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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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315
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Page
315
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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APPENDIXES 315 Appendix 4-13 Faculty Who Have Received More Lab Space Since Hire (Values are Percentages) Men Women DISCIPLINE % (n/total) % (n/total) Biology 0.25 14/56 0.28 13/47 Chemistry 0.43 23/54 0.49 23/47 Mathematics ** ** Electrical Engineering 0.24 8/34 0.26 10/38 Physics 0.24 7/29 0.29 12/42 Civil Engineering 0.16 5/31 0.14 5/35 Overall 0.28 57/204 0.30 63/209 Source: Survey of Faculty Carried Out By the Committee on Gender Differences in Careers of Science, Engineering, and Mathematics Faculty. Note: Sample Sizes are indicated in parentheses. **Mathematics was excluded from this analysis because the small sample size was inadequate for analysis and ran the risk of potentially violating confidentiality. PREPUBLICATION COPY