| Gender Equity in Academia |
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Bethany Veo
The absence of women in academic leadership positions contributes to gender inequity and further perpetuates the idea that women are less adept to take on these roles. In 2015-2016, women comprised 52 percent of the graduate student population, and have consistently been granted over half of the advanced degrees over the past 10 years (Figure 1). Disproportionately, only 32 percent of women have been promoted to a tenured faculty position at a postsecondary institution, and only 27 percent of university presidents are women. Furthermore, women of all ethnicities and races tend to occupy a greater percentage of lower-ranking faculty positions, compared with males (Figure 2). Women in faculty positions made on average 18 percent less than male faculty of equal rank at all institutional types (with the exception of two-year private institutions).
These disparities underscore several important findings. First, the number of women pursuing academic careers has been increasing over the past several decades, which is in stark contrast to the number of qualified women able to attain a leadership role in the university setting. Second, the idea that women remove themselves from the available pool due to lack of interest, desire, or other circumstance is simply false. Women do aspire to higher-ranking positions, at the same rate as men in the same role. The question then is: “What are the underlying hurdles that disproportionately prevent women from promotion to leadership roles in academia and what is being done to change them?”
Research performed by the American Council on Education (ACE), Elsevier Foundation, and the Massachusetts Biotechnology (MassBio) Council documented that the issue lies not with the availability of qualified candidates, but on the methods of recruitment, retention, and networking opportunities. Research from these entities, along with similar findings in international research, has led to a paradigm shift prompting academic institutions to create policies to promote gender equality in all facets of academia.
A central theme among these hurdles is the cultural differences and expectations surrounding pregnancy, child rearing, and parental leave. The Elsevier and ACE reports, in addition to the “Parents in the Pipeline” report, describe the negative connotations associated with starting a family, and how this relates to perceived career aspirations. Recommendations that are being implemented by several universities, including Stanford University School of Medicine, are providing a more flexible schedules for women and men to allow for parental leave and childcare-related career breaks. These changes give new parents time to adjust to a new work-life balance and reintegrate into the work environment while also supporting them in their career goals.
A second hurdle identified by the ACE and the MassBio reports is that leadership opportunities offered in the early-career stage are not offered to women at the same frequency. Furthermore, these opportunities often lead to the development of networking circles with hiring committee members for higher-ranking positions. Thus, providing leadership opportunities earlier in career development exposes women to professional pathways and leaders in that arena. Similarly, providing ample role models or mentors strengthens the message of gender diversity and inclusivity for recruitment and retention of faculty. Addressing unconscious bias is another priority set forth by universities and recommended by the gender equities reports. At Stanford School of Medicine, each department gathers data on gender and ethnicity yearly, with the intent to use the data for diversity training initiatives to overcome these biases. Evaluating the current hiring and promotion policies of the institution may uncover implicit biases, which can raise awareness in future hiring committees, and deter those preconceived notions.
The National Science Foundation developed the ADVANCE grant to encourage institutions to evaluate their culture and policies with the goal of implementing strategies that promote gender diversity. “The ADVANCE program is designed to foster gender equity through a focus on the identification and elimination of organizational barriers that impede the full participation and advancement of all women faculty in academic institutions.” Three program tracks are available for proposal submission. The Institutional Transformation track supports innovative organizational change strategies across all STEM disciplines. The Adaptation track supports the adaptation and implementation of evidence-based organizational strategies. The Partnership track aims to support two or more non-profit academic institutions and/or STEM organizations to increase gender equity in STEM academics. For specific proposal deadlines refer to the website.
We have made progress in the past thirty years, most profoundly in graduate admissions of women and STEM degrees granted. However, the #MeToo movement and the technology sector’s lack of diversity are reminders of the barriers that still exist for women in STEM fields. By continuing gender diversity research and promoting equitable policies, we can continue to push to change the culture, hopefully sooner rather than later.
Additional reading:
Bethany Veo, PhD, is a research associate at University of Colorado Anschutz Medical Campus.
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10/28/2025
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