Diversify the syllabi: Underrepresentation of female authors in college course readings.
Diversify the syllabi: Underrepresentation of female authors in college course readings.
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DOI：
10.1371/journal.pone.0239012
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发表时间：
2020
期刊：
影响因子：
3.7
通讯作者：
Eyler AA
中科院分区：
文献类型：
--
作者：
Harris JK;Croston MA;Hutti ET;Eyler AA
新出现的证据表明，女性撰写的出版物在某些领域的课程阅读中没有很好的代表性，导致教学大纲中的性别差距。缺乏代表性可能会降低学生对专业领域机会的认识，不利于女学者的职业成功。我们通过以下方式为教学大纲性别差距的证据做出贡献：1）量化女性作者在指定课程阅读中的代表程度; 2）按教师和学科的性别检查女性作者的代表性; 3）将教学大纲中的女性代表性与劳动力以及同行评审期刊文章的作者代表性进行比较。从圣路易斯华盛顿大学2018-2019年提供的课程列表中，我们从四个学科（人文科学;社会科学;科学，技术，工程和数学;以及其他）中选择了课程大纲的分层随机样本。我们使用性别化应用程序编程接口对课程讲师和课程阅读作者的性别进行编码。我们采用描述性统计和数据可视化的方法研究了女性作者在阅读、课程和学科层面的代表性。最终的样本包括来自129个独特课程的2435个读数。每次阅读的女性作者的平均百分比为34.1%; 822篇（33.8%）阅读是女性主导的（即，第一作者或唯一作者）。女性作者因学科而异，女性主导阅读的比例最高的是社会科学（40%）。女教师分配的第一作者为女性的读物比例较高，作者团队中女性比例较高。教学大纲中女性作者的比例低于同行评审文献或劳动力中女性作者的比例。除了教学大纲性别差距的证据外，我们发现女性作者作为唯一和第一作者以及作者团队成员的代表性不足。由于指定的阅读促进学术奖学金和影响劳动力的多样性，我们建议通过提高对差距的认识和改善女性撰写的出版物的访问几种策略，以多样化的教学大纲。
Emerging evidence demonstrates that female-authored publications are not well represented in course readings in some fields, resulting in a syllabi gender gap. Lack of representation may decrease student awareness of opportunities in professional fields and disadvantage the career success of female academics. We contribute to the evidence on the syllabi gender gap by: 1) quantifying the extent to which female authors are represented in assigned course readings; 2) examining representation of female authors by gender of instructor and discipline; and 3) comparing female representation in syllabi with the workforce and with representation as authors of peer-reviewed journal articles. From a list of courses offered in 2018–2019 at Washington University in St. Louis, we selected a stratified random sample of course syllabi from four disciplines (humanities; social science; science, technology, engineering, and mathematics; and other). We coded the gender of course instructors and course reading authors using the genderize application programming interface. We examined representation of female authors at the reading, course, and discipline level using descriptive statistics and data visualization. The final sample included 2435 readings from 129 unique courses. The mean percentage of female authors per reading was 34.1%; 822 (33.8%) of readings were female-led (i.e., a female first or sole author). Female authorship varied by discipline, with the highest percentage of female-led readings in social science (40%). Female instructors assigned a higher percentage of readings with female first authors and readings with higher percentages of females on authorship teams. The representation of female authors on syllabi was lower than representation of females as authors in the peer-reviewed literature or in workforce. Adding to evidence of the syllabi gender gap, we found that female authors were underrepresented as sole and first authors and as members of authorship teams. Since assigned readings promote academic scholarship and influence workforce diversity, we recommend several strategies to diversify the syllabi through increasing awareness of the gap and improving access to female-authored publications.
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影响因子：
3.3
作者：
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通讯作者：
Lacombe, Matthew J.
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Meibauer, Gustav
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