Gender differences at critical transitions in the careers of science, engineering, and mathematics faculty

Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/46817

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DC Field	Value	Language
dc.contributor.author	The National Academy of Sciences	-
dc.date.accessioned	2019-02-22T08:34:47Z	-
dc.date.available	2019-02-22T08:34:47Z	-
dc.date.issued	2010	-
dc.identifier.isbn	978-0-309-11463-9	-
dc.identifier.uri	http://10.6.20.12:80/handle/123456789/46817	-
dc.description	The 1999 report, A Study on the Status of Women Faculty in Science at MIT, created a new level of awareness of the special challenges faced by female faculty in the sciences. Although not the first examination of the treatment of female faculty, this report marked an important historical moment, igniting interest in the difficulties experienced by many women, particularly those at the higher levels of academia. Since the release of the Massachusetts Institute of Technology report, many other institutions have studied equity issues regarding their faculty, and several have publicly pledged to use their resources to correct identified disparities. Although academic departments, institutions, professional societies, and others have paid more attention to the topic in the past 10 years, some experts are concerned that remedial actions have approached a plateau	-
dc.language	en	en_US
dc.language.iso	en	en_US
dc.publisher	The National Academies Press	en_US
dc.subject	Gender differences at critical transitions	en_US
dc.title	Gender differences at critical transitions in the careers of science, engineering, and mathematics faculty	en_US
dc.type	Book	en_US
Appears in Collections:	Gender

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