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Gender in academic STEM: A focus on men faculty

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  • Negin Sattari
  • Rebecca L. Sandefur

Abstract

In this study, we explore how men faculty understand the role of gender in shaping faculty experiences in academic science, technology, engineering and mathematics (STEM) and how they position themselves in relation to inequalities disfavouring women. Our data reveal diversity among men in their understandings regarding challenges facing women in STEM. The majority of our participants revealed gender‐blind perspectives and argued that the egalitarian structure of academia does not allow gender to impact attainments in STEM in any significant way. However, a considerable number of them felt privileged compared to women and described subtle ways in which gender shapes opportunities. Our findings show the important implications of men's sensitivity to gender in the ways they perform their professional roles as, for example, mentors, colleagues and teachers in relation to women in STEM. They further call for attention to men's perceptions of gender issues when designing institutional interventions for improving women's conditions in STEM.

Suggested Citation

  • Negin Sattari & Rebecca L. Sandefur, 2019. "Gender in academic STEM: A focus on men faculty," Gender, Work and Organization, Wiley Blackwell, vol. 26(2), pages 158-179, March.
    • Handle: RePEc:bla:gender:v:26:y:2019:i:2:p:158-179
    DOI: 10.1111/gwao.12249
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    Cited by:

    1. Aleksandra Gawel & Timo Toikko, 2023. "Quality of Governance and Welfare Generosity as Institutional Predictors of Entrepreneurship: European Perspective," SAGE Open, , vol. 13(4), pages 21582440231, October.
    2. Owain Smolović Jones & Sanela Smolović Jones & Scott Taylor & Emily Yarrow, 2021. "‘I Wanted More Women in, but . . .’: Oblique Resistance to Gender Equality Initiatives," Work, Employment & Society, British Sociological Association, vol. 35(4), pages 640-656, August.
    3. Omar Manky & Sergio Saravia, 2022. "From pure academics to transformative scholars? The crisis of the “ideal academic” in a Peruvian university," Gender, Work and Organization, Wiley Blackwell, vol. 29(4), pages 971-987, July.

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