Kindly find attached my article. It discusses some issues related to women in academia in the gender and centrality sub-section. The research was carried out in a developing country (Pakistan's) context. Do let me know what you think.

Thank you very much, Kamal and Larisa, for these suggestions. I think your paper, Kamal, on research performance is of interest to researchers beyond Pakistan because it provides researchers at the beginning of their academic careers with insight into the importance of networks. I wonder if the benefits gained from centrality closeness is something that is of particular strategic importance in the hard sciences? In anthropology, the field in which I work, it takes time to complete fieldwork and the scholarship required to underpin good research requires considerable depth (anthropologists typically acquire a profound knoweldge of the history of their discipline in addition to their own area of specialism). Book length ethnographic monographs usually have one author - such publications do not seem to lend themselves easily to metric analysis, but do you know of other means of analysing them?

Your recommended reading, Larisa, led me to consult other publications by Nina Toren. Do you think that her characterisation in 1988 of women full professors in Israel as not having a strong collective gender consciousness still applies? Natalia Pushkareva's paper is an eye opener on the extreme difficulties that some women have to overcome.

Dear all, you may be interested in this 2012 report, Women's Advancement in Australian Political Science.

There's a damning 2012 report from Equality and Human Rights Commission (EHRC), which foudn colleges and univesities among the worst performing sectors for meeting the requirements fo the Public Sector Equality Duty (PSED), whcih is s requiremntr of the Equality Act 2010.  'Publishing equality informartion:Commitment, engagement and transparaency' reports on the recording and publishing of  equality information and it's clear (surprising?) that colleges and unis are failing in their legal responsibility to report on the PSED.

THer EHRC went on to develop a strategic report for each area of public services, which highlights the failings and reccommendations for each sector.

In regard to women in the academia, the higher the position in the academic hierarchy, the lower the percentage of women. Moreover, the data in the 2009 ICT status report (European Commission 2010) confirms that women・s interest in an academic career or in a career in the ICT sector is decreasing. This should not come as a surprise as women usually confront gender-constrained social stereotypes and career choices, the life-work balance or rather imbalance, lack of affordable child care facilities or family-friendly working environments, along with the ―glass escalator (Kamberidou 2013) and the glass ceiling phenomena when they enter the so-called ―male fields.

I forgot to mention, with regard to Greece, that although women comprise over half of the student body, only about one third (27%) of the teaching staff in universities are women (2,369) as opposed to 73% men (6,367), and not only. The higher the position in the academic hierarchy, the lower the percentage of women. Clearly, there is a gradual reduction of women as they go up the academic ladder, as is the case internationally. According to a study, conducted by Vosniadou & Vaiou, covering all Greek universities for the academic year 2003-2004: (1) the percentage of women decreases every step up the academic ladder. This decrease is particularly sharp between the middle and the high ranks of the academic hierarchy (i.e. Professors: 14% female, 86% male; Associate Professors: 26.5% female, 73.5% male; Assistant Professors: 32% female, 68% male, and Lecturers: 61% female, 39% male.) (2) The percentage of women drops sharply in the administrative positions and power structures of the university (Faculty Presidents in the Sciences: 100% men; in the Humanities: 69% men and only 31% women; Vice-presidents in Science faculties: 93% men, 7% women and in the Humanities: 65% men, 35% women. Department Chairs in the science faculties: 96% men, 4% women and in the Humanities: 61% men, 39% women. Directors/head of Laboratories in the Sciences: 88% men, 12% women and in the Humanities: 76% men, 24% women.).

 Moreover, women teach more hours and engage in less research in contrast to their male counterparts. They have limited access to male-dominated scientific networks that provide sources and funds for research, and subsequently limited opportunities for publications and advancement. Women constitute an ‗invisible minority‘ in decision-making committees: Presidents/Chairs of University Research Committees

At my spare time I'm working on that topic (I work full time on spatial analysis, GIS, natural resources and land degradation related topics) , this article may help with some data http://www.timeshighereducation.co.uk/story.aspx?storyCode=2003517

Between 18 and 20 june of this year I have participated and presented a paper at the First International Seminar on Quality of Higher Education and Gender at Quito, Ecuador (Currently I live and work at Bolivia) http://www.ceaaces.gob.ec/sitio/seminario-internacional-calidad-de-la-educacion-superior-y-genero/ , according to the organizers the seminar proceedings (book) will be available soon I hope.

There are also a Network working on Measures for social inclusion and equity in higher education institutions in Latin America with researchers working in several countries (including Germany) focus in the topic so maybe it will be useful for your research, in order to share experiencies and findings http://www.miseal.org/

Also this book chapter can help with data, a little bit outdated but useful (Available only in spanish) http://bibliotecavirtual.clacso.org.ar/ar/libros/campus/segrera/05OCrespo.pdf

Here you can find a look at the European science sector: http://ec.europa.eu/research/science-society/index.cfm?fuseaction=public.topic&id=1282

In Poland (but not only), quite disturbing phenomena can be observed: first of all, women constitute only a fraction of bodies governing the overall education system and institutions operating within the scope of the system; second of all – majority of women leave the academic system after obtaining PhD titles, and this is related with the fact that career in science is parallel to the development of family life.

I see the leaky pipeline is still with us .... we still have a long way to go ... need flexible working conditions, life-work balance, for both women and men !!! and not only in the academia.

Have a look at the EU-poject www.egera.eu. We consider about effective gender equality in research and the academia.

For German universities, I was involved in a recently conducted study that looked precisely at the assignment process of professorships in order to make them gender-sensitive and gender-neutral and thus enable to increase the amount of women in academia. I'll more publications for you if you're interested in, as soon as they're published :)

Book Genderation BeSt. Untersuchung von geschlechterneutralen und...

Conference Paper Investigating gender-neutral and gender-sensitive academic r...

I need reiterate here that the higher the position in the academic hierarchy, the lower the percentage of women. Moreover, a plethora of studies show that women teach more hours and engage in less research in contrast to their male counterparts. They have limited access to male-dominated scientific networks that provide sources and funds for research, and subsequently limited opportunities for publications and advancement.  Women constitute an invisible minority in decision-making committees: Presidents/Chairs of University Research Committees, etc. Additionally, women usually confront gender-constrained social stereotypes and career choices, the life-work balance or rather imbalance, lack of affordable child care facilities or family-friendly working environments, along with the  glass escalator (Kamberidou 2013) and the glass ceiling phenomena.

The gender inequality blame-game can lead anywhere from corporations to individuals to society as a whole, and it can be infuriating. A range of opportunities and choices are still not equal for men and women. sexual harassment is a barrier to women participating in paid work with dignity and respect.