Failure to thrive: mid-career women in higher education

Gender underrepresentation in higher education (HE) is a persistent global phenomenon. The purpose of this research was to re-examine it through symbolic interactionism (SI). Eight women aspiring to leadership were invited to participate in semi structured interviews after attending a leadership programme specifically designed to enhance their prospects. Analysis indicated ambiguities and contradictions surround notions of leadership, as well as opportunities for leadership. This was evidenced by their appraisal of the existing leadership, speculations regarding their leadership capacity, how the participants position themselves and are positioned in their workplace. Actively “paying it forward” was seen as facilitating promotion, and line managers’ familiarity with the work undertaken by aspirants. Formal leadership training was advocated rather than experiential processes. 

Science teacher education partnerships with schools (STEPS): partnerships in science teacher education

This paper reports on the STEPS project which addressed international concerns about primary teachers' lack of confidence to teach science, and on-going questions about the effectiveness of teacher education. The five universities involved had each independently established a science education program incorporating school-based partnerships between the university and local schools to enable primary pre-service teachers (PSTs) to teach science. The diversity of the programs enabled an examination of the relevant literature underpinning the approaches and comparison of data from participants to identify key features and success factors for establishing and maintaining working relationships with schools. This preliminary analysis of learning from STEPS uses case studies and feedback from PSTs who participated. These findings indicate that authentic teaching experiences build the confidence of PSTs to teach science. Ultimately, the project will develop an Interpretive Framework which will articulate the characteristics of partnerships to be validated through feedback from other science educators from Australia and overseas.

Gender differences in conference presentations: a consequence of self-selection?

Women continue to be under-represented in the sciences, with their representation declining at each progressive academic level. These differences persist despite long-running policies to ameliorate gender inequity. We compared gender differences in exposure and visibility at an evolutionary biology conference for attendees at two different academic levels: student and post-PhD academic. Despite there being almost exactly a 1:1 ratio of women and men attending the conference, we found that when considering only those who presented talks, women spoke for far less time than men of an equivalent academic level: on average student women presented for 23% less time than student men, and academic women presented for 17% less time than academic men. We conducted more detailed analyses to tease apart whether this gender difference was caused by decisions made by the attendees or through bias in evaluation of the abstracts. At both academic levels, women and men were equally likely to request a presentation. However, women were more likely than men to prefer a short talk, regardless of academic level. We discuss potential underlying reasons for this gender bias, and provide recommendations to avoid similar gender biases at future conferences.

Women in politics in matrilineal society (a case study of West Sumatra, Indonesia)

 The study found that the West Sumatran matrilineal system offered limited support to female politicians who still experienced disadvantages in the national system. It concludes that there is a need to include aspects of local culture into regional electoral policy and for women to develop better political credential.

The age of STEM : educational policy and practice across the world in science, technology, engineering and mathematics

 Across the world STEM (learning and work in Science, Technology, Engineering and Mathematics) has taken central importance in education and the economy in a way that few other disciplines have. STEM competence has become seen as key to higher productivity, technological adaptation and research-based innovation. No area of educational provision has a greater current importance than the STEM disciplines yet there is a surprising dearth of comprehensive and world-wide information about STEM policy, participation, programs and practice.

Determinants of mastitis in women in the CASTLE study: a cohort study

BACKGROUND: Mastitis is an acute, debilitating condition that occurs in approximately 20 % of breastfeeding women who experience a red, painful breast with fever. This paper describes the factors correlated with mastitis and investigates the presence of Staphylococcus aureus in women who participated in the CASTLE (Candida and Staphylococcus Transmission: Longitudinal Evaluation) study. The CASTLE study was a prospective cohort study which recruited nulliparous women in late pregnancy in two maternity hospitals in Melbourne, Australia in 2009-2011.

METHODS: Women completed questionnaires at recruitment and six time-points in the first eight weeks postpartum. Postpartum questionnaires asked about incidences of mastitis, nipple damage, milk supply, expressing practices and breastfeeding problems. Nasal and nipple swabs were collected from mothers and babies, as well as breast milk samples. All samples were cultured for S. aureus. "Time at risk" of mastitis was defined as days between birth and first occurrence of mastitis (for women who developed mastitis) and days between birth and the last study time-point (for women who did not develop mastitis). Risk factors for incidence of mastitis occurring during the time at risk (Incident Rate Ratios [IRR]) were investigated using a discrete version of the multivariable proportional hazards regression model.

RESULTS: Twenty percent (70/346) of participants developed mastitis. Women had an increased risk of developing mastitis if they reported nipple damage (IRR 2.17, 95 % CI 1.21, 3.91), over-supply of breast milk (IRR 2.60, 95 % CI 1.58, 4.29), nipple shield use (IRR 2.93, 95 % CI 1.72, 5.01) or expressing several times a day (IRR 1.64, 95 % CI 1.01, 2.68). The presence of S. aureus on the nipple (IRR 1.72, 95 % CI 1.04, 2.85) or in milk (IRR 1.78, 95 % CI 1.08, 2.92) also increased the risk of developing mastitis.

CONCLUSIONS: Nipple damage, over-supply of breast milk, use of nipple shields and the presence of S. aureus on the nipple or in breast milk increased the mastitis risk in our prospective cohort study sample. Reducing nipple damage may help reduce maternal breast infections.