But that headline doesn’t even scratch the surface of how interesting this study is. Erin Hengel examined papers by economists in top journals. She found:
- Women’s papers took longer from submission to publication
- Women’s abstracts were more readable than men’s (employing standard measures of readability)
- Women’s papers improved in readability than men’s, during the transition from draft to final published version.
- Women’s abstracts’ readability continued to improve steadily throughout their careers, while men’s did not– leading to a very large gap in readability for senior women.
Hengel suggests that this may offer us a partial explanation for the often-noted productivity gap between men and women. If women are revising their papers more, and spending longer bringing them up to a higher standard, they are likely to publish more slowly. After considering several explanations, she concludes that the most likely one is that referees are tougher on women’s work than on men’s.
Thanks, L, for letting me know about this study!
The CIHR Institute of Gender and Health has just launched three free online modules for researchers, funders and peer reviewers on sex and gender based analysis. Check them out here.
The UK government has decided to hastily throw together a framework for assessing teaching quality, which will be linked to funding. One key feature will be a heavy reliance on existing measures of student satisfaction like the National Student Satisfaction survey. Jules Holroyd and I have an article about this out in the Guardian today, drawing attention to worries about implicit bias in student satisfaction scores (though also noting other problems with these measures!).
UPDATE: We’ve decided (in consultation with Morgan) that it would be a good idea to open discussion here as well, so we’re doing so. Please do feel free to comment!
An important blog post by Morgan Thompson, about an important paper.
In early 2012, Toni Adleberg, Sam Sims, Eddy Nahmias, and I began a project to gather empirical support for explanations of the gender gap in philosophy, focusing on potential causes of the early drop-off of women in philosophy between initial courses and choosing to major, since research shows that this is the most significant drop-off. If the proportion of women majors remains stuck under 1/3, as it has been for decades (National Center for Education Statistics 2013), then it will remain difficult to improve the proportion of women graduate students and faculty.
Our paper describing our surveys, results, and suggestions is now published in Philosophers’ Imprint here. We hope people will find it useful, especially for generating more hypotheses, research, and solutions. Below, we offer a few highlights and welcome discussion here at Daily Nous.
This is a really important finding, and indicates something that we will very much need to find a way to fight, should Clinton be the Democratic candidate.
Volumes of research in sociology have shown how men respond to perceived threats to their masculinity: in the face of personal or societal threats to their masculine identity, some men become more likely to endorse anti-gay stances, pro-gun policies, or anti-abortion views…
In the study, a randomized experiment was embedded in an otherwise normal political survey of likely voters in New Jersey. Half of the respondents were asked about the distribution of income in their own households – whether they or their spouse earned more money – before being asked about their preference in the Presidential general election. The other half were only asked about the distribution of income in their household at the end of the survey. This question was designed to remind people of disruption to traditional gender roles, without explicitly mentioning Clinton or a female president, and simulate the sorts of subtle gender-based attacks that can be expected when Clinton is a general election candidate.
The effects of the gender role threat question are enormous. As Figure 1 shows, men who weren’t asked about spousal income until after being asked about the Presidential election preferred Clinton over Trump, 49 to 33. However, those who were reminded about the threat to gender roles embodied by Clinton preferred Trump over Clinton, 50 to 42. Concerns about gender role threat shifted men from preferring Clinton by 16 to preferring Trump by 8, a 24 point shift…
The case that this is really about Clinton’s gender, rather than her party is made clearer by the fact that the same experiment has almost no effect on support for Sanders in the match-up with Trump.
This seems pretty compelling, and very worrying.
A useful annotated bibliography of some key recent studies.
Here’s one that I hadn’t known about that sounds really interesting.
Gender bias against women of color in science
“Double Jeopardy? Gender Bias Against Women of Color in Science”
Center for WorkLife Law | 2014
In this report, Joan C. Williams, Katherine W. Phillips, and Erika V. Hall revisit and build upon the classic 1976 study, “The Double Bind: The Price of Being a Minority Woman in Science.” Their study finds that the four most common practices of gender biases in the sciences are: 1) women have to provide more evidence than men in order to be seen as equally competent; 2) women are caught between the perceptions that science requires masculine qualities and the cultural imperative to appear feminine; 3) “the maternal wall”: the assumption that women lose their competence and commitment after they have children; 4) the fact that women as well as men can be biased against women in masculine work environments. These conditions are exacerbated in STEM environments, practitioners of which often view their disciplines and practices as highly meritocratic. In addition, the dearth of women in STEM fields exacerbates the pernicious effects of tokenism. The report details how these biases function in different ways in relation to black, Asian-American, and Latina women, and how their experiences of bias in fact exceed the limits of these four categories. The report concludes with a list of best practices to implement when recruiting hiring, promoting, and tenuring women of color scientists.
Hard to believe that just a few weeks ago, hardly anyone had heard of the Zika virus or the condition to which it is now suspected to be linked. Microcephaly is a rare congenital condition where infants are born with undersized craniums. Though Zika’s exact relationship, if any, to this lifelong condition has yet to be determined, WHO has declared Zika a global emergency, and government officials in Brazil, Colombia, Ecuador and El Salvador are “advising women to avoid getting pregnant, for fear that the fast-spreading Zika virus may cause severe brain defects in unborn children.” Officials outside affected countries in Latin America and the Caribbean are advising women to “avoid traveling“ to those areas.
Notice anything odd about these warnings? No? Let’s continue:
As many commentators have pointed out, it seems mind boggling that countries without contraception, and where abortion is illegal even in cases of rape, incest, or to save the life of the mother, are now recommending that women stop having babies for at least two years, or until medical researchers have a better understanding of Zika’s impact on developing fetuses. Human rights advocates and health workers have rightly pushed back against those recommendations. “Even if women attempt to follow the recommendations through abstinence,” writes Charlotte Alter for Time, “sexual violence is so pervasive throughout the region that many women may get pregnant against their will.”
Here is the problem: All of these warnings to women about getting pregnant have managed to avoid a particular word. That word is “men.”
– See more at: http://www.damemagazine.com/2016/02/03/three-letter-word-missing-zika-virus-warnings#sthash.csJH5iLM.dpuf
From Inside Higher Ed:
There’s mounting evidence suggesting that student evaluations of teaching are unreliable. But are these evaluations, commonly referred to as SET, so bad that they’re actually better at gauging students’ gender bias and grade expectations than they are at measuring teaching effectiveness? A new paper argues that’s the case, and that evaluations are biased against female instructors in particular in so many ways that adjusting them for that bias is impossible.
As the UK embraces a new system of ranking teaching effectiveness, and allowing this to partly determine funding, it’s really important to bear this in mind. If NSS (National Student Satisfaction survey) scores are key to the TEF (the new system), and the best way to get high NSS scores is to have men doing the teaching, there might be a worrying incentive for discrimination.