change remains to be seen. While these discussions have taken on a familiar pattern of decrying male sexism; it should be noted that women, too, can be just as sexist as any man. In my Sept. 24, 2012 posting about some research into women, science, and remuneration, I noted this,

Nancy Owano’s Sept. 21, 2012 phy.org article on a study about gender bias (early publication Sept. 17, 2012 in the Proceedings of the National Academy of Sciences) describes a situation that can be summed up with this saying ‘we women eat our own’.

The Yale University researchers developed applications for a supposed position in a science faculty and had faculty members assess the applicants’ paper submissions.  From Owano’s article,

Applications were all identical except for the male names and female names. Even though the male and female name applications were identical in competencies, the female student was less likely to be hired, being viewed as less competent and desirable as a new-hire.

Results further showed the faculty members chose higher starting salaries and more career mentoring for applicants with male names.

Interestingly, it made no difference on hiring decisions as to whether the faculty member was male or female. Bias was just as likely to occur at the hands of a female as well as male faculty member.

I tracked down the paper (which is open access), Science faculty’s subtle gender biases favor male students by Corinne A. Moss-Racusin, John F. Dovidio, Victoria L. Bescroll, Mark J. Graham, and Jo Handelsman and found some figures in a table which I can’t reproduce here but suggest the saying ‘we women eat their own’ isn’t far off the mark. In it, you’ll see that while women faculty members will offer less to both genders, they offer significantly less to female applicants.

For a male applicant, here’s the salary offer,

Male Faculty               Female Faculty

30,520.82                    29, 333.33

 

For a female applicant, here’s the salary offer,

Male Faculty               Female Faculty

27,111.11                    25,000.00

To sum this up, the men offered approximately $3000 (9.25%) less to female applicants while the women offered approximately $4000 (14.6%) less. It’s uncomfortable to admit that women may be just as much or even more at fault as men where gender bias is concerned. However, it is necessary if the situation is ever going to change.

As for the two women involved in the sex scandals, both as whistle blowers, The Urban Scientist, DN Lee continues to write on her blog on the Scientific American (SA) website (her incident involved a posting she wrote about a sexist and racist incident with an editor from Biology Online [who subsequently lost their job] that was removed by the SA editors and, eventually, reinstated) while Monica Byrne continues to write on her personal blog although I don’t know if she has done any science writing since she blew the whistle on Bora. You may want to read Byrne’s account of events here

I think we (men and women) are obliged to take good look at sexism around us and within us and if you still have any doubts about the prevalence of sexism and gender bias against women, take a look at Sydney Brownstone’s Oct. 22, 2013 article for Fast Company,

These ads for U.N. Women show what happens if you type things like “women need to” into Google. The autocomplete function will suggest ways to fill in the blank based on common search terms such as “know their place” and “shut up.”

A quick, unscientific study of men-based searches comes up with very different Autocomplete suggestions. Type in “men need to,” and you’ll get “feel needed,” “grow up,” or “ejaculate.” Type in “men shouldn’t,” and you might get, “wear flip flops.”

Those searches were made in March 2013.

Science, women and gender in Canada (part 2 of 2)

The material in the executive summary for Strengthening Canada’s Research Capacity: The Gender Dimension; The Expert Panel on Women in University Research, which was released on Nov. 21, 2012 by the Council of Canadian Academies (CCA) is developed throughout the report. (Part 1 of my commentary is here.)

The passage about the economic importance of diversity supported by a quote from University of Alberta President Indira Samarasekera hearkens back to the executive summary,

From an economic perspective, the underrepresentation of female researchers in academia raises many potential problems, not least the effects of a labour pool that operates at considerably less than full capacity. University of Alberta President Indira Samarasekera noted:

“I think our society isn’t balanced if we don’t have the contribution of both genders, in addition to people of different ethnic origins and different racial backgrounds. We all know that diversity is a strength. That’s what you see in nature. So why would we rob ourselves of ensuring that we have it?” (in Smith, 2011).

U.S. researchers Hong and Page (2004) found that diverse groups tend to outperform homogeneous groups, even when the homogeneous groups are composed of the most talented problem solvers. They attribute this to the notion that individuals in homogeneous groups often think in similar ways, whereas diverse groups approach problems from multiple perspectives (Hong & Page, 2004). Considering that varied groups are “invariably more creative, innovative and productive” than homogeneous groups, the argument for encouraging women to be active in decision-making groups is similar to that for minority populations in general (Calnan & Valiquette, 2010). Similarly, the European Commission’s Expert Group on Structural Change (2011) analyzed a number of studies indicating that group creativity is fed by gender balance,25 and collective intelligence is positively correlated with the proportion of women in a group.26 As the McKinsey (2008) Report Women Matter 2 pointed out, since half of the talent pool is made up of women, it makes economic and social sense to bring the best minds of both sexes together to address the challenges that face society. (p. 60/1 PDF; p. 30/1 print)

One  of the more interesting aspects of this report is how the panel broke down the categories,

For the Panel’s analyses, fields of study were organized into three large categories: humanities, social sciences, and education (HSE); life sciences (LS); and physical sciences, computer science, mathematics and engineering (PCEM).31 The HSE, PCEM and LS categories are somewhat different from the categories commonly used in other reports, such as the well-known science, technology, engineering and mathematics classification (STEM);32 however, the Panel decided that the former classification was best suited to the Canadian context. For example, HSE, LS, and PCEM reflect the priorities of the three major Canadian granting agencies (SSHRC, CIHR, and NSERC). Considering the Tri-Council’s high level of involvement in funding available to researchers, it is logical to use a uniquely Canadian framework to define disciplines at the aggregate level. (pp. 68/9 PDF; pp. 38/9 print)

This categorization is not one I’ve seen before and I find it quite intriguing and compelling. Already noted in part 1 of my commentary is that the arts have no place in this report even though they are mentioned as an area of excellence in the State of Science and Technology in Canada, 2012 report released by the CCA in Sept. 2012.

The section following the description of the research categories is filled with data about salaries over time and across various fields of interest. Briefly, women have not done as well as men historically. While the gaps have narrowed in some ways, there is still a disparity today. There’s also a discussion about the difficulty of comparing numbers over time.

Given that women entered the academic sphere in serious numbers during the 1960s and each successive wave has dealt with different social imperatives, e.g. the drive to encourage women to study the science and mathematics in particular doesn’t gain momentum until decades after the 1960s. When a career timeframe (someone who entered an undergraduate programme in 2000 may have just finished their PhD in 2011 and, if lucky, would have started their career in the last 1.5 years) is added to this data, it becomes clear that we won’t understand the impact of higher enrollment and higher numbers of graduates for some years to come. From report,

The Panel recognizes that time is needed to see whether the higher numbers of women in the student population will translate into correspondingly higher numbers in tenure track or tenured positions. However, the Panel also questioned whether those changes would occur as quickly as one could expect considering the growth of female students among the general student population. Published by CAUT (2011), new appointment data on full-time university teachers38 from Statistics Canada and UCASS indicate that of the 2,361 new appointments in 2008–2009, 57.7 per cent were men, and 42.3 per cent were women. While this represents an increase from 2001–2002, when 62.7 per cent of the 2,634 new appointees were men and 37.3 per cent were women (CAUT, 2005), parity in new hires has not yet been achieved.39 (pp. 80/1 PDF; pp. 50/1 print)

Canada is not alone,

The higher one looks in university ranks, the fewer women are present in comparison to men. This trend is not unique to Canada. In general, the Canadian profile is similar to that found in other economically advanced nations including the U.S., and to the average profile seen in European Union (EU) countries. For example, in both Canada and the EU, women held slightly over 40 per cent of grade C45 research positions [approximately assistant professor level] and about 18 per cent of grade A46 positions [the highest research level] (Figure 3.8) in 2007 (Cacace, 2009).47 This global similarity reinforces the systemic nature of the under representation of women in academia. (p. 85 PDF; p. 55 print) Note:  The descriptions of grade C and grade A were taken from the footnotes.)

The difference is most striking when comparing C grade (assistant professor) to A grade (full professor) positions and their gendering,

The percentage of women at the Grade B level is generally lower than at the Grade C level, with the exception of Sweden (47 per cent) (please see also Figures A2.3 and A2.4 in Appendix 2). Finland also boasts a comparatively higher percentage of women at this rank, at 49 per cent. However, the greatest difference in women’s representation is noticeable between the ranks of associate professor and full professor. Again, there is some variation across countries (e.g., Finland at 23 per cent; Canada at 18 per cent; Germany at 12 per cent), which indicates that some nations have farther to go to achieve gender parity in research than others. In general though, the relatively low proportion of women at the full professor level suggests that the glass ceiling remains intact in Canada as well as in several comparator countries. (p. 87 PDF; p. 57 print) [emphasis mine]

In an earlier section of the report, there was discussion of  the impact that maternity, which forces an interruption, has on a career.  There was also discussion of the impact that stereotypes have,

The effects of stereotypes are cumulative. The desire for peer acceptance plus the influence of stereotypes make it difficult for anyone to escape powerful “cultural messages” (Etzkowitz et al., 2000). This is one of the reasons why gendered trends emerge in girls’ and boys’ choices and, combined with the lack of policy change, a reason why it is still difficult for women to advance in some university departments. Later on in the life course, these messages can make it harder for women’s professional experience to be valued in academia, as evidenced by findings that demonstrate that curricula vitae are evaluated differently based on whether the applicant’s name is male or female (Steinpreis et al., 1999), or that blind auditions increase the chances that women musicians will be hired in orchestras … (p. 95 PDF; p. 65 print)

What I find fascinating about stereotypes is that since we are all exposed to them, we are all inclined to discriminate along those stereotypical lines.  For example, I wrote about some research into wages for graduate students in a Sept. 24, 2012 posting where I pointed out that a female graduate student was better off seeking employment with a male professor, despite the fact that she would still be offered less money than her male counterpart,

I tracked down the paper (which is open access), Science faculty’s subtle gender biases favor male students by Corinne A. Moss-Racusin, John F. Dovidio, Victoria L. Bescroll, Mark J. Graham, and Jo Handelsman and found some figures in a table which I can’t reproduce here but suggest the saying ‘we women eat their own’ isn’t far off the mark. In it, you’ll see that while women faculty members will offer less to both genders, they offer significantly less to female applicants.

For a male applicant, here’s the salary offer,

Male Faculty               Female Faculty

30,520.82                    29, 333.33

For a female applicant, here’s the salary offer,

Male Faculty               Female Faculty

27,111.11                    25,000.00

To sum this up, the men offered approximately $3000 (9.25%) less to female applicants while the women offered approximately $4000 (14.6%) less. It’s uncomfortable to admit that women may be just as much or even more at fault as men where gender bias is concerned. However, it is necessary if the situation is ever going to change.

The researchers did not mention this aspect of the disparity in their news release nor (to my knowledge) was it mentioned in any of the subsequent coverage, other than on my blog.

Nowhere in this CCA report is there any hint that women discriminate against women. One is left with the impression, intentional or not, that discrimination against women will disappear once there are more women at higher levels in the worlds of academe and science. Given the one piece of research I’ve cited and much anecdotal evidence, I think that assumption should be tested.

Leaving aside which gender is ‘doing what to whom’, gender bias at home and at school has a great impact on who enters which field,

In sum, home and school environments, sociocultural attitudes, and beliefs regarding gender roles and the value of education affect gender differences in academic choice and performance. Self-confidence, test scores, and ultimately post-secondary and career choices are often by-products of these factors (UNESCO, 2007). The lack of women in science and engineering — and the lack of men in education studies and humanities — could be a result of gender bias during childhood and teen socialization (Vallès Peris & Caprile Elola-Olaso, 2009). (p. 97 PDF; p. 67 print) [emphasis mine]

I realize this report is focused on gender issues in the sciences, nonetheless, I find it striking there is no mention of social class (at home and at school) with regard to the impact that has on aspirations to a research career and, for that matter, any impact social class might have on gender roles.

Also, there is no substantive mention of age as a factor, which seems odd, since women are more likely to interrupt their careers for childbearing and childrearing purposes. This interruption means they are going to be older when they re-enter the workforce and an older woman is still perceived quite differently than an older man, irrespective of career accomplishments.

The Nov. 21, 2012 news release from the CCA summarizes the conclusions in this fashion,

“There is no single solution to remedy the underrepresentation of women in the highest ranks of academic research careers. The issue itself is a multifaceted one that is affected by social, cultural, economic, institutional, and political factors and contexts”, commented Panel Chair Dr. Lorna R. Marsden. “There has been significant progress in the representation of women in the academy since the 1970s, and there is much to be celebrated. However, as evidenced by the wide variation in women’s representation by discipline and rank, there are still challenges to overcome.”

The Expert Panel developed a baseline of information regarding the statistical profile of women researchers in Canada. The major findings from the statistical profile are:

  •       In general, the Canadian profile is similar to that of other economically advanced nations.
  •       Women’s progress in Canadian universities is uneven and dependent on discipline and rank.
  •        The higher the rank, the lower the percentage of women in comparison to men.

The Panel also identified key factors that affect the multiple career paths of women. These factors start early in life with stereotypes that define roles and expectations, followed by a lack of knowledge about requisites for potential career paths, and a lack of role models and mentors. These issues, combined with a rigid tenure track structure, challenges associated with the paid work-family life balance, and the importance of increased support and coordination amongst governments and institutions need to be examined if Canada is going to achieve a greater gender balance within academia.

There’s a lot of admire in this report. As noted in part 1 of this commentary, I particularly appreciate the inclusion of personal narrative (life-writing) with the usual literature surveys and data analyses; the discussion around the importance of innovation regarding the economy and the reference to research showing that innovation is enhanced by the inclusion of marginalized groups; and the way in which values fundamental to Canadian society were emphasized.

The photograph on the front cover was a misstep. The most serious criticism I have of this assessment is the failure to recognize that simply having more women in leadership positions will not necessarily address gender equity issues. Stereotypes about women and gender run deep in both men and women and that needs to be recognized and dealt with. I am also disappointed that they failed to mention in the conclusion the impact that leadership has on gender equity and the necessity of giving leaders a reason (carrot and/or stick) to care about it.

I cannot comment on the makeup of the expert panel as I’m largely unfamiliar with the individuals, other than to say that as expected, this panel was largely composed of women.

I recommend reading the report as I learned a lot from it not least that there are many science organizations in this country that I’d not heard of or encountered previously. One final appreciation, I thought deconstructing STEM (science, technology, engineering, and mathematics) to create HSE (humanities, social sciences, and education), LS (life sciences), and PCEM (physical sciences, computer science, engineering, and mathematics) so the designations more clearly reflected Canadian science funding realities was brilliant.

Uncomfortable truths; favouring males a gender bias practiced by male and female scientists

Nancy Owano’s Sept. 21, 2012 phy.org article on a study about gender bias (early publication Sept. 17, 2012 in the Proceedings of the National Academy of Sciences) describes a situation that can be summed up with this saying ‘we women eat our own’.

The Yale University researchers developed applications for a supposed position in a science faculty and had faculty members assess the applicants’ paper submissions.  From Owano’s article,

Applications were all identical except for the male names and female names. Even though the male and female name applications were identical in competencies, the female student was less likely to be hired, being viewed as less competent and desirable as a new-hire.

Results further showed the faculty members chose higher starting salaries and more career mentoring for applicants with male names.

Interestingly, it made no difference on hiring decisions as to whether the faculty member was male or female. Bias was just as likely to occur at the hands of a female as well as male faculty member.

I tracked down the paper (which is open access), Science faculty’s subtle gender biases favor male students by Corinne A. Moss-Racusin, John F. Dovidio, Victoria L. Bescroll, Mark J. Graham, and Jo Handelsman and found some figures in a table which I can’t reproduce here but suggest the saying ‘we women eat their own’ isn’t far off the mark. In it, you’ll see that while women faculty members will offer less to both genders, they offer significantly less to female applicants.

For a male applicant, here’s the salary offer,

Male Faculty               Female Faculty

30,520.82                    29, 333.33

 

For a female applicant, here’s the salary offer,

Male Faculty               Female Faculty

27,111.11                    25,000.00

To sum this up, the men offered approximately $3000 (9.25%) less to female applicants while the women offered approximately $4000 (14.6%) less. It’s uncomfortable to admit that women may be just as much or even more at fault as men where gender bias is concerned. However, it is necessary if the situation is ever going to change.

The Sept. 24, 2012 news release from Yale University features a quote from the lead author (Note: I have removed a link),

Yale University researchers asked 127 scientists to review a job application of identically qualified male and female students and found that the faculty members – both men and women – consistently scored a male candidate higher on a number of criteria such as competency and were more likely to hire the male. The result came as no surprise to Jo Handelsman, professor of molecular, cellular, and developmental biology (MCDB), a leading microbiologist, and national expert on science education. She is the lead author of the study scheduled to be published the week of Sept. 24 in the Proceedings of the National Academy of Sciences.

“Whenever I give a talk that mentions past findings of implicit gender bias in hiring, inevitably a scientist will say that can’t happen in our labs because we are trained to be objective. I had hoped that they were right,” said Handelsman, who is also a Howard Hughes Medical Institute Professor.

So Handelsman and Corinne A. Moss-Racusin, a postdoctoral associate in MCDB and psychology, as well as colleagues in social psychology decided to test whether this bias among researchers might help explain why fewer women than men have careers in science. They provided about 200 academic researchers with an application from a senior undergraduate student ostensibly applying for a job as lab manager. The faculty participants all received the same application, which was randomly assigned a male or female name. The faculty were asked to judge the applicants’ competency, how much they should be paid, and whether or not they would be willing to mentor the student.

In the end, scientists responded no differently than other groups tested for bias. Both men and women science faculty were more likely to hire the male, ranked him higher in competency, and were willing to pay him $4000 more than the woman. [emphasis mine] They were also more willing to provide mentoring to the male than to the female candidate.

I highlighted the sentence in the excerpt since the portion about the salary difference somewhat contradicts my own reading of the information in the study. If you are female, you will still be offered less money by male faculty but the percentage (9% less) is an improvement over the 14% differential offered by female faculty.  I do appreciate that these numbers have been crunched together and there will be individual differences, as well as, outliers but this finding certainly confirms ‘folk wisdom’ and points to the difficulty of facing uncomfortable truths for even the researchers and their sponsoring institutions.

ETA Sept. 25, 2012: There have been some comments about the research and the methodology on Uta Frith’s Science&shopping website:

Research on gender bias

Comments by David Attwell on Moss-Racusin et al. ‘Science faculty’s subtle gender biases’

Comments on comments by Virginia Valian

Comments on comments by Dorothy Bishop

H/T to Jenny Rohn for the information about Uta Frith’s coverage of the issue which I found in Rohn’s Sept. 25, 2012 posting about women, science, and bias (she mentions this recent research from Yale but in the context of other research and broader issues of gender bias in the sciences) for the Guardian science blogs.

ETA Sept. 26, 2012: The Canadian Broadcasting Corporation’s As It Happens radio show features an interview with Corinne A. Moss-Racusin about the paper in their Sept. 25, 2012 broadcast. Click here and scroll down to the Sept. 25, 2012 entry and keep scrolling until you see the speaker icon and Listen, click on Listen and the popup menu will appear. Scroll down to part 3 and click again (it’s the second interview). There’s also a Sept. 25, 2012 podcast in the left column of today’s front page screen of As It Happens, which I did not test.