SBP: Glass Ceilings to Diversity

这个项目研究是什么让代表性不足的群体打破玻璃天花板（1）成为教授和（2）接受他们的创新思想。 女性、少数民族和国际学生成为教授的比率明显低于他们的同行。即使他们成为教授，他们的科学创新也可能与其他人不同。这些玻璃天花板是通过调查影响超过120万美国博士生（1977年至2015年）成为教授的因素来研究的，以及他们是否成为教授，以及他们是否成为后来成为教师的学生。 还研究了不同的个体是否带来了新的概念和新的概念关系，并在新的方向上扩展了研究的主体。 该项目还审查了影响研究的引用和接受的因素（净贡献），并关注不同学者的工作。 调查结果将显示如何降低和克服高等教育多样性的障碍，以及可以使用哪些政策杠杆来实现平等获得教授职位和创造学术思想，从而更广泛地造福于科学和国家福利。该项目得到了教育和人力资源核心研究计划、社会学计划和扩大参与科学的共同支持。超越以往的研究，该项目遵循博士生和他们的职业生涯，并考虑所有科学领域和多个人口群体。 这项研究的数据涵盖了1977年至2015年进入美国学术界的几乎所有科学家。 学位获得者的锚数据集通过他们的创作活动数据来增强，并通过人口统计数据、学术领域和引用来丰富。 通过提取有关出版物内容的数据，对有关创新的问题进行了调查。 在链接各种数据集和交叉验证之后，使用统计分析来调查研究的主要问题。 该研究的贡献包括公开的数据，处理和分析类似数据的方法，以及关于玻璃天花板的发现。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project studies what allows underrepresented groups to break glass ceilings in (1) becoming professors and (2) the reception of their innovative ideas. Women, minorities, and international students become professors at significantly lower rates than their counterparts. Even if they become professors, their scientific innovations may be received differently than those of others. These glass ceilings are studied by investigating the factors that affect whether over 1.2 million US doctoral recipients (1977-2015) become professors, and whether they become professors with long lineages of subsequent students who go on to become faculty themselves. Also studied is whether diverse individuals bring new concepts and new conceptual relations and expand the body of research in new directions. The project also examines factors that affect the citation and reception of research (net of its contribution), with attention to the work of diverse scholars. Findings will show how barriers to diversity in higher education may be lowered and overcome and what policy levers can be used to enable equal access to the professoriate and to the creation of scholarly ideas, to the benefit of science and the national welfare more generally. This project was supported jointly by the Education and Human Resources Core Research Program, the Sociology Program, and Science of Broadening Participation. Going beyond previous studies, this project follows doctoral recipients and their careers and considers all scientific fields and multiple demographic groups. The data for this study encompass almost all scientists that entered US academia from 1977-2015. The anchor data set of degree recipients is augmented by data on their authoring activities and enriched by demographic data, academic field, and citations. Questions relating to innovation are investigated by extracting data concerning the content of publications. Following linking of the various data sets and cross-validation, statistical analyses are used to investigate the principal questions of the study. Contributions of the study include data to be publicly available, methods for processing and analyzing similar data, and findings concerning the glass ceilings.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.