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Academic Careers and Gender Inequality: Leaky Pipeline and Interrelated Phenomena in Seven European Countries

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Academic Careers and Gender Inequality: Leaky Pipeline and Interrelated Phenomena in Seven European Countries GARCIA WORKING PAPERS 5 Academic Careers and Gender Inequality: Leaky Pipeline and Interrelated Phenomena in Seven European Countries Edited by Farah Dubois-Shaik and Bernard Fusulier GARCIA is an EU-Framework 7 funded project under topic SiS.2013.2.1.1-1 “Supporting changes in the organisation of research institutions to promote Gender Equality” Grant agreement n. 611737 • Project coordinator:University of Trento • Homepage: www.garciaproject.eu Deliverable D6.1 – Quantitative report on the Leaky Pipeline phenomenon Executive summary By Bernard Fusulier, Farah Dubois-Shaik and Céline Remy The literature on “gender and science” underlines how much careers in science and academia are still subject to discrimination according to the sex. This becomes visible in the famous scissor-shaped curve, where one can observe a progressive “evaporation” or disappearance of women as they advance in the career; an occurence, which is called the “leaky pipeline” phenomenon. WP6 is aimed at inquiring into the Leaky Pipeline phenomenon with reference to the organization of scientific and academic careers taking into account singular national and institutional contexts involved in the GARCIA research project. This executive summary outlines the map of women and men in scientific/academic careers in several countries (Austria, Belgium, Iceland, Italy, The Netherlands, Slovenia, Switzerland) and institutes (SSH and STEM fields). It provides a brief transversal analysis of national and organizational data in terms of the leaky pipeline in each studied context. Finally, it suggests some recommendations for tools or implementations that could help in improving the situations described. 1. National case studies Early stages scientific careers in Italy are characterized by: 1) the persistence and reproduction of gender asymmetries already at the early stages of career after PhD graduation, 2) the rise of the level of precariousness and job instability experienced by the new generation of PhD holders, 3) an increased level of competition for permanent positions that in turn follows from the inability of the University system to absorb the rising numbers of PhD holders, from the limited development of research positions in other sectors as well as from the low level of employability of doctorate holders outside academia, 4) the persistence of disadvantages suffered by women both in terms of scientific productivity and during selection processes and 5) the temporariness of research affects the quality of research outputs and the type of knowledge elaborated in academia. Already at early career stages, women employment positions are less stable and less paid than male ones and are more influenced by family and personal situations. These weaknesses are generally more evident in the STEM disciplines. Growing levels of precariousness and instability in the early stages of career, together with the low chances to obtain a permanent position inside the academic system, rise the necessity to support PhD holders to develop skills and competencies able to support inter-sectorial careers as well as to find effective strategies to give continuity to their personal career paths. In Belgium, the gender question remains an open one, even if significant advances towards greater equality are observable. Although women are now in the majority in higher and university education, with higher graduation rates than the boys, yet two important reservations are still present: 1)access to the highest level of qualification, the obtaining of doctorate, still remains male in the majority; 2) a horizontal segmentation between ‘male’ tracks of studies (sciences and technology) and female (human and social sciences) is still reproduced. What is notable is that as in the general case for French- speaking Universities, women in academic/scientific careers work more part time than men (13% vs. 6%), but these part time positions are in lower scientific/academic career posts, such as assistants. The higher one climbs the ladder the more full time work in academic careers seems to be a condition. This would perhaps partially explain the lower number of women in professorships and ordinary professorships, and even lesser in decision-making organs and posts. Women (and men) therefore not only have to meet high demands in research/teaching, but in addition also adhere to an important institutional investment and presence in terms of integrating into a hyper-complex system of bureaucracy and institutional culture. There seems to be an increasing requirement of «omnipresence» in all three pillars (teaching, research and service), of which each pillar has increased in levels, demands and complexity of required personal engagement. It can be argued that this can represent important issues to work/life conciliation or balance or having a family life, and that wanting to climb the career ladder also means important choices and pressures in terms of personal life. In internationally comparison (OECD, EU), the Netherlands has one of the lowest numbers of women full professors. In both the STEM and the SSH field, on both the national and the organizational level, the leaky pipeline is present. The numbers and percentages of women on academic positions differ between the STEM and the SSH domain, on both the national and the organizational level, but the trend of decreasing numbers at every step in the pipeline is present everywhere. Yet, in both participating GARCIA departments in the Netherlands, the IMAPP (STEM) and the IMR (SSH), we see higher percentages of women full professors than women associate professors. In both the IMAPP and the IMR we found an increasing number of women non-tenured staff over the years 2010-2014, however no increase in the number of women tenured staff. This indicates an increasing leak in the pipeline at the assistant professor level in the IMAPP and IMR. In general, the Netherlands has the highest number of women working part-time, and a one-and-a-half earners model is prevalent. However, the prevalence of part-time work does not apply to women in academia. The research project in Tilburg also showed that women academics have more often no children or fewer children than women outside academia. A pay gap exists between men and women with tertiary education. When analyzing data related to the leaky pipeline at the national level of Iceland, it is immediately obvious that women, in terms of numbers, dominate higher education. This might appear to be a positive development at first glance, but on closer inspection it is evident that even though women are in the majority, they are so predominantly in SSH fields, which enjoy the least amount of funding, the highest teacher-to-student ratio (i.e. bigger workload), the least amount of stature, and the fewest options for a future career in academia. Oppositely, STEM fields, which are dominated by men, receive considerably more funding and enjoy a higher stature even though they attract a much lower number of students. If we move up the academic ladder we also find that men overwhelmingly occupy the higher academic positions with the most stature. It is therefore a distinct possibility that the leaky pipeline to some extent has its roots in broader gender and welfare regimes, where women are traditionally left with the least prestigious societal responsibilities. On the macro-level, men might feel a pressure to conform to masculine ideals of stature and prestige and therefore end up choosing a technical field of study in a homo-social environment that is sure to land them a well-paid future job which will confirm their role as family-providers. In the same vein, men might opt out of certain careers in SSH fields because an overarching culture of masculinity does not connect male identity to SSH topics. Structural characteristics of the gender regime in Switzerland have strong impacts on women’s careers with, for example, very low levels of childcare provision, extremely high childcare costs, high levels of horizontal and vertical segregation, a relatively large gender pay gap, particularly at the upper reaches of the occupational hierarchy. Women tend to work part-time and/or to take extended breaks from the labor market when their children are young .The academic occupational hierarchy continues to manifest a clear “glass ceiling”, although there has been a considerable improvement in women’s access to higher education over the past 15 years. Women are now well represented amongst doctoral students and make up a significant proportion of temporary scientific research positions, but they are much less likely than their male counterparts to reach permanent professorships. Although the 25% women professors target has yet to be reached, there has been a significant increase in the feminization of intermediate levels of the academic hierarchy. Increasing women’s access to scientific occupations is a concerted policy objective and there are signs of quite strong institutional commitment to the fight against the horizontal and vertical segregation. But in a country with a low unemployment rate, a small university-educated population and relatively well-paid job opportunities in the private and public sectors, Swiss higher education institutions do not necessarily represent a particularly attractive employer, notably because of the large proportion of temporary, fixed-term contracts that characterize the early stages of an academic career. In recent decades, women in Slovenia have massively entered into higher education and science. However, their career is usually completed at the level of Assistant or Assistant Professor (SURS 2015). The analysis highlights the presence of leaky pipeline phenomenon in science at the national level; a clear picture of vertical gender segregation in academic career paths of the PhD holders. However, on the level of individual STEM/SSH departments, this picture is not so uniquely expressed; it shows that the reality is far more complex. A comparison of statistical data on research and teaching staff with the data that pertains to PhD student clearly indicates gender segregation that is taking place in science.
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