Chutes and Ladders: Gendered Systems of Privilege and Marginalization in University Science Teaching

REFERENCES

• Acker, J. (1990). Hierarchies, jobs, bodies: A theory of gendered organizations. Gender & Society, 4(2), 139–158. https://doi.org/10.1177/089124390004002002
   Web of Science ®Google Scholar
• Alleman, N. F., & Haviland, D. (2017). “I expect to be engaged as an equal”: Collegiality expectations of full-time, non-tenure track faculty members. Higher Education, 74(3), 527–542. https://doi.org/10.1007/s10734-016-0062-4
   Web of Science ®Google Scholar
• Angervall, P., Beach, D., & Gustafsson, J. (2015). The unacknowledged value of female academic labour power for male research careers. Higher Education Research & Development, 34(5), 815–827. https://doi.org/10.1080/07294360.2015.1011092
   Web of Science ®Google Scholar
• Babcock, L., Recalde, M. P., Vesterlund, L., & Weingart, L. (2017). Gender differences in accepting and receiving requests for tasks with low promotability. American Economic Review, 107(3), 714–747. https://doi.org/10.1257/aer.20141734
   Web of Science ®Google Scholar
• Bevan, V., & Gatrell, C. (2017). Knowing her place: Positioning women in science. Edward Elgar Publishing.
   Google Scholar
• Breeden, R. L. (2021). Our presence is resistance: Stories of black women in senior-level student affairs positions at predominantly white institutions. Journal of Women and Gender in Higher Education, 14(2), 166–186. https://doi.org/10.1080/26379112.2021.1948860
   Google Scholar
• Britton, D. M. (2017). Beyond the chilly climate: The salience of gender in women’s academic careers. Gender & Society, 31(1), 5–27. https://doi.org/10.1177/0891243216681494
   Web of Science ®Google Scholar
• Budig, M. J. (2002). Male advantage and the gender composition of jobs: Who rides the glass escalator? Social Problems, 49(2), 258–277. https://doi.org/10.1525/sp.2002.49.2.258
   Web of Science ®Google Scholar
• Cardel, M. I., Dhurandhar, E., Yarar-Fisher, C., Foster, M., Hidalgo, B., McClure, L. A., Pagoto, S., Brown, N., Pekmezi, D., & Sharafeldin, N. (2020). Turning chutes into ladders for women faculty: A review and roadmap for equity in academia. Journal of Women’s Health, 29(5), 721–733. https://doi.org/10.1089/jwh.2019.8027
   PubMed Web of Science ®Google Scholar
• Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. Psychology Press.
   Google Scholar
• Charles, M., & Bradley, K. (2002). Equal but separate? A cross-national study of sex segregation in higher education. American Sociological Review, 64(4), 573–599. https://doi.org/10.2307/3088946
   Google Scholar
• Charles, M., & Bradley, K. (2009). Indulging our gendered selves? Sex segregation by field of study in 44 countries. American Journal of Sociology, 114(4), 924–976. https://doi.org/10.1086/595942
   PubMed Web of Science ®Google Scholar
• Coate, K., & Howson, C. K. (2016). Indicators of esteem: Gender and prestige in academic work. British Journal of Sociology of Education, 37(4), 567–585. https://doi.org/10.1080/01425692.2014.955082
   Web of Science ®Google Scholar
• Colby, G. (2022). American Association of University Professors annual report on the economic status of the profession, 2021-2022. American Association of University Professors. https://www.aaup.org/sites/default/files/AAUP_ARES_2021–2022.pdf
   Google Scholar
• Davis, D.-A., & Craven, C. (2016). Feminist ethnography: Thinking through methodologies, challenges, and possibilities. Rowman & Littlefield.
   Google Scholar
• De Welde, K., & Laursen, S. (2011). The glass obstacle course: Informal and formal barriers for women PhD students in STEM fields. International Journal of Gender, Science and Technology, 3(3), 571–595. http://genderandset.open.ac.uk/index.php/genderandset/article/view/205
   Google Scholar
• Diekman, A. B., Brown, E. R., Johnston, A. M., & Clark, E. K. (2010). Seeking congruity between goals and roles: A new look at why women opt out of STEM careers. Psychological Science, 21(8), 1051–1057. https://doi.org/10.1177/0956797610377342
   PubMed Web of Science ®Google Scholar
• Doerr, K. (2021). Testing and cheating: Technologies of power and resistance. Cultural Studies of Science Education, 16(2), 1315–1334. https://doi.org/10.1007/s11422-021-10048-6
   Google Scholar
• Doerr, K. (2022). “Flying under the radar”: Postfeminism and teaching in academic science. Gender, Work, and Organization, 1–17. https://doi.org/10.1111/gwao.12922
   Google Scholar
• Doerr, K., Riegle-Crumb, C., Russo-Tait, T., Takasaki, K., Sassler, S., & Levitte, Y. (2021). Making merit work at the entrance to the engineering workforce: Examining women’s experiences and variations by race/ethnicity. Sex Roles, 85(7), 422–439. https://doi.org/10.1007/s11199-021-01233-6
   Web of Science ®Google Scholar
• Ecklund, E. H., Lincoln, A. E., & Tansey, C. (2012). Gender segregation in elite academic science. Gender & Society, 26(5), 693–717. https://doi.org/10.1177/0891243212451904
   Web of Science ®Google Scholar
• Gayles, J. G., & Ampaw, F. (2016). To stay or leave: Factors that impact undergraduate women’s persistence in science majors. NASPA Journal about Women in Higher Education, 9(2), 133–151. https://doi.org/10.1080/19407882.2016.1213642
   Google Scholar
• Glazer-Raymo, J. (1999). Shattering the myths: Women in academe. Johns Hopkins University Press.
   Google Scholar
• Graves, J. L., Kearney, M., Barabino, G., & Malcom, S. (2022). Inequality in science and the case for a new agenda. Proceedings of the National Academy of Sciences, 119(10), e2117831119. https://doi.org/10.1073/pnas.2117831119
   PubMed Web of Science ®Google Scholar
• Hammersley, M. (1989). The dilemma of qualitative method: Herbert Blumer and the Chicago tradition. Routledge.
   Google Scholar
• Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice (3rd ed.). Taylor & Francis.
   Google Scholar
• Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599. https://doi.org/10.2307/3178066
   Web of Science ®Google Scholar
• Harding, S. G. (1991). Whose science? Whose knowledge?: Thinking from women’s lives. Cornell University Press.
   Google Scholar
• Hart, J. (2011). Non-tenure track women faculty: Opening the door. Journal of the Professoriate, 4(1), 96–124.
   Google Scholar
• Haviland, D., Alleman, N. F., & Cliburn Allen, C. (2017). ‘Separate but not quite equal’: Collegiality experiences of full-time non-tenure-track faculty members. The Journal of Higher Education, 88(4), 505–528. https://doi.org/10.1080/00221546.2016.1272321
   Web of Science ®Google Scholar
• Herzig, R., & Subramaniam, B. (2021). Housekeeping: Labor in the pandemic university. Feminist Studies, 47(3), 503–517. https://doi.org/10.1353/fem.2021.0032
   Google Scholar
• Hirshfield, L. E. (2014). The effect of gender expectations on graduate students’ assessments of their principal investigators. Gender and Education, 26(6), 601–617. https://doi.org/10.1080/09540253.2014.940036
   Web of Science ®Google Scholar
• Hirshfield, L. E. (2017). “I don’t know everything, but Ethan would know”: Language, expertise, and the cultural mismatch for women scientists. NASPA Journal about Women in Higher Education, 10(1), 118–137. https://doi.org/10.1080/19407882.2016.1268167
   Google Scholar
• Hochschild, A., & Machung, A. (2012). The second shift: Working families and the revolution at home. Penguin.
   Google Scholar
• Hodges, M. J., & Budig, M. J. (2010). Who gets the daddy bonus? Organizational hegemonic masculinity and the impact of fatherhood on earnings. Gender & Society, 24(6), 717–745. https://doi.org/10.1177/0891243210386729
   Web of Science ®Google Scholar
• Ivancheva, M., Lynch, K., & Keating, K. (2019). Precarity, gender and care in the neoliberal academy. Gender, Work, and Organization, 26(4), 448–462. https://doi.org/10.1111/gwao.12350
   Web of Science ®Google Scholar
• Keller, E. F. (1985). Reflections on gender and science. Yale University Press.
   Google Scholar
• Lester, J., & Sallee, M. W. (2017). Troubling gender norms and the ideal worker in academic life. In P. L. Eddy, K. Ward, & T. Khwaja (Eds.), Critical approaches to women and gender in higher education (pp. 115–138). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-59285-9_6
   Google Scholar
• Lester, J., Sallee, M., & Hart, J. (2017). Beyond gendered universities? Implications for research on gender in organizations. NASPA Journal about Women in Higher Education, 10(1), 1–26. https://doi.org/10.1080/19407882.2017.1285794
   Google Scholar
• National Academies of Sciences & Medicine. (2018). Sexual harassment of women: Climate, culture, and consequences in academic sciences. National Academies Press.
   Google Scholar
• National Science Foundation. (2021). Women, minorities and persons with disabilities in science and engineering. National Center for Science and Engineering Statistics. https://ncses.nsf.gov/wmpd
   Google Scholar
• Nguyen, U., Russo‐Tait, T., Riegle‐Crumb, C., & Doerr, K. (2022). Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations. Science Education, 106(6), 1442–1468. https://doi.org/10.1002/sce.21748
   PubMed Web of Science ®Google Scholar
• Parson, L., & Ozaki, C. C. (2018). Gendered student ideals in STEM in higher education. NASPA Journal about Women in Higher Education, 11(2), 171–190. https://doi.org/10.1080/19407882.2017.1392323
   Google Scholar
• Peter, T., Dengate, J., Farenhorst, A., & Franz-Odendaal, T. (2020). Department culture in Canadian sciences & engineering: An empirical test of the culture conducive to women’s academic success model. Journal of Women and Gender in Higher Education, 13(2), 175–192. https://doi.org/10.1080/26379112.2020.1784753
   Google Scholar
• Pifer, M. J. (2018). His, hers, and ours: Gendered roles and resources in academic departments. NASPA Journal about Women in Higher Education, 11(2), 109–129. https://doi.org/10.1080/19407882.2018.1423573
   Google Scholar
• Ravitch, S. M., & Carl, N. M. (2015). Qualitative research: Bridging the conceptual, theoretical, and methodological. Sage Publications.
   Google Scholar
• Rideau, R. (2021). “We’re just not acknowledged”: An examination of the identity taxation of full-time non-tenure track Women of Color faculty members. Journal of Diversity in Higher Education, 14(2), 161–173. https://doi.org/10.1037/dhe0000139
   Web of Science ®Google Scholar
• Ridgeway, C. L. (2009). Framed before we know it: How gender shapes social relations. Gender & Society, 23(2), 145–160. https://doi.org/10.1177/0891243208330313
   Web of Science ®Google Scholar
• Ridgeway, C. L., & Correll, S. J. (2004). Unpacking the gender system: A theoretical perspective on gender beliefs and social relations. Gender & Society, 18(4), 510–531. https://doi.org/10.1177/0891243204265269
   Web of Science ®Google Scholar
• Riegle-Crumb, C., King, B., Grodsky, E., & Muller, C. (2012). The more things change, the more they stay the same? Prior achievement fails to explain gender inequality in entry into STEM college majors. American Educational Research Journal, 49(6), 1048–1073. https://doi.org/10.3102/0002831211435229
   Web of Science ®Google Scholar
• Riegle-Crumb, C., Russo-Tait, T., Doerr, K., & Nguyen, U. (2022). Critical consciousness of gender inequality: Considering the viewpoints of racially diverse high school girls with engineering aspirations. Sociological Perspectives, 1–23. https://doi.org/10.1177/07311214221112448
   Google Scholar
• Risman, B. J. (1998). Gender vertigo: American families in transition. Yale University Press.
   Google Scholar
• Risman, B. J. (2004). Gender as a social structure: Theory wrestling with activism. Gender & Society, 18(4), 429–450. https://doi.org/10.1177/0891243204265349
   Web of Science ®Google Scholar
• Risman, B. J. (2018). Where the millennials will take us: A new generation wrestles with the gender structure. Oxford University Press.
   Google Scholar
• Rosser, S. V. (2004). The science glass ceiling: Academic women scientists and the struggle to succeed. Psychology Press.
   Google Scholar
• Rosser, S. V. (2012). Breaking into the lab: Engineering progress for women in science. New York University Press.
   Google Scholar
• Russo-Tait, T. (2022). Color-blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM. Journal of Research in Science Teaching, 1–31. https://doi.org/10.1002/tea.21775
   Google Scholar
• Sallee, M., Ward, K., & Wolf-Wendel, L. (2016). Can anyone have it all? Gendered views on parenting and academic careers. Innovative Higher Education, 41(3), 187–202. https://doi.org/10.1007/s10755-015-9345-4
   Web of Science ®Google Scholar
• Smith-Doerr, L., Sacco, T., & Stoutenburgh, A. (2016). Crisis of confidence: Young women doing gender and science. In E. H. Branch (Ed.), Pathways, potholes, and the persistence of Women in science: Reconsidering the pipeline (pp. 95–111). Lexington Books.
   Google Scholar
• Thébaud, S., & Pedulla, D. S. (2016). Masculinity and the stalled revolution: How gender ideologies and norms shape young men’s responses to work–family policies. Gender & Society, 30(4), 590–617. https://doi.org/10.1177/0891243216649946
   Web of Science ®Google Scholar
• Thébaud, S., & Taylor, C. J. (2021). The specter of motherhood: Culture and the production of gendered career aspirations in science. Gender & Society, 35(3), 395–421. https://doi.org/10.1177/08912432211006037
   Web of Science ®Google Scholar
• Thiry, H., Laursen, S. L., & Liston, C. (2007). (De)valuing teaching in the academy: Why are underrepresented graduate students overrepresented in teaching and outreach? Journal of Women and Minorities in Science and Engineering, 13(4), 391–419. https://doi.org/10.1615/JWomenMinorScienEng.v13.i4.50
   Google Scholar
• Utoft, E. H. (2020). Exploring linkages between organisational culture and gender equality work—an ethnography of a multinational engineering company. Evaluation and Program Planning, 79, 101791. https://doi.org/10.1016/j.evalprogplan.2020.101791
   PubMed Web of Science ®Google Scholar
• Vaccaro, A. (2011). Divisions among us: Women administrators, faculty, and staff on the complicated realities of support and sisterhood. NASPA Journal about Women in Higher Education, 4(1), 26–49. https://doi.org/10.2202/1940-7890.1063
   Google Scholar
• West, C., & Zimmerman, D. H. (1987). Doing gender. Gender & Society, 1(2), 125–151. https://doi.org/10.1177/0891243287001002002
   Web of Science ®Google Scholar
• Williams, C. L. (1992). The glass escalator: Hidden advantages for men in the “female” professions. Social Problems, 39(3), 253–267. https://doi.org/10.2307/3096961
   Web of Science ®Google Scholar
• Williams, C. L. (1995). Still a man’s world: Men who do “women’s work.” University of California Press.
   Google Scholar
• Williams, J. C. (2014). Double jeopardy? An empirical study with implications for the debates over implicit bias and intersectionality. Harvard Journal of Law & Gender, 37, 185–252.
   Google Scholar
• Wofford, A. M., & Blaney, J. M. (2021). (Re)shaping the socialization of scientific labs: Understanding women’s doctoral experiences in STEM lab rotations. The Review of Higher Education, 44(3), 357–386. https://doi.org/10.1353/rhe.2021.0001
   Web of Science ®Google Scholar
• Xie, Y., & Shauman, K. A. (2003). Women in science: Career processes and outcomes. Harvard University Press.
   Google Scholar