Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty (2010)

Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty (2010)

Chapter: Appendix 4-1: Distribution of Undergraduate Course Load for Faculty by Gender and Discipline

Chapter: Appendix 4-1: Distribution of Undergraduate Course Load for Faculty by Gender and Discipline

Appendix 4-1
Distribution of Undergraduate Course Load for Faculty by Gender and Discipline

Appendix 4-1
Distribution of Undergraduate Course Load for Faculty by Gender and Discipline

My Academies

Appendix 4-1 Distribution of Undergraduate Course Load for Faculty by Gender and Discipline

Appendix 4-1
Distribution of Undergraduate Course Load for Faculty by Gender and Discipline

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Suggested Citation: "Appendix 4-1: Distribution of Undergraduate Course Load for Faculty by Gender and Discipline." National Research Council. 2010. Gender Differences at Critical Transitions in the Careers of Science, Engineering, and Mathematics Faculty. Washington, DC: The National Academies Press. doi: 10.17226/12062.

Two statistical tests were carried out. First, a chi-square test of independence of rows was applied to determine whether the pattern of the number of undergraduate courses taught¹ by men and women differed. (These tests were either on three or four degrees of freedom.) The tests were not significant at the .05 level except for electrical engineering. It is important to mention that one could have different patterns without having women teach more of fewer courses. For instance, men might teach 1 or 2 courses more often than women do, who in turn might teach 0 or 3 courses more often, but where the mean number of courses remained close.

Therefore, we added a simple two-sample t-test of the average number of courses for men and women. The means are displayed below for each of the disciplinary areas. The t-tests were all not significant at the .05 for the null hypothesis of no difference, again except for electrical engineering. It is clear from the table that men teach more undergraduate courses than do women.

CHEMISTRY
Courses Taught	0	1	2	3	Total
Men	43	49	8	1	101
Women	43	48	4	2	97
Total	86	97	12	3	198
Chi-squared test of independence: 1.60 (3 degrees of freedom), p-value 0.66. Means: Men .67 vs. Women .64, t-test is equal to 0.36 p-value 0.72.

¹	Fractional courses were rounded up to the nearest integral number of courses. Missing data was removed from the data prior to analysis. Finally, the data were from the committee’s survey of faculty.

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MATHEMATICS
Courses Taught	0	1	2	3	Total
Men	21	30	15	2	68
Women	22	38	24	0	84
Total	43	68	39	2	152
Chi-squared test of independence: 3.39 (3 degrees of freedom), p-value 0.33. Means: Men .97 vs. Women 1.02, t-test is equal to –0.42 p-value 0.68.

ELECTRICAL ENGINEERING
Courses Taught	0	1	2	3	Total
Men	33	46	14	1	94
Women	44	41	4	2	91
Total	77	87	18	3	185
Chi-squared test of independence: 7.70 (3 degrees of freedom), p-value 0.05. Means: Men .82 vs. Women .60, t-test is equal to 2.09 p-value 0.04.

PHYSICS
Courses Taught	0	1	2	3	Total
Men	33	53	9	0	95
Women	31	66	14	1	112
Total	64	119	23	1	207
Chi-squared test of independence: 2.19 (3 degrees of freedom), p-value 0.53. Means: Men .75 vs. Women .87, t-test is equal to –1.34 p-value 0.18.

Courses Taught

Chi-squared test of independence: 2.05 (4 degrees of freedom), p-value 0.73.

Means: Men .85 vs. Women .90, t-test is equal to –0.51 p-value 0.61.