There is overwhelming evidence that standard teaching evaluations disadvantage women in higher education - particularly minority women. In some studies, the penalty is found to be up to 0.8 on a five-point scale.

 

Universities must address this, as such bias is being allowed to move unchallenged into the workplace when students graduate.

Women in some disciplines wait - on average - six months longer than their male colleagues to get papers through peer review, despite conforming to higher quality writing standards.

  • New research in American Sociological Review has shown that university hiring committees actively consider women’s - but not men’s - relationship status when selecting successful candidates.

 

 

  • More research on conferences as 'chilly climates' for women, links male dominated conferences and sexism - as signalling norms for academic disciplines - to women's decisions to leave academia, or not pursue careers in academia.


And, finally, #MeToo has rattled the academy from US and the UK, to India and China, showing how commonplace the experience of sexual harassment is for women in higher education, and how little is often done to address it. #MeTooPhD has highlighted, in particular, the issues of sexism, sexual harassment and abuse faced by female graduate students.

©2018 | The Academic Woman

THE ACADEMIC WOMAN

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