Gendered patterns in international research collaborations in academia

K. M. Uhly, L. M. Visser, K. S. Zippel

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Although women's representation in higher education nears parity with men at the undergraduate level, this representation diminishes as one ascends the academic ranks. Because gender gaps in the ‘elite’ activity of international research collaborations might contribute to the underrepresentation of women in the upper ranks, we ask if gender differences exist in participation in international collaborations and if family responsibilities constitute a glass fence–a gendered obstacle that keeps women from this engagement. Using an international data set, we find that women engage less in international collaborations than men, and that complex gendered patterns exist regarding the impacts of partner employment status and children. Both men and women benefit from having an academic partner, although men benefit more. Partner employment status matters more than children in certain family arrangements, suggesting that the former constitutes a glass fence, potentially impacting women's access to cutting-edge international knowledge production and elite academic positions.

Original languageEnglish
Pages (from-to)760-782
Number of pages23
JournalStudies in Higher Education
Volume42
Issue number4
DOIs
Publication statusPublished - 3 Apr 2017
Externally publishedYes

Keywords

  • academia
  • gender
  • international research collaboration
  • parenting
  • partner status

Cite this

@article{09cb2fbb8af6460e9e1004e31e0f7704,
title = "Gendered patterns in international research collaborations in academia",
abstract = "Although women's representation in higher education nears parity with men at the undergraduate level, this representation diminishes as one ascends the academic ranks. Because gender gaps in the ‘elite’ activity of international research collaborations might contribute to the underrepresentation of women in the upper ranks, we ask if gender differences exist in participation in international collaborations and if family responsibilities constitute a glass fence–a gendered obstacle that keeps women from this engagement. Using an international data set, we find that women engage less in international collaborations than men, and that complex gendered patterns exist regarding the impacts of partner employment status and children. Both men and women benefit from having an academic partner, although men benefit more. Partner employment status matters more than children in certain family arrangements, suggesting that the former constitutes a glass fence, potentially impacting women's access to cutting-edge international knowledge production and elite academic positions.",
keywords = "academia, gender, international research collaboration, parenting, partner status",
author = "Uhly, {K. M.} and Visser, {L. M.} and Zippel, {K. S.}",
year = "2017",
month = "4",
day = "3",
doi = "10.1080/03075079.2015.1072151",
language = "English",
volume = "42",
pages = "760--782",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Taylor & Francis",
number = "4",

}

Gendered patterns in international research collaborations in academia. / Uhly, K. M.; Visser, L. M.; Zippel, K. S.

In: Studies in Higher Education, Vol. 42, No. 4, 03.04.2017, p. 760-782.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Gendered patterns in international research collaborations in academia

AU - Uhly, K. M.

AU - Visser, L. M.

AU - Zippel, K. S.

PY - 2017/4/3

Y1 - 2017/4/3

N2 - Although women's representation in higher education nears parity with men at the undergraduate level, this representation diminishes as one ascends the academic ranks. Because gender gaps in the ‘elite’ activity of international research collaborations might contribute to the underrepresentation of women in the upper ranks, we ask if gender differences exist in participation in international collaborations and if family responsibilities constitute a glass fence–a gendered obstacle that keeps women from this engagement. Using an international data set, we find that women engage less in international collaborations than men, and that complex gendered patterns exist regarding the impacts of partner employment status and children. Both men and women benefit from having an academic partner, although men benefit more. Partner employment status matters more than children in certain family arrangements, suggesting that the former constitutes a glass fence, potentially impacting women's access to cutting-edge international knowledge production and elite academic positions.

AB - Although women's representation in higher education nears parity with men at the undergraduate level, this representation diminishes as one ascends the academic ranks. Because gender gaps in the ‘elite’ activity of international research collaborations might contribute to the underrepresentation of women in the upper ranks, we ask if gender differences exist in participation in international collaborations and if family responsibilities constitute a glass fence–a gendered obstacle that keeps women from this engagement. Using an international data set, we find that women engage less in international collaborations than men, and that complex gendered patterns exist regarding the impacts of partner employment status and children. Both men and women benefit from having an academic partner, although men benefit more. Partner employment status matters more than children in certain family arrangements, suggesting that the former constitutes a glass fence, potentially impacting women's access to cutting-edge international knowledge production and elite academic positions.

KW - academia

KW - gender

KW - international research collaboration

KW - parenting

KW - partner status

UR - http://www.scopus.com/inward/record.url?scp=84941242367&partnerID=8YFLogxK

U2 - 10.1080/03075079.2015.1072151

DO - 10.1080/03075079.2015.1072151

M3 - Article

VL - 42

SP - 760

EP - 782

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 4

ER -