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Family and caregiving leave are increasingly important dimensions for careers in academic science, and for vital, sustainable institutional structures. These forms of leave are intended to support equity, and particularly gender equity. A key question is how the actual use of leave affects critical milestones of advancement for women—compared to men—in (1) time to tenure and (2) the odds of promotion to full professor. We address this question with descriptive statistics and event history analyses, based on responses to a survey of 3688 US faculty members in 4 scientific fields within a range of Carnegie institutional types. We find that leave that stops the tenure clock extends time to tenure for both men and women—the effect is gender neutral. Promotion to full professor is another matter. Being a woman has a strong negative effect on the likelihood of promotion to full professor, and women are especially disadvantaged in promotion when they used tenure leave years earlier. These findings have implications for a life-course perspective on gender and advancement in academic science, the roles of caretaking and leave, and the intended and unintended consequences of leave policies for equitable and sustainable university systems.
Mary Fox; Monica Gaughan. Gender, Family and Caregiving Leave, and Advancement in Academic Science: Effects across the Life Course. Sustainability 2021, 13, 6820 .
AMA StyleMary Fox, Monica Gaughan. Gender, Family and Caregiving Leave, and Advancement in Academic Science: Effects across the Life Course. Sustainability. 2021; 13 (12):6820.
Chicago/Turabian StyleMary Fox; Monica Gaughan. 2021. "Gender, Family and Caregiving Leave, and Advancement in Academic Science: Effects across the Life Course." Sustainability 13, no. 12: 6820.
International research collaboration is on the rise—and at the same time, women face potential barriers. Based on responses to surveys conducted among groups of women engineers, this article addresses (1) women’s frequency of international research collaboration; (2) the barriers to collaboration reported for both self and for other women; and (3) the patterns among women students as well as professionals, by national regions. Findings of this study have implications for policies to broaden participation in the increasingly important arena of international research collaboration, based on women in engineering, the scientific field in which women are most underrepresented. This makes the case focal for the study of women, science, and policy.
Mary Frank Fox; Mary Lynn Realff; Diana Roldan Rueda; Jillian Morn. International research collaboration among women engineers: frequency and perceived barriers, by regions. The Journal of Technology Transfer 2016, 42, 1292 -1306.
AMA StyleMary Frank Fox, Mary Lynn Realff, Diana Roldan Rueda, Jillian Morn. International research collaboration among women engineers: frequency and perceived barriers, by regions. The Journal of Technology Transfer. 2016; 42 (6):1292-1306.
Chicago/Turabian StyleMary Frank Fox; Mary Lynn Realff; Diana Roldan Rueda; Jillian Morn. 2016. "International research collaboration among women engineers: frequency and perceived barriers, by regions." The Journal of Technology Transfer 42, no. 6: 1292-1306.
This article addresses a telling issue in academic science: the clarity of criteria for tenure and promotion reported by women and men faculty in scientific fields. Data from faculty surveyed in nine US research universities point to ways that formal and informal organizational indicators predict the clarity of evaluation reported by women and men. Unexpected patterns occur by gender. Among men, both formal and informal organizational indicators, as well as field, predict their reported clarity of evaluation. Among women, however, only informal organizational indicators, namely, frequency of speaking with faculty about research and departmental climate, are significant predictors. Further, overall, informal indicators are stronger predictors of clarity than are formal indicators, and some field differences occur. These findings have implications for national and regional science policies and for the practices and policies of universities.
Mary Frank Fox. Gender and Clarity of Evaluation among Academic Scientists in Research Universities. Science, Technology, & Human Values 2014, 40, 487 -515.
AMA StyleMary Frank Fox. Gender and Clarity of Evaluation among Academic Scientists in Research Universities. Science, Technology, & Human Values. 2014; 40 (4):487-515.
Chicago/Turabian StyleMary Frank Fox. 2014. "Gender and Clarity of Evaluation among Academic Scientists in Research Universities." Science, Technology, & Human Values 40, no. 4: 487-515.
This article addresses work–family conflict as reported among women and men academic scientists in data systematically collected across fields of study in nine US research universities. Arguing that academic science is a particularly revealing case for studying work–family conflict, the article addresses: (1) the bi-directional conflict of work with family, and family with work, reported among the scientists; (2) the ways that higher, compared with lower, conflict, is predicted by key features of family, academic rank, and departments/institutions; and (3) patterns and predictors of work–family conflict that vary, as well as converge, by gender. Results point to notable differences, and commonalties, by gender, in factors affecting interference in both directions of work–family conflict reported by scientists. These findings have implications for understandings of how marriage and children, senior compared with junior academic rank, and departmental climates shape work–family conflict among women and men in US academic science.
Mary Frank Fox; Carolyn Fonseca; Jinghui Bao. Work and family conflict in academic science: Patterns and predictors among women and men in research universities. Social Studies of Science 2011, 41, 715 -735.
AMA StyleMary Frank Fox, Carolyn Fonseca, Jinghui Bao. Work and family conflict in academic science: Patterns and predictors among women and men in research universities. Social Studies of Science. 2011; 41 (5):715-735.
Chicago/Turabian StyleMary Frank Fox; Carolyn Fonseca; Jinghui Bao. 2011. "Work and family conflict in academic science: Patterns and predictors among women and men in research universities." Social Studies of Science 41, no. 5: 715-735.
Using multi-staged methods developed in this research for coding/analysis of interview data, this article portrays women’s reported experiences of participation, performance, and advancement in academic science and engineering in a major technological institution. The methods and findings have implications for understanding the complexity underlying women’s participation and performance, and for practices and policies to support advancement of women faculty, particularly those in research universities.
Mary Frank Fox; Carol Colatrella. Participation, Performance, and Advancement of Women in Academic Science and Engineering: What is at Issue and Why. The Journal of Technology Transfer 2006, 31, 377 -386.
AMA StyleMary Frank Fox, Carol Colatrella. Participation, Performance, and Advancement of Women in Academic Science and Engineering: What is at Issue and Why. The Journal of Technology Transfer. 2006; 31 (3):377-386.
Chicago/Turabian StyleMary Frank Fox; Carol Colatrella. 2006. "Participation, Performance, and Advancement of Women in Academic Science and Engineering: What is at Issue and Why." The Journal of Technology Transfer 31, no. 3: 377-386.