Proceedings of The 8th International Conference on Social Sciences Humanities and Education
Year: 2023
DOI: https://www.doi.org/10.33422/8th.icshe.2023.08.001
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Accounting for Gender Inequality in STEM: A Pretraining Study of University Faculty in India
Christopher Coley, Christie M. Gressel, Aparna J., Anakha Anil
ABSTRACT:
The underrepresentation of women in STEM (science, technology, engineering, and math) fields is a global concern, particularly rapidly developing countries like India. Despite concerted efforts in education, government, and civil society to promote women’s participation in STEM, a significant gender gap persists. While more women in India are earning STEM degrees, they remain a minority in STEM employment, especially in leadership positions. Established factors that contribute to this inequality include societal expectations, gender stereotypes, and cultural norms that significantly impact the choices and opportunities available to women pursuing scientific fields. This paper builds upon a previous study exploring gender distribution, hiring, and promotion in Indian University STEM departments. It investigates the overt and subtle obstacles women face in academia. The study uses resumes from an institutional website and an exploratory survey of faculty members from a top-rated Indian university to shed light on this phenomenon. Key findings highlight the stereotype that women are more represented in certain fields, like life sciences and non-STEM departments. Additionally, women in STEM fields face challenges in balancing professional and domestic responsibilities, leading to mid-career breaks that hinder their career development. Understanding these biases is crucial for designing effective interventions, including gender-sensitization training programs, to foster gender equality and diversity in STEM fields.
keywords: Gender, Academia, Gender Sensitization, Indian Context, STEM