Gender Differences in the Careers of Academic Scientists and Engineers: A Literature Review. Special Report. [Report No.: NSF-03-322

Autor/inn/en	Bentley, Jerome T.; Adamson, Rebecca
Institution	National Science Foundation, Arlington, VA. Div. of Science Resources Statistics.; Mathtech, Inc., Princeton, NJ.
Titel	Gender Differences in the Careers of Academic Scientists and Engineers: A Literature Review. Special Report. [Report No.: NSF-03-322
Quelle	(2003), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Engineering Education; Engineers; Females; Higher Education; Science Instruction; Sex Differences; Sex Discrimination; Women Scientists + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sex difference; Geschlechtsunterschied; Sex; Discrimination; Geschlecht; Diskriminierung; Weibliche Gelehrte
Abstract	The literature on women in science and engineering is extensive and addresses such issues as early education, decision to study and pursue careers in science, and how women fair in their jobs. This review used the literature on the careers of women scientists and engineers employed in academia to examine how women in these disciplines fare compared with their male counterparts. The women represented in this review have mostly completed their formal educations and have made the decision to pursue academic careers in science and engineering. Taken as a whole, the body of literature reviewed provides evidence that women in academic careers are disadvantaged compared with men in similar careers. Women faculty earn less, are promoted less frequently to senior academic ranks, and publish less frequently than their male counterparts. (Author/MVL)
Anmerkungen	National Science Foundation, 4201 Wilson Blvd., Arlington, VA 22230. For full text: http://www.nsf.gov/sbe/srs/nsf03322/pdf/nsf03322.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01