Publication Date

Spring 2017

Advisor(s) - Committee Chair

Elizabeth L. Shoenfelt (Director), Reagan D. Brown, and Diane M. Lickenbrock

Degree Program

Department of Psychological Sciences

Degree Type

Master of Science

Abstract

The purpose of the present study was to investigate the facilitators and barriers to women in STEM through comparison to men and non-STEM faculty members. The Pipeline Model and The Vanish Box model were examined to explain the underrepresentation of women in STEM. The current study, using the established facilitators and barriers to women in STEM by Bolton (2016), examined 12 categories that were identified through existing literature, critical incidents (CIs), and a subject-matter expert (SME).

It was hypothesized that Teaching, Service, Research Funding, Mentoring, Professional Development, Administrative Leadership, Hiring Policies, New Child Leave/FMLA policies, and Promotion and Tenure Policies would be identified as barriers to academic careers in STEM disciplines more often than non-STEM disciplines and by women more often than by men. It was also hypothesized that Fairness of Policy Implementation and Practice, Other Policies, and Research Support other than Funding will be identified as a facilitators to women’s academic careers to academic careers in STEM disciplines more often than non-STEM disciplines and by women more often than by men.

Two-hundred and forty-two participants completed a survey via Qualtrics that assessed facilitators and barriers to academic careers. Of those that completed the survey, only 134 were used in the analyses, as identification of sex and STEM status was essential for inclusion in the study. Results revealed that neither hypothesis was confirmed. Exploratory analyses examining the frequencies 12 categories as well as specific facilitators and barriers were conducted. The implications, limitations, and future directions for research were suggested.

Disciplines

Higher Education | Women's Studies

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