graduate training and early career choices of chemistry doctorates
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Graduate Training and Early Career Choices of Chemistry Doctorates. Supporting transitions from graduate school to work force in academia. Cecilia H. Marzabadi , Susan A. Nolan, Janine P. Buckner & Valerie J. Kuck. Seton Hall University. - PowerPoint PPT PresentationTRANSCRIPT
Graduate Training and Early Career Choices of Chemistry Doctorates
Cecilia H. Marzabadi, Susan A. Nolan, Janine P. Buckner & Valerie J. Kuck
Seton Hall University
Supporting transitions from graduate school to work force in academia
According to the National Science and Technology Council (2000) Increasing demand for persons with
scientific, technical, and engineering (STEM) expertise
Yet…
Widening gap between the supply and demand. White males not pursuing degrees in these fields.
Possible Solutions to Scientific Workforce Problem
Women large part of the pool of candidates in Science, Technology, Engineering, and Mathematics (STEM) fields
Female degree recipients in STEM fields: ~ 50% of bachelor’s degrees ~ 34% of doctorates
But….they, don’t all make it into the workforce
In Academic Chemistry
Institution-Type
Terminal Degree
Female Faculty
(% Full Time)
Ph.D. 13.3
M.S. 20.3
B.A./B.S. 26.1
2-year 31.7
ACS Women Chemists 2000
Percentage of Female, Full-Time Faculty Members
Why aren’t women making it into the scientific workforce?
Look at graduates from top ranked chemistry departments.
Graduates from these “prestigious” institutions should have the most opportunities available to them !!! J. Chem. Ed. 2004, 81, 356-363
If disparities are seen at the top, how much greater is the disparity at less prestigious schools?
This Study…..
We surveyed the PERCEPTIONS of now-graduated Ph.D. recipients (1988-1992) from top chemistry departments
Views of education, training, preparation
Undergraduate, graduate, post-doctoral levels
Experiences at first place of employment
Demographics
Respondents (1,950 graduates): 315 men 135 women (30.0%)
Gender: 28.2% female1
Response rate: 27.3%
1 WebCASPAR
Doctoral Universities of Graduates Polled (by NRC Rank-Order)
Univ. of California, Berkeley California Institute of Technology Harvard Univ. Stanford Univ. Massachusetts Inst. of Technology Cornell Univ. Columbia Univ. Univ. of Illinois Univ. of Wisconsin Chicago Univ.
Purdue Univ.
Types of Questions Used Yes/No answer Open-ended responses A scale (1 through 7) was used for a number of
questions: 1 = very little, worse than, not at all, minor 4 = neutral, same as, neither worse than
nor better than 7 = a lot, better than, very much, very well,
major
In Regards to Their Experiences in Graduate School……
Graduate school selection
Choice of dissertation advisor
Help/support from dissertation advisor
Interactions with dissertation advisor
Graduate School Selection
No gender difference in chief criteria used:1. Reputation of department/school
2. Perceived environment
3. Geographical location
15% of the women and 8% of the men responded that they would not make the same choice of graduate school.
Graduate School Findings-Choice of Dissertation Advisor
In identifying criteria used in making their advisor choice, men more often cited receiving the help of others.
A higher percentage of women reported that they: Would use different criteria in selecting their advisor Decided to change advisors (14% women vs. 8%
men)
Graduate School Experience- Support of Dissertation Advisor
Men rated higher the help that they received from their dissertation advisor in: Knowing how to do independent research (5.0 vs
4.6) Properly evaluating data (5.3 vs 4.9) Knowing their research goals (5.3 vs 4.8) Overcoming research difficulties (4.9 vs 4.4) Understanding the balance between teaching and
research (4.3 vs 3.8) Working on a project that would have impact (4.9 vs
4.4)
Graduate Research- Interactions with their Dissertation Advisor
Men rated higher the help offered in: Support of their careers goals (5.0 vs 4.6) Assistance in finding a job (4.8 vs 4.3)
Men gave higher marks (4.8 vs 4.4) to the quality of the interactions with their dissertation advisor.
To Summarize… Pronounced gender patterns in a variety of mentoring experiences
Similar gendered patterns were also observed at post-doctoral level. Men felt more suported.
How does this data translate into career outcomes?
With Respect to Employment in Academe…….
Percent applying for tenure-track positions at Ph.D.-granting institutions (~7 apps ea) Men – 35.2% Women – 25.9% (vs. 28.2% in pool)
Percent applying for tenure-track positions at non-Ph.D.-granting institutions Men – 27.6% (3.1 apps ea) Women – 34.1% (1.9 apps ea)
Furthermore…
Men (56.0%) more likely to accept a position at a doctoral “extensive” school than were women (53.7%) 1
Conversely, women (23.8%) more likely than were men (17.8%) to accept a position at an “intensive” school
22.5% of female respondents were offered positions at Ph.D-granting schools but declined the offers
1Carnegie classifications
Another way to look at academic job outcomes
WOMEN wound up in… Jobs at less prestigious Ph.D. granting
programs
BA level schools
Non-tenure track jobs at Ph.D. extensive schools
Reasons Given for Not Applying for Tenure Track Position at Ph.D. Granting Schools 51 responses (29 women, 22 men) Pressure and lifestyle expectations (11 W,
9M) Not enough teaching; want more
interaction with students (10W, 4M) Not qualified enough (2W, 2M) Financial and other
Where to next?
Can our understanding of these differing training perceptions and career choices translate into action?
Do these patterns extend to other STEM fields? (our “new” survey study—NSF funded)
Acknowledgements
Camille and Henry Dreyfus Foundation Special Grant Program in the Chemical Sciences (SG-02-072)
NSF (HRD- 0327904) Rohm & Haas Company Clare Boothe Luce Fund for a
Professorship for CM