Women's underrepresentation in science: sociocultural and biological considerations

Perspectives of men and women working in vector control in Africa regarding barriers and opportunities for achieving gender inclusivity

BACKGROUND

Gender-inclusive strategies are crucial for tackling vector-borne diseases in Africa, but most programs still overlook the lived experiences of local practitioners regarding cultural norms, power imbalances, gender stereotypes, and workplace dynamics. This study investigated the gender-related perspectives of men and women working in vector control in Africa and their recommendations for effective gender inclusivity.

METHODS

An exploratory mixed-methods study was conducted, starting in Tanzania with 22 in-depth interviews with team leaders, seven focus group discussions with scientists and vector control practitioners and two group discussions with vector control students. This was followed by an online survey of 150 researchers, academics, technicians, students, and vector-control staff from 16 African countries. Data on gender distribution, inclusivity, divergent male-female perspectives, and related experiences, including sexual harassment, were analysed thematically for qualitative responses and descriptively for survey responses.

RESULTS

The study revealed significant gender disparities in staffing and leadership of vector control programmes in Africa, with 70.3% of men and only 40.7% of women having held leadership roles. Men occupied most vector-control roles, except in acadaemia where parity is maintained until master's degree level but biased towards men at PhD levels. Marriage weighed more heavily on women, with 44.1% of female staff remaining unmarried, compared to only 18.7% of men. Most respondents said mixed-gender teams strengthen community engagement, but they differed on effects for creativity, cost and morale, with some insisting that merit alone matters, while others seeing diversity as essential for better results. Women were more likely than men to dismiss the claims that inclusivity is ineffective or disruptive. Challenges to gender inclusivity included cultural norms limiting women's participation in overnight fieldwork, work-family pressures, and scant workplace accommodations. Men recognized the benefits of working with women but noted challenges related to societal expectations and workplace accommodations. Majority of participants (84.1%) reported had never experienced gender-based violence, but women were more likely than men to report sexual harassment. Over half of respondents believed their manager's gender significantly impacted their work environment; and some women preferred female leaders for relatability and support, while others were indifferent.

CONCLUSION

The study reveals wide gender gaps in African vector-control staffing and leadership and provides key insights for stakeholders to develop fairer workplace practices. Although the value of inclusivity is broadly recognized, cultural norms, family demands, and social expectations still weigh more heavily on women. These challenges can be addressed by incorporating a gender lens considering the perspectives of both men and women in vector control.

Study of spatial abilities: The role of sex, female hormonal status and emotional context in visualizing 2D cross sections of 3D objects

Our study aimed to elucidate the relationships between both biological and sociocultural factors on the ability to visualize cross sections, with a particular focus on sex and hormonal status, as well as emotional context and gender roles. While it is recognized that sex hormones play a role in shaping spatial abilities, the mechanisms remain unclear, and the effects of hormonal contraceptives, such as oral contraceptives (OCs) and intrauterine devices (IUDs), are largely unexplored. We recruited males (n = 35) and females across different menstrual cycle phases (early follicular (NCF, n = 34); mid-luteal (NCL, n = 36)) and contraceptive methods (users of OCs, n = 27; users of hormonal IUDs, n = 31). Participants' ability to identify two-dimensional (2D) cross sections of three-dimensional (3D) solids was assessed using the Cross Section Task (CST). CST was performed after an emotion regulation task involving negative and highly negative pictures. Males outperformed NCF, NCL, and OC users, while IUD users showed comparable performance to males, suggesting a potential mitigating effect. Moreover, a multiple linear regression model for females showed that IUD users performed significantly better on the CST task than OC and NCL females, and marginally better than NCF females, after adjusting for age, emotional arousal, femininity, masculinity, and testosterone. Emotional arousal, especially following the emotion regulation task, associated with females' CST accuracy and partly mediated sex differences in the ability to visualize cross sections. Our findings advocate for further exploration of spatial performance advantages in IUD users, as the data suggest that hormonal IUD use may be related to the systemic changes in women's bodies, including the brain, potentially influencing spatial abilities. Moreover, our results highlight the importance of considering emotional factors in understanding sex differences in spatial tasks.

'She is failing; he is learning': Gender-differentiated attributions for girls' and boys' errors

BACKGROUND

According to gender-differentiated attributions of failure in the STEM field, errors tend to be attributed to internal factors more to girls than to boys.

AIMS

This experimental study explored factors influencing gender-differentiated teachers' internal attributions of girls' and boys' errors and the consequent likelihood of teachers' hesitancy to offer educational robotics (ER) courses to them. The predictions were as follows: (1) the likelihood of teachers' hesitancy would be related to gender-differentiated internal attributions of errors based on expectations of a low natural aptitude for girls; and (2) teachers with high levels of gender stereotypes would be more hesitant about offering ER to girls than to boys via the mediation of internal attributions of errors as being due to girls' low levels of natural aptitude for ER.

SAMPLE AND METHODS

In this experimental study, 155 Italian teachers (M = 38.59 years, SD = 8.20) responded to a questionnaire at the end of a course on ER in 2022. Teachers randomly read one of two vignettes describing a girl's or a boy's error during an ER course.

RESULTS

Results of multiple regression and moderated mediation analyses confirmed both predictions.

CONCLUSIONS

In order to reduce the gender STEM gap, the tendency to attribute girls' errors to internal and natural causes should be better inspected.

Global perspectives to enhance strategies for advancing women in healthcare and STEMM leadership

The discourse surrounding gender equity has intensified recently, amplified by the impacts of the COVID-19 pandemic, highlighting the critical underrepresentation of women in leadership roles across various sectors including the media and healthcare. In medical research, this disparity is particularly pronounced, with women often excluded from senior positions despite their substantial presence in the workforce. This review seeks to explore the multifaceted issue of gender inequity in medical research leadership, examining the systemic barriers that women face, the socioeconomic factors that compound these challenges and the global variations in leadership representation of women. Diverse leadership teams are essential for fostering medical innovation, improving patient outcomes and ensuring that clinical trials and medical research are effective, inclusive and representative. The underrepresentation of women in leadership roles is not merely a matter of gender bias; it is intricately linked to socioeconomic factors that hinder their advancement. Women from lower socioeconomic backgrounds face additional obstacles, such as limited access to education and professional networks, which further exacerbate their underrepresentation in leadership positions. Moreover, cultural and societal norms play a significant role in shaping the career trajectories of women. As a group of immunologists, including representatives of the International Union of Immunological Sciences (IUIS) Gender Equity Committee, we review the causes of these inequities. We examine the impact of gender-diverse leadership on pre-clinical and medical research, emphasizing the need for inclusive leadership to drive progress in medical research and resulting healthcare. Finally, the review proposes strategies for improving gender equity in medical research leadership, including policy changes, organizational initiatives and societal shifts. By addressing these critical issues, this review contributes to the ongoing efforts to promote gender equity in medical research, ultimately enhancing the quality and inclusiveness of scientific inquiry and its impact on healthcare delivery.

Do you like school? Social class, gender, ethnicity and pupils' educational enjoyment

This study investigates structural inequalities in educational enjoyment in a contemporary cohort of United Kingdom (UK) primary school children. Foundational studies in the sociology of education consistently indicate that the enjoyment of education is stratified by social class, gender, and ethnicity. Analysing data from the UK Millennium Cohort Study, which is a major cohort study that tracks children born at the start of the 21st century, we examine children's enjoyment of both school and individual academic subject areas. The overarching message is that at age 11 most children enjoy their education. The detailed empirical analyses indicate that educational enjoyment is stratified by gender, and there are small differences between ethnic groups. However, there is no convincing evidence of a social class gradient. These results challenge orthodox sociological views on the relationship between structural inequalities and educational enjoyment, and therefore question the existing theoretical understanding of the wider role of enjoyment in education.

Prenatal androgen exposure and sex-typical play behaviour: A meta-analysis of classic congenital adrenal hyperplasia studies

Thousands of non-human mammal experiments have demonstrated that early androgen exposure exerts long-lasting effects on neurobehavioural sexual differentiation. In humans, females with classic congenital adrenal hyperplasia (CAH) are exposed to unusually high concentrations of androgens prenatally, whereas prenatal concentrations of androgens in males with CAH are largely normal. The current meta-analysis included 20 independent samples and employed multi-level meta-analytic models. Consistently across all 7 male-typical and female-typical play outcomes, in the expected directions, the present study found significant and large average differences between control males and control females (gs = 0.83-2.78) as well as between females with CAH and control females (gs = 0.95-1.08), but differences between males with CAH and control males were mostly negligible and were non-significant for 6 of the 7 outcomes (gs = 0.04-0.27). These meta-analytic findings suggest that prenatal androgen exposure masculinises and defeminises play behaviour in humans. Broader implications in relation to sex chromosomes, brain development, oestrogens, socio-cognitive influences, other aspects of sex-related behavioural development, and gender nonconformity are discussed.

The impact of inclusive mentoring and identity work on self-efficacy in career advancement and career commitment among underrepresented early-career faculty and post-doctoral fellows

Objective

Researchers from underrepresented groups leave research positions at a disproportionate rate. We aim to identify factors associated with self-efficacy in career advancement and career commitment among underrepresented post-doctoral fellows and early-career faculty.

Methods

Building Up is a cluster-randomized trial with 25 academic health institutions. In September-October 2020, 219 Building Up participants completed the pre-intervention assessment, which included questions on demographics, science identity, mentoring, self-efficacy in career advancement (i.e., advancement is open to me, confidence in career progression, confidence in overcoming professional barriers), and career commitment (i.e., intent to continue research training or studying in a field related to biomedical sciences). Using logistic and multinomial logistic regression, we identified characteristics independently associated with self-efficacy in career advancement and career commitment.

Results

The cohort is 80% female, 33% non-Hispanic/Latinx Black, and 34% Hispanic/Latinx. Having mentors that address diversity was significantly associated with the belief that advancement is open to them (OR = 1.7). Higher science identity (OR = 4.0) and having mentors that foster independence (OR = 1.8) were significantly associated with confidence in career progression. Higher science identity was also significantly associated with confidence in overcoming professional barriers (OR = 2.3) and intent to continue studying in a field related to biomedical sciences (OR = 3.3). Higher age (OR = 2.3) and higher science identity (OR = 4.2) were significantly associated with intent to continue research training.

Discussion

Science identity and mentoring play key roles in self-efficacy in career advancement and career commitment. These factors may contribute to retention of underrepresented early-career biomedical researchers.

The impact of college experience on female students' self-perceived employability in STEM majors

Introduction

The under representation of women in STEM fields is a persistent issue worldwide. In China, although women have made significant progress in pursuing STEM degrees in recent years, they continue to face challenges in the workforce. Given the importance of the self-perceived employability (SPE) of female STEM students in China, the research questions are: How do curriculum experience, extracurricular experience, and faculty supportive activities affect the SPE of female STEM students in Chinese universities? To what extent does university stratification affect the relationship between college experience and female STEM students' SPE?

Methods

We analyzed the 2018 data of the Chinese College Student Survey (CCSS) consisting of a sample of 59,066 students, and six focus group interviews.

Results

The findings suggest that curriculum experience, extracurricular experience and faculty supportive activities have a positive impact on the SPE of female students, but the gender gap in SPE is still valid as reflected by the fact that women have lower SPE than men in each tier of universities and that men benefit more in terms of the increase in SPE from most types of college activities and support except academic ones.

Discussion

This study reveals that the different tiers of universities in China affect female students' SPE in different ways, and provides valuable evidence for academic as well as university administrators and policymakers regarding how college experience affect women and how university stratification can affect female students' college experience and their career expectations and paths.

Girls' comparative advantage in language arts explains little of the gender gap in math-related fields: A replication and extension

Women remain underrepresented in most math-intensive fields. [Breda and Napp, Proc. Natl. Acad. Sci. U.S.A. 116, 15435 (2019)] reported that girls' comparative advantage in reading over math (i.e., the intraindividual differences between girls' reading vs. math performance, compared to such differences for boys) could explain up to 80% of the gender gap in students' intentions to pursue math-intensive studies and careers, in conflict with findings from previous research. We conducted a conceptual replication and expanded upon Breda and Napp's study by using new global data (PISA2018, N = 466,165) and a recent US nationally representative longitudinal study (High School Longitudinal Study of 2009, N = 6,560). We coded students' intended majors and careers and their actual college majors. The difference between a student's math vs. reading performance explained only small proportions of the gender gap in students' intentions to pursue math-intensive fields (0.4 to 10.2%) and in their enrollment in math-intensive college majors (12.3%). Consistent with previous studies, our findings suggest girls' comparative advantage in reading explains a minority of the gender gap in math-related majors and occupational intentions and choices. Potential reasons for differences in the estimated effect sizes include differences in the operationalization of math-related choices, the operationalization of math and reading performance, and possibly the timing of measuring intentions and choices. Therefore, it seems premature to conclude that girls' comparative advantage in reading, rather than the cumulative effects of other structural and/or psychological factors, can largely explain the persistent gender gap in math-intensive educational and career choices.

When Sarah Meets Lawrence: The Effects of Coeducation on Women's College Major Choices

We leverage variation in the adoption of coeducation by U.S. women's colleges to study how exposure to a mixed-gender collegiate environment affects women's human capital investments. Our event-study analyses of newly collected historical data find a 3.0-3.5 percentage-point (30-33%) decline in the share of women majoring in STEM. While coeducation caused a large influx of male peers and modest increase in male faculty, we find no evidence that it altered the composition of the female student body or other gender-neutral inputs. Extrapolation of our main estimate suggests that coeducational environments explain 36% of the current gender gap in STEM.

Factors associated with the gender gap in the STEM sector: Comparison of theoretical and empirical concept maps and qualitative SWOT analysis

Science, Technology, Engineering, and Mathematics (STEM) degrees represent a future employment scenario with low unemployment rates due to the high demand for qualified personnel. However, the STEM sector also represents an educational field marked by horizontal segregation and the gender gap. Different factors play a role in deciding which higher education studies to pursue. From a theoretical and empirical approach, this study aims to identify which factors are associated with the gender gap in the STEM higher education sector. Furthermore, as a research question, it is proposed: are the factors identified at a theoretical and empirical level associated with the gender gap in the STEM higher education sector the same? The empirically validated questionnaire "Questionnaire with university students on STEM studies in Higher Education" (QSTEMHE) was applied to the student community of public and private universities in Spain in 2021, using simple random probability sampling to answer the research question and objective. A final sample of 2101 participants of different genders belonging to different branches of knowledge was obtained. The data analysis was carried out using qualitative methodology and the phenomenological method, following different stages. Firstly, a theoretical conceptual map of the main factors identified in the literature and their authors was composed. Secondly, an empirical conceptual map has been designed with the factors identified in the narratives of the study participants. Finally, these maps were complemented with a SWOT analysis based on the participants' discourses. As a result, it has been observed that there are extrinsic and intrinsic factors and that social constructs and gender stereotypes strongly influence the perception of men, women, and professions and the masculinisation and feminisation of these. Outreach interventions should be proposed from the institutional educational spheres to alleviate existing biases about studies and professions.

"Programming Is Not That Hard!" When a Science Center Visit Increases Young Women's Programming Ability Beliefs

To increase engagement with science and technology, young people around the world are encouraged to attend activities at science centers. But how effective are these activities? Since women have weaker ability beliefs and interest in technology than men, it is especially important to learn how science center visits affect them. In this study, we tested if programming exercises offered to middle school students by a Swedish science center would increase ability beliefs and interest in programming. Students in grades 8 and 9 (n = 506) completed a survey before and after visiting the science center, and their ratings were compared to a wait-list control group (n = 169). The students participated in block-based, text-based, and robot programming exercises developed by the science center. The results showed that programming ability beliefs increased for women, but not men, and that interest in programming decreased for men, but not women. The effects persisted at a follow-up (2-3 months). The young men reported stronger ability beliefs and interest than the young women at all timepoints. The results imply that science center activities can make programming feel less hard, but adaptations may be needed to also increase interest.

Supplementary Information

The online version contains supplementary material available at 10.1007/s41979-023-00094-w.

Perseverance and consistency of interest in underrepresented post-doctoral fellows and early-career faculty

Introduction

Underrepresented researchers face more challenges than their well-represented counterparts. Perseverance and consistency of interest are associated with career success in well-represented physicians. Therefore, we examined associations of perseverance and consistency of interest with Clinical Research Appraisal Inventory (CRAI), science identity, and other factors related to career success among underrepresented post-doctoral fellows and early-career faculty.

Methods

This is a cross-sectional analysis of data collected from September to October 2020 among 224 underrepresented early-career researchers at 25 academic medical centers in the Building Up Trial. We used linear regression to test associations of perseverance and consistency of interest scores with CRAI, science identity, and effort/reward imbalance (ERI) scores.

Results

The cohort is 80% female, 33% non-Hispanic Black, and 34% Hispanic. The median perseverance and consistency of interest scores were 3.8 (25th-75th percentile: 3.7,4.2) and 3.7 (25th-75th percentile: 3.2, 4.0), respectively. Higher perseverance was associated with a higher CRAI score (β = 0.82; 95% CI = 0.30, 1.33, p = 0.002) and science identity (β = 0.44; 95% CI = 0.19, 0.68, p = 0.001). Higher consistency of interest was associated with a higher CRAI score (β = 0.60; 95% CI = 0.23, 0.96, p = 0.001) and higher science identity score (β = 0.20; 95% CI = 0.03, 0.36, p = 0.02), while lower consistency of interest was associated with imbalance favoring effort (β = -0.22; 95% CI = -0.33, -0.11, p = 0.001).

Conclusions

We found that perseverance and consistency of interest are related to CRAI and science identity, indicating that these factors may positively influence one's decision to stay in research.

Tech-Savvy Men and Caring Women: Middle School Students’ Gender Stereotypes Predict Interest in Tech-Education

The labor market is strongly gender segregated with few women working in the tech sector (e.g., IT) and few men working in the care sector (e.g., nursing). We tested the hypothesis that middle school students strongly associate technology with men and caregiving with women in a Swedish context (i.e., a country that scores high in gender equality indices), and that these gender stereotypes for tech relate to girls’ lower interest in tech-focused education. We measured technology/caregiving gender stereotypes with implicit (the Implicit Association Test) and explicit (self-report) measures in a sample of middle school students (n = 873). The results supported the main hypotheses, and corroborate Eccles’s expectancy value theory, indicating that the endorsement of implicit gender stereotypes may serve as barriers to pursuing masculine-typed career paths for women. Further, a sample of middle school teachers (n = 86) showed stronger implicit gender stereotypes than the students. Unexpectedly, middle school girls with a foreign background showed no implicit gender stereotypes, which we discuss in relation to the gender-equality paradox. These findings suggest that to fulfill the recruitment needs of an increasingly digitalized world, the tech-industry and other stakeholders should put effort into counteracting the stereotype that technology is for men.

Tracing the Gender Confidence Gap in Computing: A Cross-National Meta-Analysis of Gender Differences in Self-Assessed Technological Ability

The gender composition of information and communication technology (ICT) fields remain uneven across countries. One explanation is that gender stereotypes lead women to believe that they do not have the same aptitude for ICT fields as men, resulting in a deficit in women's self-assessed tech ability. Yet, studies on ICT confidence document wide variation in both the direction and magnitude of gender differences. This study asks whether there is, in fact, a gendered confidence gap in technological ability. Methods of meta-analysis evaluate gender differences in tech confidence based on the results of 120 effect sizes from 115 studies conducted in 22 countries from 1990 to 2019. While men report higher levels of self-assessed tech abilities compared to women, the gap is narrowing over time. Further, significant cross-national variation undermines essentialist explanations that imply universal sex differences. Rather, results are consistent with theorizing that emphasizes variations in cultural gender beliefs and opportunities.

Increasing women's participation in biomechanics through National Biomechanics Day events

Science, technology, engineering and mathematics (STEM) occupations represent one of the broadest gender gaps in any professional field, with women and girls grossly underrepresented in STEM education and careers, particularly engineering and biomechanics. Factors such as bias, stereotyping, and a lack of female role models can significantly influence women's and girls' decisions to enter and remain in the field of biomechanics. A critical first step in increasing the number of female biomechanists is to create early opportunities for girls to explore biomechanics. To address this, international initiatives, such as National Biomechanics Day (NBD), have been developed to expand the awareness, influence, and impact of biomechanics by engaging young people in school biomechanics programs. The Biomechanics Initiative, the official sponsor of NBD, offers grant programs aimed at empowering women to host an NBD event designed to promote biomechanics to girls and women in an immersive, interactive, and engaging manner. In 2021, Biomechanics Research Laboratory (BRL) Ph.D. student Maddison Kirk was a recipient of the grant program. In this paper we describe the BRL NBD event, which involved 20 female athletes from diverse backgrounds, demonstrating to them how biomechanics can be used to assess their physical fitness and performance. Female biomechanists and research assistants running the NBD event acted as female role models to participants, increasing the visibility of women in biomechanics and, in turn, helping to address current bias and stereotyping in STEM. By diversifying biomechanics and ensuring STEM fields are representative of the society in which we live, we can advance the field of biomechanics both nationally and internationally.

Commentary on Highly Successful Female Educational Psychologists: Equity and Intersectionality in Success Definitions

Despite the international focus on validation and success indicators of academic work across disciplines, examples of accomplished educational psychologists and their personal stories have been limited in the literature. Prinz et al. (2021) interviewed Five Highly Successful Female Educational Psychologists and offered a content analysis of their success stories, including the academics' strategies and trademark characteristics. In this Commentary, I expand on their findings in light of equity and intersectionality perspectives on academic success. I problematise academic success indicators (publication records and impact) with reference to literature on gender disparities in publication metrics and lack of inclusivity in generic measures of academic success. I outline how individual success narratives intersect with our collective responsibility for higher wellbeing and professional recognition of all colleagues. I argue that the equity and intersectionality perspectives are fundamental to inclusive narratives of success and highlight the power structures that have historically impeded access of diverse and minority scholars to top academic positions. I conclude with four recommendations for addressing the persistent structures of inequities in academic career opportunities.

A content analysis of 32 years of Shark Week documentaries

Despite evidence of their importance to marine ecosystems, at least 32% of all chondrichthyan species are estimated or assessed as threatened with extinction. In addition to the logistical difficulties of effectively conserving wide-ranging marine species, shark conservation is believed to have been hindered in the past by public perceptions of sharks as dangerous to humans. Shark Week is a high-profile, international programming event that has potentially enormous influence on public perceptions of sharks, shark research, shark researchers, and shark conservation. However, Shark Week has received regular criticism for poor factual accuracy, fearmongering, bias, and inaccurate representations of science and scientists. This research analyzes the content and titles of Shark Week episodes across its entire 32 years of programming to determine if there are trends in species covered, research techniques featured, expert identity, conservation messaging, type of programming, and portrayal of sharks. We analyzed titles from 272 episodes (100%) of Shark Week programming and the content of all available (201; 73.9%) episodes. Our data demonstrate that the majority of episodes are not focused on shark bites, although such shows are common and many Shark Week programs frame sharks around fear, risk, and adrenaline. While criticisms of disproportionate attention to particular charismatic species (e.g. great whites, bull sharks, and tiger sharks) are accurate and supported by data, 79 shark species have been featured briefly at least once. Shark Week's depictions of research and of experts are biased towards a small set of (typically visual and expensive) research methodologies and (mostly white, mostly male) experts, including presentation of many white male non-scientists as scientific experts. While sharks are more often portrayed negatively than positively, limited conservation messaging does appear in 53% of episodes analyzed. Results suggest that as a whole, while Shark Week is likely contributing to the collective public perception of sharks as bad, even relatively small alterations to programming decisions could substantially improve the presentation of sharks and shark science and conservation issues.

Factors to consider from education to promote an image of science and technology with a gender perspective

The image of science influences on the decision of girls when opting for studies related to STEM disciplines, since in many cases they are perceived as masculine, due to the image promoted from different areas of society, including the education system. Consequently, women do not feel identified with these disciplines, and prejudices and beliefs are generated that promote the well-known gender gap that exists in these areas. Therefore, this article sets out the considerations to be taken into account from science and technology education to avoid showing an image of science as individual, stereotyped and elitist, among other aspects, and, ultimately, to promote an image of science and technology with a gender perspective. It is necessary to transform curricular content and teacher training following these considerations, so that students perceive a realistic image of science and technology. This will have a positive influence by minimising the Pygmalion effect that occurs in girls and helping to combat social inequality that generates the under-representation of women in scientific-technological fields.

Outstanding women psychologists mainly from Europe – What helped and what limited them in their scientific careers? Guidelines for gender equity programs in academia

The manuscript is based on a series of structured interviews with female scientists from around the world who have made significant contributions to psychology and have an impact on their cultural areas. The authors interviewed female scientists and researchers from a similar age group, but from different regions of the world, to capture the factors influencing careers of interlocutors from a similar period and enabling cultural inference. Both the universal and the cultural barriers faced by female scientists/researchers in career development and the factors that have contributed to success in psychology are discussed. Universal and cultural factors served in this manuscript as a guideline for gender equality programs in academia to overcome gender stereotypes, support early career development, support women in reaching leadership positions, and enhance women’s visibility.

Brazilian female researchers do not publish less despite an academic structure that deepens sex gap

In the 21st century, we still need to talk about gender inequality in science. Even with the sharp growth of studies on this theme over the last decades, we are still trying to convince our peers that diversity matters and, if embraced, makes better science. Part of this drawback can be related to the need for data to support effective proposals to change the academic scenario. In order to close some of those gaps, we here analyze 1) the profile of Brazilian researchers based on production, impact, and membership to the Brazilian Academy of Sciences, 2) participation in the Editorial boards of Brazilian journals dedicated to Entomology, and, 3) the academic scenario of Brazilian Entomology focusing on the sex of the first and last authors in peer-reviewed international publications related to Entomology. We aimed to provide a deeper look on the Brazilian Entomology scenario and to expand the amount of data availability to stimulate and foster a mind-change in the current academic structure. We performed scientometric searches and analysis using different platforms and found that the number and impact of the publications by female researchers, as observed by relative numbers, are not less than that of males. Despite that, female researchers are less represented at the Brazilian Academy of Sciences and editorial boards, reinforcing the lack of women recognition in science. Thus, we observe that some narratives related to the productivity gap can be misleading to a perpetuation of our internal and structural biases. We here expanded data from a previous paper where we scrutinized the Brazilian Entomology scenario and discussed the patches and systems that maintain gender gap in science.

The Core Concepts, Competencies, and Grand Challenges of Comparative Vertebrate Anatomy and Morphology

Core concepts offer coherence to the discourse of a scientific discipline and facilitate teaching by identifying large unifying themes that can be tailored to the level of the class and expertise of the instructor. This approach to teaching has been shown to encourage deeper learning that can be integrated across subdisciplines of biology and has been adopted by several other biology subdisciplines. However, Comparative Vertebrate Anatomy, although one of the oldest biological areas of study, has not had its core concepts identified. Here, we present five core concepts and seven competencies (skills) for Comparative Vertebrate Anatomy that came out of an iterative process of engagement with the broader community of vertebrate morphologists over a 3-year period. The core concepts are (A) evolution, (B) structure and function, (C) morphological development, (D) integration, and (E) human anatomy is the result of vertebrate evolution. The core competencies students should gain from the study of comparative vertebrate anatomy are (F) tree thinking, (G) observation, (H) dissection of specimens, (I) depiction of anatomy, (J) appreciation of the importance of natural history collections, (K) science communication, and (L) data integration. We offer a succinct description of each core concept and competency, examples of learning outcomes that could be used to assess teaching effectiveness, and examples of relevant resources for both instructors and students. Additionally, we pose a grand challenge to the community, arguing that the field of Comparative Vertebrate Anatomy needs to acknowledge racism, androcentrism, homophobia, genocide, slavery, and other influences in its history and address their lingering effects in order to move forward as a thriving discipline that is inclusive of all students and scientists and continues to generate unbiased knowledge for the betterment of humanity. Despite the rigorous process used to compile these core concepts and competencies, we anticipate that they will serve as a framework for an ongoing conversation that ensures Comparative Vertebrate Anatomy remains a relevant field in discovery, innovation, and training of future generations of scientists.

Brain functional topology differs by sex in cognitively normal older adults

Introduction

Late onset Alzheimer's disease (AD) is the most common form of dementia, in which almost 70% of patients are women.

Hypothesis

We hypothesized that women show worse global FC metrics compared to men, and further hypothesized a sex-specific positive correlation between FC metrics and cognitive scores in women.

Methods

We studied cognitively healthy individuals from the Alzheimer's Disease Neuroimaging Initiative cohort, with resting-state functional Magnetic Resonance Imaging. Metrics derived from graph theoretical analysis and functional connectomics were used to assess the global/regional sex differences in terms of functional integration and segregation, considering the amyloid status and the contributions of APOE E4. Linear mixed effect models with covariates (education, handedness, presence of apolipoprotein [APOE] E4 and intra-subject effect) were utilized to evaluate sex differences. The associations of verbal learning and memory abilities with topological network properties were assessed.

Result

Women had a significantly lower magnitude of the global and regional functional network metrics compared to men. Exploratory association analysis showed that higher global clustering coefficient was associated with lower percent forgetting in women and worse cognitive scores in men.

Conclusion

Women overall show lower magnitude on measures of resting state functional network topology and connectivity. This factor can play a role in their different vulnerability to AD.

Significance statement

Two thirds of AD patients are women but the reasons for these sex difference are not well understood. When this late onset form dementia arises is too late to understand the potential causes of this sex disparities. Studies on cognitively healthy elderly population are a fundamental approach to explore in depth this different vulnerability to the most common form of dementia, currently affecting 6.2 million Americans aged 65 and older are, which means that >1 in 9 people (11.3%) 65 and older are affected by AD. Approaches such as resting-state functional network topology and connectivity may play a key role in understanding and elucidate sex-dependent differences relevant to late-onset dementia syndromes.

Designing Gestures of Robots in Specific Fields for Different Perceived Personality Traits

Since their development, social robots have been a popular topic of research, with numerous studies evaluating their functionality or task performance. In recent years, social robots have begun to be regarded as social actors at work, and their social attributes have been explored. Therefore, this study focused on four occupational fields (shopping reception, home companion, education, and security) where robots are widely used, exploring the influence of robot gestures on their perceived personality traits and comparing the gesture design guidelines required in specific occupational fields. The study was conducted in two stages. In the first stage, an interactive script was developed; moreover, observation was employed to derive gestures related to the discourse on the fields of interest. The second stage involved robot experimentation based on human–robot interaction through video. Results show that metaphoric gestures appeared less frequently than did deictic, iconic, or beat gestures. Robots’ perceived personality traits were categorized into sociality, competence, and status. Introducing all types of gestures helped enhance perceived sociality. The addition of deictic, and iconic gestures significantly improved perceived competence and perceived status. Regarding the shopping reception robot, after the inclusion of basic deictic and iconic gestures, sufficient beats gestures should be implemented to create a friendly and outgoing demeanor, thereby promoting user acceptance. In the home companion, education, and security contexts, the addition of beat gestures did not affect the overall acceptance level; the designs should instead be focused on the integration of the other gesture types.

Under pressure: The extent and distribution of perceived pressure among scientists in Germany, Austria, and Switzerland

While it has been stressed repeatedly that academics nowadays have come to face extensive pressure, the extent and distribution of pressure to publish and to secure third-party funding has not been systematically investigated on a large scale. Based on the Zurich Survey of Academics, a representative large-scale web survey among academics working at universities in Germany, Austria, and Switzerland (DACH region), which measures perceived pressure using six-point Likert scales, this article examines the extent and distribution of pressure to publish and to attract external funding. Specifically, we examine differences in perceived pressure across countries, disciplines, types of higher education institutions, sociodemographic characteristics (academic status, age, gender, relationship status, number of children), and working conditions (non-tenured/tenured, time available for research). It is shown that researchers in the DACH region feel a high level of pressure, with the pressure to publish being slightly greater than the pressure to attract external funding. The results also suggest that perceived pressure is not evenly distributed among countries and groups of academics. Specifically, the results suggest that (1) more secure and permanent (tenured) positions should be created and (2) the high-performance culture should be addressed in at least some disciplines if excessive pressure is to be alleviated. The findings also suggest that further investments should be made (3) to promote equal career opportunities for women and men and (4) to ensure that scientists have sufficient time for their research and are not too occupied with other responsibilities, such as teaching or administrative duties.

Further Divided Gender Gaps in Research Productivity and Collaboration during the COVID-19 Pandemic: Evidence from Coronavirus-related Literature

Based on publication data on coronavirus-related fields, this study applies a difference in differences approach to explore the evolution of gender inequalities before and during the COVID-19 pandemic by comparing the differences in the numbers and shares of authorships, leadership in publications, gender composition of collaboration, and scientific impacts. We find that, during the pandemic: (1) females’ leadership in publications as the first author was negatively affected; (2) although both females and males published more papers relative to the pre-pandemic period, the gender gaps in the share of authorships have been strengthened due to the larger increase in males’ authorships; (3) the share of publications by mixed-gender collaboration declined; (4) papers by teams in which females play a key role were less cited in the pre-pandemic period, and this citation disadvantage was exacerbated during the pandemic; and (5) gender inequalities regarding authorships and collaboration were enhanced in the initial stage of COVID-19, widened with the increasing severity of COVID-19, and returned to the pre-pandemic level in September 2020. This study shows that females’ lower participation in teams as major contributors and less collaboration with their male colleagues also reflect their underrepresentation in science in the pandemic period. This investigation significantly deepens our understanding of how the pandemic influenced academia, based on which science policies and gender policy changes are proposed to mitigate the gender gaps.

What does gender has to do with math? Complex questions require complex answers

Whether mathematics is a gendered domain or not is a long-lasting issue bringing along major social and educational implications. The females' underrepresentation in science, technology, engineering, and mathematics (STEM) has been considered one of the key signs of the math gender gap, although the current view largely attributes the origin of this phenomenon to sociocultural factors. Indeed, recent approaches to math gender differences reached the universal conclusion that nature and nurture exert reciprocal effects on each other, establishing the need for approaching the study of the math gender issue only once its intrinsic complexity has been accepted. Building upon a flourishing literature, this review provides an updated synthesis of the evidence for math gender equality at the start, and for math gender inequality on the go, challenging the role of biological factors. In particular, by combining recent findings from different research areas, the paper discusses the persistence of the "math male myth" and the associated "female are not good at math myth," drawing attention to the complex interplay of social and cultural forces that support such stereotypes. The suggestion is made that longevity of these myths results from the additive effects of two independent cognitive biases associated with gender stereotypes and with math stereotypes, respectively. Scholars' responsibility in amplifying these myths by pursuing some catching lines of research is also discussed.

Sex differences in adolescents' occupational aspirations: Variations across time and place

We investigated sex differences in 473,260 adolescents’ aspirations to work in things-oriented (e.g., mechanic), people-oriented (e.g., nurse), and STEM (e.g., mathematician) careers across 80 countries and economic regions using the 2018 Programme for International Student Assessment (PISA). We analyzed student career aspirations in combination with student achievement in mathematics, reading, and science, as well as parental occupations and family wealth. In each country and region, more boys than girls aspired to a things-oriented or STEM occupation and more girls than boys to a people-oriented occupation. These sex differences were larger in countries with a higher level of women’s empowerment. We explain this counter-intuitive finding through the indirect effect of wealth. Women’s empowerment is associated with relatively high levels of national wealth and this wealth allows more students to aspire to occupations they are intrinsically interested in. Implications for better understanding the sources of sex differences in career aspirations and associated policy are discussed.

The Gender Gap in Brazilian Entomology: an Analysis of the Academic Scenario

Although women are about half of world's population, they are underrepresented in many sectors including academia and the research scenario in general. Gender gap in Entomology has been pointed out in other publications; however, data for Brazil has never been demonstrated. Here we provide a diagnosis for the Brazilian Entomology scenario in order to contribute to propositions towards disentangling the gender gap in general. We analyzed scientometric data for Brazilian Entomology focusing on gender disparity and on personal perceptions related to the gender gap through an online questionnaire. We detected a pervasive gender bias in which the scissor-shaped curve is the most representative effect of it: women were the majority in lower degree stages but the minority in higher degree stages (permanent positions and positions of prestige and power). We also observed mentorship bias and discussed these results in light of intersectionality and the COVID-19 pandemic. Gender differences were perceived differently by the questionnaire respondents considering age, gender, and parenting. With this data and analyses, we have provided elements to stimulate and support change to a healthier and more equitable academic space.

Gender stereotypes about interests start early and cause gender disparities in computer science and engineering

Societal stereotypes that girls are less interested than boys in computer science and engineering are endorsed by children and adolescents in a large and socioeconomically diverse sample, across multiple racial/ethnic and gender intersections, and as early as age six (first grade). Gender-interest stereotypes may contribute to subsequent gender disparities in the pursuit of these societally important fields. Addressing interest stereotypes may help improve educational equity.

Societal stereotypes depict girls as less interested than boys in computer science and engineering. We demonstrate the existence of these stereotypes among children and adolescents from first to 12th grade and their potential negative consequences for girls’ subsequent participation in these fields. Studies 1 and 2 (n = 2,277; one preregistered) reveal that children as young as age six (first grade) and adolescents across multiple racial/ethnic and gender intersections (Black, Latinx, Asian, and White girls and boys) endorse stereotypes that girls are less interested than boys in computer science and engineering. The more that individual girls endorse gender-interest stereotypes favoring boys in computer science and engineering, the lower their own interest and sense of belonging in these fields. These gender-interest stereotypes are endorsed even more strongly than gender stereotypes about computer science and engineering abilities. Studies 3 and 4 (n = 172; both preregistered) experimentally demonstrate that 8- to 9-y-old girls are significantly less interested in an activity marked with a gender stereotype (“girls are less interested in this activity than boys”) compared to an activity with no such stereotype (“girls and boys are equally interested in this activity”). Taken together, both ecologically valid real-world studies (Studies 1 and 2) and controlled preregistered laboratory experiments (Studies 3 and 4) reveal that stereotypes that girls are less interested than boys in computer science and engineering emerge early and may contribute to gender disparities.

In Their Footsteps or Shadow? Gender Differences in Choosing a STEM Major as a Function of Sibling Configuration and Older Sibling’s Gender and Math Ability

Although the association between siblings’ compositional characteristics and educational performance has been extensively studied, the question of whether the features of a sibling group are related to substantive gendered educational preferences has not been examined. Our analysis of the National Longitudinal Survey of Youth 1979 cohort (NLSY-79) Mothers and Children Files (N = 1545; 57% young women; 22% STEM major) showed that siblings’ compositional characteristics matter for STEM major preferences in college, but only for young women. Our findings indicated that women were more likely to prefer a STEM major if they were raised in smaller sibling groups, in male sibling group dominance, and if they had an older sister with high math achievement. These results are in line with the resource dilution approach; they shed light on the effects of being in a normative male-role sibling group climate; and they suggest that gendered outcomes are shaped by the interplay of role modeling and same-gender competitive stimulation. We also found that for young men, their preference for majoring in a STEM field was mostly driven by their own math ability. These findings suggest that socialization experiences that operate on the sibling level play a crucial role in whether girls become interested in and pursue “gender-atypical” educational choices. Our findings also underscore the need to differentiate these theoretical approaches by gender, particularly when applied to gendered outcomes such as STEM career trajectories.

Sex and gender difference in cognitive and behavioral studies in developmental age: An introduction

This paper introduces a special issue focused on sex and gender (s/g) cognitive/behavioral differences at developmental ages providing an overview of this multifaceted and debated topic. It will provide a description of the biological systems that are strongly interconnected to generate s/g differences, that is, genetic determinants, sex hormones, differences in brain structure, organization, and/or function, inherited or modifiable under environmental pressures. Developmental studies are rare. Some addressed whether s/g differences in cognitive/behavioral characteristics are evident early in life and are consistent throughout development, entailing that s/g differences can follow the evolving steps in girls and boys in different domains. The data are far from being homogeneous and consistent about s/g difference in language, social skills, and visuo/spatial abilities. The differences are small, often with overlapping performances, similar to what is seen in adulthood. Given that several variables and the interactions between them are implicated, further longitudinal studies adopting adequate assessment tools, very large size multicultural samples stratified in different, well-sized and precise age groups, considering biological and sociocultural variables, are needed. Due to the complexity of the issue, there is still the need to support and adopt an s/g difference approach also in cognitive and behavioral studies at developmental ages. Finally, these studies have not only scientific importance and relevant cultural, anthropological, and social implications, but are also useful for pedagogical programming as well as for the study of the different susceptibility to develop CNS diseases and consequently to promote different therapies and treatments.

Being a female academic under neoliberal evaluation: A systematic review

The current academic assessment system is drawing a scenario based on neoliberal values. It has contributed to the perpetuation of gender inequalities. This systematic literature review aims to synthesize the most relevant research on the impact of neoliberalism on the professional identity of female academics. For this purpose, a systematized bibliographic search was carried out in four different databases (Web of Science, Scopus, Education Resources Information Center, and Google Scholar), which yielded a total of 26 articles published in international journals. The results illustrate a research field dominated by the USA and the UK and a trajectory of growth in the literature in recent years. The emerging themes reveal some of the challenges faced by women academics in a neoliberal context. These obstacles may be external and even unconsciously imposed by women academics themselves. Motherhood emerges as one of the most influential aspects of their professional development. Furthermore, our findings explore various ways in which women academics reconstruct their identity in the face of systemic challenges. This manuscript culminates with a discussion of the impact that neoliberal values and their general consequences in the performance evaluation processes of academics have on women. Therefore, we provide a number of implications for professional practice and future lines of research.

Spatial and mathematics skills: Similarities and differences related to age, SES, and gender

Performance on a range of spatial and mathematics tasks was measured in a sample of 1592 students in kindergarten, third grade, and sixth grade. In a previously published analysis of these data, performance was analyzed by grade only. In the present analyses, we examined whether the relations between spatial skill and mathematics skill differed across socio-economic levels, for boys versus girls, or both. Our first aim was to test for group differences in spatial skill and mathematics skill. We found that children from higher income families showed significantly better performance on both spatial and mathematics measures, and boys outperformed girls on spatial measures in all three grades, but only outperformed girls on mathematics measures in kindergarten. Further, comparisons using factor analysis indicated that the income-related gap in mathematics performance increased across the grade levels, while the income-related gap in spatial performance remained constant. Our second aim was to test whether spatial skill mediated any of these effects, and we found that it did, either partially or fully, in all four cases. Our third aim was to test whether the "separate but correlated" two-factor latent structure previously reported for spatial skill and mathematics skill was (Mix et al., 2016; Mix et al., 2017) replicated across grade, SES, and sex. Multi-group confirmatory factor analyses conducted for each of these subgroups indicated that the same latent structure was present, despite differences in overall performance. These findings replicate and extend prior work on SES and sex differences related to spatial and mathematics skill, but provide evidence that the relations between the domains are stable and consistent across subgroups.

The role of gender in peer-group perceptions of climate scientists' media statements

This research explores whether environmental scientists perceive their male and female peers differently when making statements in the media including policy advocacy. Environmental scientists in the United Kingdom were provided with a media statement by a fictitious scientist containing a mixture of scientific information and advocacy, and asked to rate the statement against various attributes. Attributes were designed to represent stereotypes associated with male and female tendencies, and with science (impartial objectivity) and the media (dramatic narrative). The statements were randomly assigned to one of two male and two female scientists. Where the statements were attributed to a female scientist, male environmental scientists rated the fictitious scientist as significantly more 'dramatic' and 'biased' than their female counterparts did. These gendered attributes are typically held as contrary to the norms of science, suggesting an implicit bias among male scientists when reviewing their female peers' media statements.

"Where will I belong more?": The role of belonging comparisons between STEM fields in high school girls' STEM interest

In trying to understand women’s underrepresentation in STEM (Science, Technology, Engineering, Mathematics), most existing research focuses on one STEM-field or collapses across all STEM-fields. However, these fields differ vastly in female representation: women tend to be most strongly underrepresented in technological and computer science university majors and to a lesser extent in mathematics and chemistry, while they are less underrepresented in biological sciences. To understand this variability, we examine how girls in the process of making higher education choices compare different STEM-fields to each other. We draw upon dimensional comparison theory, which argues that educational motivation involves intra-individual comparisons of achievement across school subjects. However, previous research has shown that a focus on achievement in STEM is not enough, anticipated belonging in a STEM-field plays a pivotal role in interest in pursuing that field. Consistent with this, we examined participants’ comparisons of anticipated belonging across STEM-fields. A sample of 343 high school girls in STEM-focused university tracks completed a survey on their anticipated belonging and interest in pursuing different STEM majors. Latent Profile Analysis resulted in 3 profiles, showing different belonging comparison patterns across STEM-fields. Examining these comparisons—both within and across profiles—showed how girls felt pushed away from certain STEM-fields and pulled toward others. The findings suggest that for interest in pursuing specific STEM-fields it is not just about the level of anticipated belonging within that STEM-field, but just as much about the level of anticipated belonging in comparison to another STEM-field.

Women Representation and Gender Equality in Different Academic Levels in Veterinary Science

Women’s participation and completion at veterinary schools has increased globally for the past few decades. However, increased female graduates have not translated into similar patterns of academic staffing. The gender distribution within each academic level at eight accredited veterinary faculties in Australia and New Zealand, 38 accredited faculties in the USA and Canada and 98 accredited faculties in Europe were analyzed. Women occupied 47.9%, 45.5% and 47.5% of the academic positions in Australia/New Zealand, the USA/Canada and Europe, respectively. Compared to their male counterparts, female academics were more likely to hold the lower ranked positions. The gender distribution is skewed toward men in the senior positions at or above associate professor level in all analyzed regions. The findings of this study confirm gender inequality in academic progression meaning there is a continued need to develop strategies to eliminate inequity in veterinary science faculties worldwide.

Measuring Stereotype Threat at Math and Language Arts in Secondary School: Validation of a Questionnaire

A stereotype threat arises when a negative stereotype about group to which an individual belongs is activated. It affects the achievement and interest of students in a particular academic domain, e.g., girls at math or boys at language arts. Hence, it is important to assess the level of stereotype threat at school (STaS) in order to identify the vulnerability of students to its negative consequences. This study devised and validated two parallel versions of the STaS scale: girls in mathematics and boys in language arts in a nationally representative sample of Polish secondary school students (N = 1,241; 13–16 years). The results of a confirmatory factor analysis (CFA) in a complex sample approach showed one general factor. Furthermore, a multiple-group CFA confirmed metric invariance and partial scalar invariance. The variances for boys and girls were equal. This suggests that the construct of stereotype threat is similarly conceptualized by both genders despite being in different domains. Finally, the comparison of means of latent variables revealed a higher level of stereotype threat among boys in the language domain than girls in mathematics. Possible theoretical and practical implications are discussed.

Men, women and STEM: Why the differences and what should be done?

It is a well-known and widely lamented fact that men outnumber women in a number of fields in STEM (science, technology, engineering and maths). The most commonly discussed explanations for the gender gaps are discrimination and socialization, and the most common policy prescriptions target those ostensible causes. However, a great deal of evidence in the behavioural sciences suggests that discrimination and socialization are only part of the story. The purpose of this paper is to highlight other aspects of the story: aspects that are commonly overlooked or downplayed. More precisely, the paper has two main aims. The first is to examine the evidence that factors other than workplace discrimination contribute to the gender gaps in STEM. These include relatively large average sex differences in career and lifestyle preferences, and relatively small average differences in cognitive aptitudes – some favouring males, others favouring females – which are associated with progressively larger differences the further above the average one looks. The second aim is to examine the evidence suggesting that these sex differences are not purely a product of social factors but also have a substantial biological (i.e. inherited) component. A more complete picture of the causes of the unequal sex ratios in STEM may productively inform policy discussions.

What Can Experimental Studies of Bias Tell Us About Real-World Group Disparities?

This article questions the widespread use of experimental social psychology to understand real-world group disparities. Standard experimental practice is to design studies in which participants make judgments of targets who vary only on the social categories to which they belong. This is typically done under simplified decision landscapes and with untrained decision makers. For example, to understand racial disparities in police shootings, researchers show pictures of armed and unarmed Black and White men to undergraduates and have them press "shoot" and "don't shoot" buttons. Having demonstrated categorical bias under these conditions, researchers then use such findings to claim that real-world disparities are also due to decision-maker bias. I describe three flaws inherent in this approach, flaws which undermine any direct contribution of experimental studies to explaining group disparities. First, the decision landscapes used in experimental studies lack crucial components present in actual decisions (Missing Information Flaw). Second, categorical effects in experimental studies are not interpreted in light of other effects on outcomes, including behavioral differences across groups (Missing Forces Flaw). Third, there is no systematic testing of whether the contingencies required to produce experimental effects are present in real-world decisions (Missing Contingencies Flaw). I apply this analysis to three research topics to illustrate the scope of the problem. I discuss how this research tradition has skewed our understanding of the human mind within and beyond the discipline and how results from experimental studies of bias are generally misunderstood. I conclude by arguing that the current research tradition should be abandoned.

Making it to the PhD: Gender and student performance in sub-Saharan Africa

Women’s underrepresentation in science, technology, engineering, and mathematics (STEM) impedes progress in solving Africa’s complex development problems. As in other regions, women’s participation in STEM drops progressively moving up the education and career ladder, with women currently constituting 30% of Africa’s STEM researchers. This study elucidates gender-based differences in PhD performance using new survey data from 227 alumni of STEM PhD programs in 17 African countries. We find that, compared to their male counterparts, sampled women had about one less paper accepted for publication during their doctoral studies and took about half a year longer to finish their PhD training. Negative binomial regression models provide insights on the observed differences in women’s and men’s PhD performance. Results indicate that the correlates of publication productivity and time to PhD completion are very similar for women and men, but some gender-based differences are observed. For publication output, we find that good supervision had a stronger impact for men than women; and getting married during the PhD reduced women’s publication productivity but increased that of men. Becoming a parent during the PhD training was a key reason that women took longer to complete the PhD, according to our results. Findings suggest that having a female supervisor, attending an institution with gender policies in place, and pursuing the PhD in a department where sexual harassment by faculty was perceived as uncommon were enabling factors for women’s timely completion of their doctoral studies. Two priority interventions emerge from this study: (1) family-friendly policies and facilities that are supportive of women’s roles as wives and mothers and (2) fostering broader linkages and networks for women in STEM, including ensuring mentoring and supervisory support that is tailored to their specific needs and circumstances.