Guidelines for Gender Equality Programmes in Science - GeNet

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to be made more formal and transparent. Again, what is at stake is not only qualified women’s right to leadership, but a more effective and balanced management of the relationships among science, innovation and society. 36
References Allmendinger J., Podsiadlowski A. (2001). Segregation in Organisationen und Arbeitsgruppen (Segregation in Organizations and Work Groups), In Heintz B. (ed.). Geschlechtersoziologie. Sonderheft der KZfSS, Wiesbaden American Association of University Professors (2004) http://www.aaup.org Bijker W.E., d’Andrea L. (eds.) (2009). Handbook on the Socialisation of Scientific and Technological Research, Rome www.techresp.eu/IMG/pdf/Handbook-2.pdf Blickenstaff J.C. (2005). Women and Science Careers. Leaky Pipeline or Gender Filter? Gender and Education, 17(4) Bordons M., Morillo M., Fernandez F., Gomez I. (2003). One Step Further in the Production of Bibliometrics Indicator at the Micro Level. Differences by Gender and Professional Category of Scientists. Scientometrics, 57 Bourdieu P. (2001). Science de la science et réflexivité. Cours du Collège de France 2000-2001. Raisons d’agir éditions, Paris Brookman J., Haines E., Koenig J., McLean W., Westwick E. (2004). Report on the Cambridge AWiSE, Questionnaire and Discussion Meeting on Experiences of Part-Time and Flexible Working in Science, Engineering and Technology. AWiSE, Cambridge Busolt U., Kugele K., Tinsel I. (2009). ESGI-European Studies on Gender Aspects of Inventions. Final Report. Hochschule Furtwangen University, Schwenningen Cacace M., Mastropietro E. (2003). The Glass Ceiling. Data, Evidence and Interpretations on the Vertical Segregation of Women in Male Dominated Professional Areas. European Syntesis, 2 Canadian Association of University Professors (2007) http://www.caut.ca Correll S. J., Benard S., Paik I. (2007). Getting a job. Is there a motherhood penalty? American Journal of Sociology, vol. 112 D’Aprile V. (1998). Iscritti e laureati nelle università italiane. Dati retrospettivi 1945-46 / 1995-96. Indagine statistica. Educazione & scuola www.edscuola.it/archivio/statistiche/iruniv.html DEST (2002). Staff 2002. Selected Higher Education Statistics. Commonwealth of Australia Ellemers N., Van Den Heuvel H., De Gilder D., Maas A., Bonvini A. (2004). The Underrepresentation of Women in Science. Differential Commitment or the Queen Bee Syndrome? British Journal of Social Psychology, 43(3) Equal Opportunity Commission (2002). Evidence to the House of Commons Science and Technology Group Inquiry. London Etzkowitz H., Gupta N. (2006). Women in Science. A Fair Shake? Minerva, 44 Etzkowitz H., Kemelgor C., Neuschatz M., Uzzi B. (1994). Barriers to Women in Academic Science and Engineering. In Person W. Jr., Fechter I. (eds.) European Commission (2009). She Figures 2009. Statistics and Indicators on Gender Equality in Science. Brussels European Commission (2008). Gender Equality Report. Framework Programme 6. Brussels European Commission (2007). Remuneration of Researchers in the Public and Private Sectors. Final report. Brussels European Commission (2004). Gender and Excellence in the Making. Luxembourg European Commission (2000). Science Policies in the European Union: Promoting Excellence through Mainstreaming Gender Equality. ETAN Report. European Communities, Luxembourg Faulkner W. (2007). 'Nuts and Bolts and People'. Gender-Troubled Engineering Identities. Social Studies of Science, 37(3) Feller I. (2004). Measurement of Scientific Performance and Gender Bias. In European Commission, 2004 Fielding J., Glover J. (1999). Women and Science Graduates in Britain. The Value of Secondary Analysis of Large-Scale Data Set. Work, Employment & Society, 13(2) 37
Page 1 and 2: Guidelines for Gender Equality Prog
Page 3 and 4: Guidelines for Gender Equality Prog
Page 5: Acknowledgements These Guidelines a
Page 8 and 9: Chapter Seven - Objective 2: Gender
Page 10 and 11: their achievements, was the main ai
Page 12 and 13: Learning from experience The need t
Page 17 and 18: Summary chart 4 Tools (p.159) 1. Aw
Page 19 and 20: Efficiency (p. 199) # 1. FUNDING MI
Page 21 and 22: Introduction These guidelines are t
Page 23 and 24: The Guidelines are organised into f
Page 25: Women and science: problems and iss
Page 29 and 30: [1. Looking at the numbers] Wo m e
Page 31 and 32: is in line with the EU-27 average (
Page 33 and 34: Graph 4 - Female tertiary graduates
Page 35 and 36: The availability of accessible, aff
Page 37 and 38: shaping men and women’s professio
Page 39 and 40: diagram showing women’s decreasin
Page 41 and 42: there is some evidence that women t
Page 43: (Ziman, 2000), marked by some struc
Page 47: Schiebinger L. (1999). Has Feminism
Page 51 and 52: [1. Finding solutions] For some yea
Page 53 and 54: science, but the result of a specif
Page 55: Strategy one A friendly environment
Page 62 and 63: LINES OF ACTION Two main lines of a
Page 64 and 65: tion and success rates, of academic
Page 66 and 67: - The Gender Equity Project at the
Page 68 and 69: interested parties. The goal of the
Page 70 and 71: LINES OF ACTION Two main lines of a
Page 72 and 73: - The New Mexico State University/A
Page 74 and 75: sexual harassment. Moreover, a cros
Page 80 and 81: - In the Georgia Tech ADVANCE-IT pr
Page 82 and 83: e s e a r c h e r s ’ mobility al
Page 84 and 85: 76 provides them with start-up aid.
Page 87 and 88: [Rationale] One mark of a welcoming
Page 89 and 90: Recommendation # 11 Providing perso
Page 91 and 92: - The strategy adopted at the Unive
Page 93 and 94: discussions, favouring exchange of
Page 95:
(Australia’s Commonwealth Scienti
Page 99:
Introduction Shaping the fabric of
Page 103 and 104:
[Rationale] Its image of neutrality
Page 105 and 106:
- The Autonomous University of Barc
Page 107:
- In the Leadership Development for
Page 111 and 112:
[Rationale] Influencing the epistem
Page 113 and 114:
esearch of the participating univer
Page 115 and 116:
- A guide to teach ICTs in a gender
Page 117 and 118:
example, a “functional food” st
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- In 2009, the European Commission
Page 121:
Strategy three Women’s leadership
Page 125:
Page 128 and 129:
LINES OF ACTION Two main lines of a
Page 130 and 131:
Recommendation # 20 Strengthening w
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Disseminate information about avail
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ed projects headed by male scientis
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gender composition of personnel are
Page 139:
Page 142 and 143:
LINES OF ACTION One line of action
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Provide women with personal assista
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sion-making bodies is probably the
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Recommendation # 26 Making women ca
Page 151:
Page 154 and 155:
School of Management, designed to s
Page 156 and 157:
Communicate and reward women’s sc
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[Rationale] In the “post-academic
Page 161 and 162:
Promote new research environments l
Page 163:
Promote mobility schemes allowing w
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Programmes that work A map of tools
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[1. Awards and recognitions] Descri
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onment in the science and technolog
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[6. Coaching] Description Coaching
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Examples of practices The internal
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Application domains Different kinds
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nals; to pay membership fees of sci
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Examples of practices The establish
Page 184 and 185:
Application domains Needless to say
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versity departments, and the constr
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junior women faculty to facilitate
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Examples of practices The Equal Opp
Page 192 and 193:
[27. Research and data collection]
Page 194 and 195:
./. Examples of practices The “Ex
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[30. Web-based discussion spaces] D
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Programmes that work Action pattern
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[1. Relevance] Relevance refers to
Page 204 and 205:
tional context, national traditions
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# 3. PROGRAMME LEADERSHIP - Ensurin
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# 1. FUNDING MIX - Diversifying fin
Page 210 and 211:
# 1. SUSTAINABILITY PLANNING - Plan
Page 213:
Programmes that work Some conclusio
Page 216 and 217:
institutional places where gender i
Page 218 and 219:
[7. Protecting programme vitality]
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Bijker W.E., d’Andrea L. (eds.) (
Page 222 and 223:
Dar-Nimrod I., Heine S.J. (2006). E
Page 224 and 225:
Faulkner W. (2007). 'Nuts and Bolts
Page 226 and 227:
Gupta A.K., Mashelkar R.A. (2005).
Page 228 and 229:
Ledin A., Bornmann L., Gannon F., W
Page 230 and 231:
OECD (2006). Women in Scientific Ca
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Scott K.A., Brown D.J. (2006). Fema
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Xie Y., Shauman K.A. (2003). Women
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1.2. The knowledge management persp
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Table 1 - Mailing list entries by g
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Table 4 - Programmes by country (fi
Page 242 and 243:
A medium Synthetic Quality Index wa
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4.3. Assessment and benchmarking: s
Page 246 and 247:
6.1. Structure Every record is divi
Page 248 and 249:
240
Page 250 and 251:
242
Page 252 and 253:
244
Page 254 and 255:
246
Page 256 and 257:
Country Promoter Programme Australi
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Country Promoter Programme Czech Re
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Country Promoter Programme Greece I
Page 262 and 263:
Country Promoter Programme United K
Page 264:
Other programmes and initiatives ci
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