Gender and the scissors graph of brazilian science from equality to invisibility

##plugins.themes.bootstrap3.article.sidebar##

Abstract

Women are underrepresented in science and their participation decreases as their career progresses; an international phenomenon clearly displayed in a scissors graph. This decrease is usually attributed to maternity, a lower number of publications, and less ability to receive grants. Here we present a comprehensive study of the Brazilian science and technology system, covering 8,877,626 people, and analyzing the participation of women from the undergraduate to ministerial levels. The study used different data-bases to develop relevant indicators of the participation of women, some of them over a period of 15 years. Our results suggest that the decrease of women as their career advances is due to a combination of barriers that need to be faced and eliminated to promote equity for better science.

##plugins.themes.bootstrap3.article.main##

Autores
  • Roberta Peixoto Arêas da Silva Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
  • Alice Rangel de Paiva Abreu Universidade Federal do Rio de Janeiro
  • Ademir Eeugênio de Santana Universidade de Brasília
  • Marcia Cristina Bernardes Barbosa Universidade de Brasília
  • Carlos Nobre Universidade de São Paulo
Biografia
Referências

ABREU, A. et al. Pre´sence des femmes dan les sciences et la technologie au Bre´sil. In: GUIMARÃES, N. A., MARUANI, M.; SORJ, B. (eds.) Genre, race, classe. Travailler en France et au Bre´sil. Paris: L’Harmattan. Collection Logiques Sociales, 2016.

ARAÚJO, E. et al. Gender differences in scientific collaborations: women are more egalitarian than men. Plos One, United States, v. 12, n. 5, e0176791, 2017. Disponível em: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0176791#:~:text=Abstract,men%2C%20women%20are%20more%20egalitarian. Acesso em: 05 fev. 2020.

AREAS, R.; BARBOSA, M.; SANTANA, A. Teorema de Emmy Nother, 100 anos: alegoria da misoginia em cieˆncia. Revista Brasileira de Ensino de Fisica, Brasil, v. 41, n. 4, e2019001, 2019. Disponível em:
https://www.scielo.br/j/rbef/a/QMssdFcrHV33LkWhM3PL68K/?lang=pt#:~:text=O%20teorema%20de%20N%C3%B6ther%20%C3%A9,ainda%20em%20vida%2C%20de%20seus. Acesso em: 12 out. 2020.

ATIR, S.; FERGUSON, M. How gender determines the way we speak about professionals. Proceedings of the national academy of sciences of the United States of America, United States, v. 115, n. 28, p. 7278-7283, 2018.

BAGGIO-SAITOVITCH, E. et al. Gender equity in the Brazilian physics community at the present time. In: AIP Conference Proceedings, United States, v. 41, p.060007, 2015.

BIAN, L.; Leslie, S.; CIMPIAN, A. Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science, United States, v. 355, p. 389-391, 2017.

BRASIL. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Discentes da pós-graduação stricto sensu do Brasil. 2015a. Disponível em: https://dadosabertos.capes.gov.br/dataset/discentes-da- pos-graduacao-stricto-sensu-do-brasil. Acesso em: 17 mar. 2019.

BRASIL. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Plataforma Sucupira. 2015a. Disponível em: https://sucupira.capes.gov.br/sucupira. Acesso em: 17 mar. 2019.

BRASIL. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior. Membros dos comitês. 2019. Disponível em: http://cnpq.br/membros-dos-comites/. Acesso em: 14 fev. 2020.

BRASIL. Presidência da República. Lei 12.527 de 18 de novembro de 2011. Regula o acesso a informações previsto no inciso XXXIII do art. 5o, no inciso II do § 3o do art. 37 e no § 2o do art. 216 da Constituição Federal; altera a Lei no 8.112, de 11 de dezembro de 1990; revoga a Lei no 11.111, de 5 de maio de 2005, e dispositivos da Lei no 8.159, de 8 de janeiro de 1991; e dá outras providências. Disponível em: https://www.planalto.gov.br/ccivil_03/_ato2011-2014/2011/lei/l12527.htm. Acesso em: 10 jan. 2014.

CECI, S. J.; WILLIAMS, W. M. Understanding current causes of women’s underrepresentation in science. Proceedings of the National Academy of Sciences of the United States of America, United States, v .108, n. 8, p.3157-3162, 2011.

DING, W.W.; MURRAY, T.; STUART, T.E. Gender differences in patenting in the academic life sciences. Science, United States, v. 313, n. 5787, p. 665-667, 2006.

DUCH, J. The possible role of resource requirements and academic career-choice risk on gender differences in publication rate and impact the role of gender in scholarly authorship. PLos ONE, United States, v. 7, n. 12, e51332, 2012.

EUROPEAN COMMISSION. Third European report on science and technology indicators. 2013. Disponível em:
at: https://ec.europa.eu/research/press/2003/pdf/indicators2003/reist. Acesso em: 7 fev. 2020.

EUROPEAN COMMISSION. She figures 2015 - Gender in research and innovation. Disponível em: https://data.europa.eu/euodp/en/data/dataset/she-figures-2015-gender-in-research-and-innovation. Acesso em: 07 fev. 2020.

EUROPEAN COMMISSION. She figures 2018. Disponível em: https://publications.europa.eu/en/publication-detail/-/publication/9540ffa1-4478-11e9-a8ed-01aa75ed71a1/language-en. Acesso em 07 fev. 2020.


FERRARI, N. C. et al. Geographic and gender diversity in the Brazilian Academy of Sciences. Anais da Academia Brasileira de Ciências, Brasil, v. 90, n. 2, p. 2543-2552, 2018.

GINTHER, D.; KAHN, S. K. Does science promote women? Evidence from academia 1973-2001. National Bureau of Economic Research, United States, p. w1269, 2006.

HANDLEY, I. M.; et al. Quality of evidence revealing subtle gender biases in science is in the Eye of the Beholder. United States, Proceedings of the National Academy of Sciences, v. 112, n. 43, p. 13201-06, 2015.

HILL, C.; CORBETT, C.; ROSE, A. Why so few? Women in science, technology, engineering, and mathematics. American Association of University Women, United States, 2010.

HUANG, J., et al. Historical comparison of gender inequality in scientific careers across countries and disciplines. Proceedings of the National Academy of Sciences, United States, v. 117, n. 9, p. 4609-16, 2020.

JASCHIK, S. Productivity or sexism?. Inside Higher Ed, United States, 2018, Disponível em: https://www.insidehighered.com/news/2014/08/18/study-raises-questions-about-why-women-are-less-likely-men-earn-tenure-research. Acesso em: 12 dez. 2019.

KNOBLOCH-WESTERWICK, S., et al. The matilda effect in science communication: an experiment on gender bias in publication quality perceptions and collaboration interest. Science Communication, v. 35, n. 5, p. 603-25, 2013.

LARIVIÈRE, V., et al. Bibliometrics: global gender disparities in science. Nature, United Kingdom, v. 504, n. 7479, p. 211-13, 2013.

LERCHENMUELLER, M. J., et al. Gender differences in how scientists present the importance of their research: observational study. BMJ, p. l6573, 2019.

LEY, T. J.; HAMILTON, B. H. The gender gap in NIH Grant Applications. Science, v. 322, n. 5907, p. 1472-74, 2008.

MARSHMAN E. M. Female students with a’s have similar physics self-efficacy as male students with c’s in introductory courses: A cause for alarm?. Physical Review Physics Education Research, United States, v. 14, n. 17, p. 020123-020140, 2018.

MOSS-RACUSIN, C. A., et al. Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, United States, v. 109, no 41, p. 16474-79, 2012.

NIELSEN, M. W., et al. Gender diversity leads to better science. Proceedings of the National Academy of Sciences, United States, v. 114, n. 8, p. 1740-42, 2017.

NATIONAL SCIENCE FOUNDATION. Women, minorities, and persons with disabilities in science and engineering. National Center for Science and Engineering Statistics. 2010. Disponível em: www.nsf.gov/statistics/2015/nsf15311/ . Acesso em: 30 jan. 2020.

ORGANIZATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT. Education at a glance 2012. 2012. Disponível em: https://www.oecd-ilibrary.org/docserver/eag-2012-en.pdf?expires=1723805531&id=id&accname=guest&checksum=7F8AC3682A6F0F184541F553910DDEB9. Acesso em: 7 fev. 2020.

QUINN, K. N. et al. Who does what now? How physics lab instruction impacts student behaviors. Preprint. United States, 2018. Disponível em: https://arxiv.org/abs/1807.09724. Acesso em: 15 jan. 2020.

REUBEN, E. et al. How stereotypes impair women’s careers in science. Proceedings of the National Academy of Sciences, v. 111, n. 12, p. 4403-08, 2014.

SCHROEDER, J., et al. Fewer invited talks by women in evolutionary biology symposia. Journal of Evolutionary Biology, United States, v. 26, n. 9, p.2063-69, 2013.

SHELTZER, J. M.; SMITH, J. C. Elite male faculty in the life sciences employ fewer women. Proceedings of the National Academy of Sciences, United States, v. 111, n. 28, p. 10107-12, 2014.

STEINPREIS, R.; ANDERS, K.; RITZKE, D. The impact of gender on the review of the curricula vitae of job applicants and tenure candidates: a national empirical study. Sex Roles, United States, v. 41, n. 7, p. 509-528, 1999.

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION. Science, technology and gender: an international report. 2007. Disponível em: https://unesdoc.unesco.org/ark:/48223/pf0000154045. Acesso em: 25 fev. 2020.

WEST, J. D. et al. The role of gender in scholarly authorship. PLoS ONE, v. 8, n. 7, p. e66212, 2013.

##plugins.themes.bootstrap3.article.details##


How to Cite

PEIXOTO ARÊAS DA SILVA , R.; ABREU, A. R. de P.; SANTANA, A. E. de; BARBOSA, M. C. B.; NOBRE, C. Gender and the scissors graph of brazilian science: from equality to invisibility. Brazilian Journal of Graduate Studies, [S. l.], v. 18, n. especial, p. 1–14, 2024. DOI: 10.21713/rbpg.v18iespecial.2011. Disponível em: https://rbpg.capes.gov.br/rbpg/article/view/2011. Acesso em: 23 nov. 2024.

Keywords:

Gender; Women in Science; Misogyny; Brazilian case study Género; Mujeres en la Ciencia; Misoginia; Estudio de caso en Brasil. Gender, Women in science, Misogyny, Brazilian case study