Gender Inequality in Supervised Research Time: A National Study of Ph.D. Students in Biological Sciences

• In Event: Race, Ethnicity, and Gender in Doctoral Education

Abstract

The purpose of this longitudinal study is to more carefully examine Gender equity in the process of doctoral education In the biological sciences. Findings indicate that although women have established a higher rate of Ph.D. completion in the biological sciences, engagement in research is not gender equitable, with men investing substantially more time in their supervised research over the second semester of doctoral study. Further, gender interacted significantly with self-efficacy of designing experiments only for women, suggesting that differing intraindividual processes are at play as men and women interact with their doctoral socialization opportunities. Preliminary qualitative analyses point to a sense of time conflict between teaching and research responsibilities for women that are not similarly reflected for men.

Authors

• David F. Feldon, Utah State University

• James Peugh, University of Virginia

• Chongning Sun, Utah State University

• Michelle A. Maher, University of Missouri - Kansas City

• Josipa Roksa, University of Virginia