Institutional Transformation and the Advancement of Women Faculty: The Case of Academic Science and Engineering
Institutional Transformation and the Advancement of Women Faculty: The Case of Academic Science and Engineering
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机构转型和女教师的进步：学术科学与工程案例
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发表时间：
2008
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通讯作者：
M. F. Fox
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作者：
M. F. Fox
女性在学术科学和工程领域的参与、地位和发展一直是美国迫切需要关注的社会问题，特别是在过去的25年里。这一关切植根于两个基本问题：为科学和工程劳动力提供人力资源，以及在获得这些领域的专业人员和奖励方面的社会公平。作为人力资源，妇女对科学和工程劳动力的规模、创造力和多样性具有重要意义(Hanson，1996；Pearson&Fechter，1994)。具体而言，女教员对大学的文化和气候以及学生在科学和工程方面的能力和潜力的发展做出了贡献--这可能会对未来几代科学家和工程师产生影响。女性教师的比例与女性学生的比例呈正相关，其中本科专业是数学专业(Sharpe&Sonnert，1999)，科学和工程专业(Canes&Rosen，1995)，以及生命科学、物理科学和工程学士学位的专业和获得者(Sonnert等人，2007)。这为长期以来关于女教师是科学(和其他)领域女性本科生的榜样的讨论提供了经验支持(Astin&Sax，1996；Hackett等，；Pest&Noonan，1983；Xie&Shauman，1997)。在理工科研究生教育中，女性教职员工是至关重要的，因为她们培养的是谁，她们培养的方式也是如此。在一项对五个科学和工程领域的1215名博士生授权系教职员工进行的调查中，女性教职员工报告称，担任主要研究顾问的女性研究生比男性多，研究团队中的女性学生也更多。此外，女性教员更加重视帮助不同领域的被咨询者，不仅在设计、执行和发表研究方面，而且在获得社会能力方面，包括参加实验室会议、发表演讲和与教员互动(Fox，2003a)。理工科女教师的地位和发展是一个紧迫的全国性问题，这也是因为对社会公平(或不公平)的相关担忧。
The participation, status, and advancement of women in academic science and engineering have been pressing social concerns in the United States, particularly over the past 25 years. The concern is rooted in two basic sets of issues: the provision of human resources for the science and engineering workforce, and social equity in access to and rewards for professional participation in these fields. As human resources, women are important to the size, creativity, and diversity of the scientific and engineering workforce, broadly (Hanson, 1996; Pearson & Fechter, 1994). Women faculty, specifically, contribute to the culture and climate of the university and the development of students’ capacities and potential in science and engineering—with potential consequences for future generations of scientists and engineers. The percentages of women faculty are positively associated with percentages of women students who are undergraduate majors in mathematical sciences (Sharpe & Sonnert, 1999), majors in science and engineering (Canes & Rosen, 1995), and majors and recipients of bachelor’s degrees in life sciences, physical sciences, and engineering (Sonnert et al., 2007). This provides empirical support for the long-standing discussion about women faculty as “role models” for undergraduate women in scientific (and other) fields (Astin & Sax, 1996; Hackett et al., 1989; Stake & Noonan, 1983; Xie & Shauman, 1997). In graduate education in science and engineering, women faculty are consequential because of whom they train and the ways in which they do so. In a survey of 1,215 faculty in doctoral granting departments in five science and engineering fields, women faculty reported acting as primary research advisors for a larger number of women graduate students than did men, and also had larger number of women students on their research teams. Further, women faculty put significantly more emphasis upon giving help to advisees across areas, not only in designing, executing, and publishing research but also in gaining social capacities, including participating in laboratory meetings, making presentations, and interacting with faculty (Fox, 2003a). The status and advancement of women faculty in science and engineering is a pressing, national issue also because of related concerns of social equity (or inequity)