Gendered Innovations in Science, Health & Medicine, Engineering, and EnvironmentUses sex and gender analysis as a resource to create new knowledge and technology (Stanford University) |
2013 World Economic Forum
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The index continues to track the strong correlation between a country’s gender gap and its national competitiveness. Because women account for one-half of a country’s potential talent base, a nation’s competitiveness in the long term depends significantly on whether and how it educates and utilizes its women.
Download full report
Country Profiles (Canada is p. 51)
Press Release
See rebuttal specifically about gender parity in Canadian academia
Download full report
Country Profiles (Canada is p. 51)
Press Release
See rebuttal specifically about gender parity in Canadian academia
2012 Report from Canadian Council of Academies
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The 2012 report investigated the gender gap amongst university researchers and barriers limiting the progress of women's academic careers in Canada. This assessment was requested by the Minister of Industry in the fall of 2010 after the notable absence of female candidates for the prestigious Canada Excellence Research Chairs program.
General findings 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 identified three key factors, starting early in life, that impact the career paths of Canadian women:
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 should be examined if Canada is going to achieve a greater gender balance within academia.
- Stereotypes that define roles and expectations
- Lack of knowledge about requisites for potential career paths
- 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 should be examined if Canada is going to achieve a greater gender balance within academia.
Media about the CCA report
- In the Globe and Mail: "Female academics excluded from recognition and equal pay"
- An alternative view to the above article: "Gender parity trumps excellence in science?"
- Nature news blog "Leaky pipelines for Canadian women in research"
genSET - Gender in Science
Dialogue and Action for Gender Equality & Research Excellence in European Science |
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From 2010-12, the GENDERA initiative arose to change to the balance of gender in research organisations in Europe. By raising awareness in a wide cross-section of today's society, GENDERA aims to re-address the balance of gender within research organisations and higher education organisations across Europe. The role of women in specific disciplines and in decision making positions will be strengthened through dialogue (the gender debate) and the implementation of best practices.
Read GENDEA's "Practical recommendations for research organisations to lead the change towards gender equality in science and technology". Check out their extensive database of good practices that are already having a positive effect on ensuring that women get higher in research organisations and higher education institutions and achieve decision-making positions.
Read GENDEA's "Practical recommendations for research organisations to lead the change towards gender equality in science and technology". Check out their extensive database of good practices that are already having a positive effect on ensuring that women get higher in research organisations and higher education institutions and achieve decision-making positions.
Six steps to Gender Equality by Curt Rice (2011)
How every university can get more women to the top and why they should
How every university can get more women to the top and why they should
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The Natural Sciences and Engineering Research Council of Canada (NSERC) report focuses on five topics.
- Reviews some of the available statistics on women in science and engineering in Canada (from pre-university to post graduation)
- Women coming into science and engineering through the education stream and immigration
- Career outcomes for women educated in science or engineering (particular emphasis on academic and research careers)
- Presents an overview of NSERC funding to women and special programs or initiatives to help increase the number of women in science and engineering
- Reviews some current literature on the topic and presents a summary of the issues and possible solutions.
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The AAUW’s 2010 report presents in-depth yet accessible descriptions of research findings that point to environmental and social barriers — including stereotypes, gender bias and the climate of science and engineering departments in colleges and universities — that continue to block women’s participation and progress in science, technology, engineering, and math (STEM). It includes practical actions that families, schools, and communities can create an environment of encouragement that can disrupt negative stereotypes about women’s capacity in these demanding fields.
Actions for parents and early educators to eliminate the stereotype that men are better than women in STEM
Actions for universities to create environments that support women in STEM (students and faculty)
Actions for individuals to counteract implicit and explicit gender bias
Actions for parents and early educators to eliminate the stereotype that men are better than women in STEM
- Highlight and celebrate girls’ and women’s achievements in math and science
- Teach girls that intellectual skills, including spatial skills, are acquired, not innate, and encourage them to develop these skills
- Teach students about stereotype threat and promote a growth-mindset environment
- Talented and gifted programs should send the message that they value growth and learning
- Help girls recognize their career-relevant skills
- Encourage high school girls to take calculus, physics, chemistry, computer science, and engineering c lasses when available
- Give clear performance standards and expectations: “If you got above 80% on this test, you are doing a great job in this class.”
Actions for universities to create environments that support women in STEM (students and faculty)
- Actively recruit women into STEM majors, e.g. reach out to high school girls, have short introductory courses
- Send an inclusive message about who makes a good science or engineering student
- Emphasize real-life applications in early STEM courses to increase retention of women
- Teach professors about stereotype threat and the benefits of a growth mindset
- Make performance standards and expectations clear in STEM courses
- Enforce Title IX (the US federal civil rights law that prohibits sex discrimination in education)
- Conduct departmental reviews to assess the climate for female faculty
- Ensure mentoring for all faculty through formal and informal means
- Support faculty work-life balance, e.g.stop-tenure-clock policies and on-site, high-quality child care
Actions for individuals to counteract implicit and explicit gender bias
- Learn about your own biases by taking the anonymous implicit association tests at Project Implicit
- Keep your biases in mind and take steps to correct for them
- Raise awareness about bias against women in STEM fields
2008 Clayman Institute for Gender Research
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Listen to a podcast or watch a video about the report (start at 0:7:00)
A 2006 report called "Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering" investigated the barriers women in science and engineering face in hiring and promotion at research universities. These barriers were determined to adversely affect the global competitiveness of the US economy in the fields of higher education, science and technology. The report identified widespread reforms and key actions that university administrators, professional societies, government agencies, and US Congress could take to eliminate these gender biases.
Actions for universities
Actions for professional societies
Actions for government agencies and Congress
A 2006 report called "Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering" investigated the barriers women in science and engineering face in hiring and promotion at research universities. These barriers were determined to adversely affect the global competitiveness of the US economy in the fields of higher education, science and technology. The report identified widespread reforms and key actions that university administrators, professional societies, government agencies, and US Congress could take to eliminate these gender biases.
Actions for universities
- Incorporate counteracting bias against women in hiring, promotion, and treatment into strategic plans
- Require evidence of fair, broad, and aggressive talent searches before approving new academic appointments
- Review the composition of their student enrolments and faculty ranks each year, and publicize progress toward goals
- Examine evaluation practices with the goal of focusing on the quality and impact of faculty contributions
- Form a collaborative, self-monitoring body to recommend standards for faculty recruitment, retention, and promotion
Actions for professional societies
- Collaboratively discuss and form a body to make recommendations and monitor the advancement of women in academia
- Review nomination and election procedures to address the under-representation of women in their memberships
- Scholarly journals should examine processes for reviewing papers to minimize any bias, e.g. double-blind reviews
Actions for government agencies and Congress
- Mandatory, national education for university administrators, agency program officers, and review panels to minimize gender bias in performance evaluations
- Payment for interim technical or administrative support for researchers on leave due to care-giving responsibilities.
- Provide technical assistance to help universities achieve diversity in their programs and employment