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APS Poster 2015

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APS Poster 2015

  1. 1. Maureen M. Ariza-Paredes, Dimitry Besson, Sonya Varma, Christopher Zou MA, Jordan B. Peterson PhD. University of Toronto The Influence of Student and Supervisor Gender on Publication Success Method • We collected 623 Curriculum Vitae (CV) of graduate students from Canada and the United States, coding for the student’s gender, their supervisor’s gender, student authorship (First or Non-First), and the number of publications listed on their CV. • We conducted a 2x2 ANOVA to examine the impact of student gender (male and female) and their supervisor’s gender (male and female) on the number of publications. We also examined for any potential interaction effects. Introduction • Gender is shown to have an influence on academic and job performance, but it is unclear how gender influences the publication rates of graduate students. • Studies have shown that gender has an influence on academic performance and job performance (e.g., Burke, 1989; Greenhaus & Parasuraman, 2002), although some studies have also found no influence of gender (e.g., Campbell & Campbell, 1997). • Genders of teachers and work supervisors have also been demonstrated to have an impact on their students and employee success (Eagly et al. 1995; Pounder & Coleman, 2002; Warwick & Jatoi, 1994), with recent studies demonstrating a bias against women in research in science (Sheltzer & Smith, 2014). • Given the relevant background, it would be interesting to examine the extent to which gender bias may or may not be observed in psychology research, where much of the work on gender stereotypes originates. Discussion • While the data can be interpreted as a slight advantage in having a male professor in graduate school, it may also be interpreted as a bias against women when publishing psychology research. • It could be that supervisor gender does not affect student publication success as much as male professors publishing more and adding their students into their papers. • Our study contained a conservative outcome measure (number of publications), which may have weakened our results • Extracting CVs available online may have excluded a potentially large portion of the graduate student population, such that students who might not be as successful in terms of publication rates may have chosen not to make their CV available online. • Our study sample was restricted to Canadian and American universities • Nevertheless, our study demonstrates that there is some influence of gender on performance in graduate school in psychology. Results • Using a negative binomial regression, student gender was not a significant predictor of the number of publications, but supervisor gender was a significant predictor of the number of publications (IRR = 1.28, 95% CI [1.05, 1.57]). There was no interaction effect between student gender and supervisor gender. The effect still holds when controlling for sub- discipline in psychology. • Supervisor gender was not a significant predictor of first authorship publications, but student gender was a significant predictor (IRR = 1.27 95% CI [1.01, 1.61]). Specifically, male students had more first-author publications than female students. There was no significant interaction between supervisor gender and student gender. • Supervisor gender was a significant predictor of non-first authorship publications (IRR = 1.33, 95% CI [1.07, 1.65]), but student gender was not. Specifically, having a male rather than female supervisor increased the likelihood of attaining non-first author publications. There was no interaction effect. 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 Total Publications First Authorship Non-first Authorship MeanNumberofPublications Student Publications Supervisor Gender Influence on Student Publications Male Supervisor Female Supervisor * *** References Burke, P. J. (1989). Gender identity,sex, and school performance. Social Psychology Quarterly, 159-169. Campbell,T. A., & Campbell, D. E. (1997).Faculty/studentmentor program: Effects on academic performance and retention.Research in Higher Education,38(6),727-742. Eagly, A. H., Karau, S. J., & Makhijani, M. G. (1995). Gender and the effectivenessof leaders: a meta-analysis.Psychologicalbulletin, 117(1), 125. Parasuraman, S., & Greenhaus, J. H. (2002). Toward reducing some criticalgaps in work–family research. Human resource management review, Pounder, J. S., & Coleman, M. (2002). Women-betterleaders than men? In general and EducationalManagement it still“all depends”. Leadership & Organization Development Journal, 23(3), 122-133. Sheltzer, J. M., & Smith, J. C. (2014). Elite male faculty in the life sciencesemploy fewer women. Proceedings of the NationalAcademy of Sciences,111(28),10107-10112. Warwick, D. P., & Jatoi,H. (1994). Teacher gender and student achievementin Pakistan.Comparative EducationReview, 377-399. For more information contact: christopher.zou@mail.utoronto.ca

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