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Susana Batel CIS/ISCTE, Lisboa - Portugal João Oliveira ISCTE, Lisboa - Portugal

Susana Batel CIS/ISCTE, Lisboa - Portugal João Oliveira ISCTE, Lisboa - Portugal Conceição Nogueira Univ. Minho, Minho - Portugal Lígia Amâncio ISCTE, Lisboa - Portugal. So many and yet so few: a statistical illustration of women career progression in Science in Portugal".

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Susana Batel CIS/ISCTE, Lisboa - Portugal João Oliveira ISCTE, Lisboa - Portugal

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  1. Susana Batel CIS/ISCTE, Lisboa - Portugal João Oliveira ISCTE, Lisboa - Portugal Conceição Nogueira Univ. Minho, Minho - Portugal Lígia Amâncio ISCTE, Lisboa - Portugal So many and yet so few: a statistical illustration of women career progression in Science in Portugal"

  2. Discriminated Elites… Studies have stressed discrepancies between women academic qualifications and • career progression (Valian, 1998; Amâncio & Ávila, 1995; Husu, 2001) • recognition of merit (Husu, 2001; Crawford, Sime & Walker, 1997; McGraynne, 1998; Maddox, 2002)

  3. The gendered merit hypothesis → 1st example: Overall progression of women in the Full Professor Category from the early 90’s to 2004, and in specific scientific areas Sources: Doctor Degrees in Portugal, 1970-1997, 1999, O.C.T. p.16-17; National scientific and technological potential inquiry, O.C.T., 1999 Sources: Amâncio & Ávila, 1995; Patrício, 1998; Amâncio, 2005

  4. The gendered merit hypothesis: 2nd example - Our study Data collected in 2005 by questionnaire • 126 researchers with doctoral degree • 69 women; 57 men • Mean age: 46; Std Dv: 8,51 • 66,7% were married • 49,6% had 2-3 children • Scientific areas: Economics (16%), Chemistry (13,7%) & Mathematics (12,7%) This is a convenience sample, which is not representative of the universe. However it highlights particular processes that might be illustrative of gender effects in career.

  5. 50 40 30 20 10 Women Count 0 Men Assistant Profs. Full Profs. Associate Profs. Categories by sex The gendered merit hypothesis: Our study • Assistant Profs 67,2% • Associated Profs 17,6% • Full Profs 15,2%

  6. The gendered merit hypothesis: Our study → 1st evidence - women stagnation in the career: Assistant profs.

  7. The gendered merit hypothesis: Our study

  8. The gendered merit hypothesis: Our study → 2nd evidence - women stagnation in the career: Associate profs.

  9. The gendered merit hypothesis: Our study

  10. The gendered merit hypothesis: Our study 3rd example: Our study – 4th evidence of stagnation in the career in specific scientific areas → 3rd evidence - women stagnation in the careers: specific scientific domains Overall number of PhD holders, concluded or ackowledged by portuguese universities Source: OCES, 2005 Career progression, by sex, in our study

  11. The gendered merit hypothesis: Our study → 3rd evidence - women stagnation in the careers: specific scientific domains

  12. The gendered merit hypothesis: Our study

  13. Perceptions of the participants on the gendered merit hypothesis kmo=,862

  14. ,4 ,2 0,0 Inequalities of -,2 the community Task distribution Mean -,4 inequalities Women Men Perceptions of the participants on the gendered merit hypothesis Women acknowledge more inequalities in the scientific community (p<.000) and tasks distribution inequalities than men (p<.017)

  15. Concluding remarks • The gender asymmetry effect (Amâncio, 2004; Amâncio e Oliveira, 2006) can explain why merit is perceived and applied differently for men and women. • The present study shows that women scientists are developing an awareness of inequalities in science and for gender ideologies.

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