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An International Perspective on Advancing Women in Science

In: Advancing Women in Science

Author

Listed:
  • Lisa M. Frehill

    (Energetics Technology Center)

  • Connie L. McNeely

    (George Mason University)

  • Willie Pearson

    (Georgia Institute of Technology)

Abstract

Many countries have implemented policies to increase the number and quality of scientific researchers as a means to foster innovation and spur economic development. In many cases, policy interventions have sought to increase participation by those who have traditionally been underrepresented in science, with particular reference to women. Today, even in countries with persistently strong patriarchal regimes, the extension of educational opportunities to women has been framed as a means of making better use of the potential pool of science and engineering innovators (Bielli et al. 2004; UNESCO 2007, 2010; CNRS 2004; NRC 2011). Women and also, in many countries, members of ethnic minority groups traditionally have been limited in access to high-quality education, with concomitant occupational outcomes. Positing the importance of education to development and progress, universal primary education is one of the United Nation’s eight Millennium Development Goals. However, participation in the scientific workforce necessitates education far beyond the primary level—an expensive enterprise, and one in which girls and women have been persistently disadvantaged.

Suggested Citation

  • Lisa M. Frehill & Connie L. McNeely & Willie Pearson, 2015. "An International Perspective on Advancing Women in Science," Springer Books, in: Willie Pearson, Jr. & Lisa M. Frehill & Connie L. McNeely (ed.), Advancing Women in Science, edition 127, chapter 0, pages 1-6, Springer.
    • Handle: RePEc:spr:sprchp:978-3-319-08629-3_1
    DOI: 10.1007/978-3-319-08629-3_1
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    Citations

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    Cited by:

    1. Hajibabaei, Anahita & Schiffauerova, Andrea & Ebadi, Ashkan, 2022. "Gender-specific patterns in the artificial intelligence scientific ecosystem," Journal of Informetrics, Elsevier, vol. 16(2).
    2. McNeely, Connie L., 2021. "The Implications of Morality Politics for Effecting Inclusion in the STEM Workforce," SocArXiv k6fe9, Center for Open Science.
    3. Wai, Jonathan & Hodges, Jaret & Makel, Matthew C., 2018. "Sex differences in ability tilt in the right tail of cognitive abilities: A 35-year examination," Intelligence, Elsevier, vol. 67(C), pages 76-83.
    4. Sofia Moratti, 2020. "Do Low-Openness, Low-Transparency Procedures in Academic Hiring Disadvantage Women?," Social Sciences, MDPI, vol. 9(6), pages 1-13, May.
    5. Perez-Felkner, Lara & Felkner, John S. & Nix, Samantha & Magalhães, Melissa, 2020. "The puzzling relationship between international development and gender equity: The case of STEM postsecondary education in Cambodia," International Journal of Educational Development, Elsevier, vol. 72(C).

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