Fixing the leaky pipeline: women scientists in academia.
Fixing the leaky pipeline: women scientists in academia.
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修复漏洞管道：学术界的女科学家。
DOI：
10.2527/1996.74112843x
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发表时间：
1996
影响因子：
3.3
通讯作者：
A. Pell
中科院分区：
文献类型：
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作者：
A. Pell
尽管在过去20年中，获得博士学位和担任学术职务的妇女人数有所增加，但大学教师中的女性人数仍然不足。这种不平等的程度和原因进行了讨论。影响女性留在科学领域的关键时期有四个：幼儿期、青少年期、大学期和研究生入学/入职期。对于后三个时期的每一个，本文讨论了自尊和工作绩效之间的关系，课堂互动的质量和影响，以及顾问/导师的作用。此外，还考虑了兼顾职业和家庭责任的一些困难。有效的网络和指导在教师一级发挥着重要作用。如果我们的目标是建立一个对所有普通人平等开放的科学界，就必须让青春期女孩参与数学和科学，并保持她们的自尊。新的教师需要更完全地通过正式的程序和睦邻友好的代表现有的教师部门和专业活动包括在内。
Although the number of women receiving doctorates and in academic positions has increased over the past 20 yr, females still are under-represented on university faculties. The extent of and reasons for this inequity are discussed. There are four critical periods that influence the retention of women in science: early childhood, adolescence, college, and the graduate school/job entry period. For each of the later three periods, the paper addresses the relationship between self-esteem and job performance, the quality and impacts of classroom interactions, and the role of the advisor/mentor. In addition, some of the difficulties in combining career and family responsibilities are considered. Effective networking and mentoring play an important role at the faculty level. If our goal is to have a scientific community open equally to all members of the general population, it is necessary to keep adolescent girls involved in math and science and to maintain their self-esteem. New faculty need to be more completely included in departmental and professional activities through both formal programs and good neighborliness on the behalf of existing faculty.