Organizational Pathways toward Gender Equity in Doctoral Education: Chemistry and Civil Engineering Compared

Abstract

Despite gains in baccalaureate and master’s degree attainment, women continue to earn lower shares of doctor of philosophy degrees (PhDs) in many fields, a pattern that is often pronounced in science, technology, engineering, and math (STEM). This article uses comparative case study to understand organizational trajectories toward gender parity achieved in two STEM PhD programs—chemistry and civil engineering—in which women have earned significantly higher shares of PhDs than is typical in their fields. Our analysis uncovered a surprising pattern of progress toward parity occurring as an unintended consequence of other changes. Structural reforms implemented to maintain these departments’ relevance and stature in changing disciplinary fields had ripple effects that included reducing their gender enrollment gaps in graduate programs. Their trajectories differed, however, and comparing them affirmed the potential of mindful organizational learning as a means of achieving sustainable progress toward equity.

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