在教师晋升方面存在性别差距
Agata Czech1, Marcelo Olarreaga1, Olivia Peila2
1Geneva School of Economics and Management, University of Geneva, Geneva, Switzerland.
PloS one
|November 8, 2024
概括
女性在教师晋升方面面临性别差距,晋升的可能性低11%. 这种差异在初级教师中更为明显,因为研究质量在晋升决策中对女性的好处较小.
科学领域:
- 社会科学 社会科学 社会科学
- 高等教育研究 高等教育研究
- 性别研究是性别研究.
背景情况:
- 教师晋升对于学术职业发展至关重要.
- 现有研究表明,在学术进步方面存在潜在的性别差异.
- 量化这些差距需要对学术生产力和质量的强有力的衡量.
研究的目的:
- 调查日内瓦大学教师晋升中的性别差距.
- 开发和应用一种新的,性别中立的研究质量衡量标准.
- 为了确定研究质量,学科和博士学位来源的控制后,是否存在晋升差异.
主要方法:
- 开发一个性别中立的研究质量指标.
- 对日内瓦大学教师的晋升数据进行统计分析.
- 控制变量包括研究质量,学科和授予博士学位的机构.
主要成果:
- 女性晋升的可能性比男性低11%,控制关键因素.
- 从助理到副教授的晋升中,性别晋升差距几乎是晋升的三倍.
- 相应的研究质量的提高,与男性相比,对女性的晋升概率的增加较小.
结论:
- 在日内瓦大学,教师晋升方面存在很大的性别差距.
- 调查结果表明,晋升过程可能会使女性处于不成比例的劣势,特别是在初级水平.
- 研究质量对晋升可能性的影响差异表明评估系统中存在潜在的偏见.
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