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Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty (2009)
Committee on Women in Science, Engineering, and Medicine (CWSEM)
 Committee on National Statistics (CNSTAT)

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302
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302
Front Matter (R1-R16)
SUMMARY (1-12)
1INTRODUCTION (13-26)
2 STATUS OF WOMEN IN ACADEMIC SCIENCE AND ENGINEERING IN 2004 AND 2005 (27-34)
3 Gender Differences in Academic Hiring (35-64)
4 Professional Activities, Institutional Resources, Climate, and Outcomes (65-106)
5 Gender Differences in Tenure and Promotion (107-140)
6 KEY FINDINGS AND RECOMMENDATIONS (141-154)
Bibliography (155-190)
Appendix 1-1 Committee on Gender Differences in Careers of Science, Engineering, and Mathematics Faculty (191-196)
Appendix 1-2 List of Research I institutions (197-197)
Appendix 1-3 Committee on Gender Differences in Careers of Science, Engineering, and Mathematics Faculty (198-199)
Appendix 1-4The Surveys (200-206)
Appendix 1-5 Survey Instruments (207-232)
Appendix 1-6 Departments in Survey (233-259)
Appendix 2-1 Review of Literature and Relevant Research (260-274)
APPENDIX 2-2 PREVIOUS RESEARCH ON FACTORS CONTRIBUTING TO GENDER DIFFERENCES AMONG FACULTY (275-281)
Appendix 3-1 Review of the Literature and Research on Factors Associated with a Higher Proportion of Female Applicants (282-289)
Appendix 3-2 Estimated adjusted mean effects and differences for the probability that there are no female applicants (290-290)
Appendix 3-3 Estimated adjusted mean effects and differences based on the modeled probability of the percentage of applicants that are female (291-292)
Appendix 3-4 Estimated adjusted mean effects and differences based on the modeled probability of at least one female candidate interviewed (293-294)
Appendix 3-5 Doctoral degrees awarded by all doctoral-granting institutions, by field, gender, and year. (295-295)
Appendix 3-6 Doctoral Degrees Awarded by discipline and gender for Research I institutions, 1999-2003 (296-296)
Appendix 3-7 (297-300)
Appendix 3-8 Main Considerations for taking a position by number of respondents saying "Yes" (301-301)
Appendix 4-1 Distribution of Undergraduate Course Load for Faculty by Gender and Discipline (302-303)
Appendix 4-2 (304-304)
Appendix 4-3 (305-305)
Appendix 4-4 (306-306)
Appendix 4-5 (307-307)
Appendix 4-6 Distribution of Number of Graduate Thesis or Honors Committees for Research I Tenure and Tenure-Track Faculty (308-308)
Appendix 4-7 Percentage of Time Spent in Administration or Committee Work on Campus and Service to the Profession Outside the University for Tenured and Tenure-Track Faculty at Research I Institutions (309-309)
Appendix 4-8 Distribution of Number of Service Committees for Research I Tenure and Tenure-Track Faculty (310-310)
Appendix 4-9 Mean Salary by Gender and Professorial Rank for Tenure and Tenure-Track Faculty in Research I Institutions (311-311)
Appendix 4-10 Percent of Tenured and Tenure Track Faculty in Research I Institutions Receiving Summer Support (312-312)
Appendix 4-11 Percent of Tenured and Tenure-Track Faculty in Research I Institutions Receiving Travel Funds (313-313)
Appendix 4-12 (314-314)
Appendix 4-13 (315-315)
Appendix 4-14 (316-316)
Appendix 4-15 (317-317)
Appendix 4-16 (318-318)
Appendix 4-17 (319-319)
Appendix 4-18 (320-320)
Appendix 4-19 (321-321)
Appendix 4-20a (322-322)
Appendix 4-20b (323-323)
Appendix 4-21 (324-324)
Appendix 4-22 (325-325)
Appendix 4-23 (326-326)
Appendix 4-24 (327-327)
Appendix 5-1 (328-329)
Appendix 5-2 (330-330)
Appendix 5-3 (331-331)
Appendix 5-4 (332-332)
Appendix 5-5 (333-333)
Appendix 5-6 (334-334)
Appendix 5-7 (335-335)
BIBLIOGRAPHY (336-373)

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OCR for page 302
APPENDIXES 302 Appendix 4-1 Distribution of Undergraduate Course Load for Faculty by Gender and Discipline Two statistical tests were carried out. First, a chi-square test of independence of rows was applied to determine whether the pattern of the number of undergraduate courses taught24 by men and women differed. (These tests were either on three or four degrees of freedom.) The tests were not significant at the .05 level except for Electrical Engineering. It is important to mention that one could have different patterns without having women teach more of fewer courses. For instance, men might teach 1 or 2 courses more often than women do, who in turn might teach 0 or 3 courses more often, but where the mean number of courses remained close. Therefore, we added a simple two-sample t-test of the average number of courses for men and women. The means are displayed below for each of the disciplinary areas. The t-tests were all not significant at the .05 for the null hypothesis of no difference, again except for Electrical Engineering. It is clear from the table that men teach more undergraduate courses than women do. BIOLOGY Courses 0 1 2 3 4 Total Taught Men 31 55 12 2 0 100 Women 31 58 11 2 2 104 Total 62 113 23 4 2 204 Chi-squared test of independence: 2.05 (4 degrees of freedom), p-value 0.73 Means Men .85 vs. Women .90, t-test is equal to -0.51 p-value 0.61 CHEMISTRY Courses 0 1 2 3 Total Taught Men 43 49 8 1 101 Women 43 48 4 2 97 Total 86 97 12 3 198 Chi-squared test of independence: 1.60 (3 degrees of freedom), p-value 0.66 Means Men .67 vs. Women .64, t-test is equal to 0.36 p-value 0.72 24 Fractional courses were rounded up to the nearest integral number of courses. Missing data was removed from the data prior to analysis. Finally, the data were from the committee’s survey of faculty. PREPUBLICATION COPY

OCR for page 303
APPENDIXES 303 MATHEMATICS Courses 0 1 2 3 Total Taught Men 21 30 15 2 68 Women 22 38 24 0 84 Total 43 68 39 2 152 Chi-squared test of independence: 3.39 (3 degrees of freedom), p-value 0.33 Means Men .97 vs. Women 1.02, t-test is equal to -0.42 p-value 0.68 ELECTRICAL ENGINEERING Courses 0 1 2 3 Total Taught Men 33 46 14 1 94 Women 44 41 4 2 91 Total 77 87 18 3 185 Chi-squared test of independence: 7.70 (3 degrees of freedom), p-value 0.05 Means Men .82 vs. Women .60, t-test is equal to 2.09 p-value 0.04 PHYSICS Courses 0 1 2 3 Total Taught Men 33 53 9 0 95 Women 31 66 14 1 112 Total 64 119 23 1 207 Chi-squared test of independence: 2.19 (3 degrees of freedom), p-value 0.53 Means Men .75 vs. Women .87, t-test is equal to -1.34 p-value 0.18 CIVIL ENGINEERING Courses 0 1 2 3 4 Total Taught Men 22 44 13 4 0 83 Women 36 67 13 3 1 120 Total 58 111 26 7 1 203 Chi-squared test of independence: 2.63 (4 degrees of freedom), p-value 0.62 Means Men .99 vs. Women .88, t-test is equal to 0.94 p-value 0.35 PREPUBLICATION COPY