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Gender influences faculty career networks. Female academics build networks with more psychosocial support but fewer sponsors and allies than male colleagues, potentially impacting career advancement.

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Area of Science:

  • Social Sciences
  • Organizational Behavior
  • Higher Education Studies

Background:

  • Gender disparities persist in academic career advancement.
  • Women faculty report less mentoring and lower career satisfaction than men.
  • Understanding gender's role in faculty developmental networks is crucial.

Purpose of the Study:

  • To investigate gender differences in faculty developmental networks.
  • To assess how gender shapes network composition and support for career advancement.
  • To identify potential implications for gender equity in academia.

Main Methods:

  • Cross-sectional study using egocentric network data.
  • Mentoring Network Questionnaire administered electronically to 159 faculty.
  • Statistical analyses included Chi-squared test, Wilcoxon rank-sum test, and multilevel regression.

Main Results:

  • Female faculty selected developers with lower gender diversity (p=0.01).
  • Female faculty received more psychosocial support from developers (p=0.03).
  • Female faculty's developers were more often friends, less often sponsors/allies (p<0.001).

Conclusions:

  • Faculty gender significantly shapes developmental network characteristics.
  • Differences in network composition, particularly fewer sponsors/allies for women, may hinder career advancement.
  • Networking strategies should address gender disparities to promote equity.