Not The End of Men Quite Yet

Not long ago, a colleague discussed with me the recently-concluded faculty search in his department. His department decided to hire a male candidate, and my colleague told me he was relieved. In fact, he said to me, "It's so good to know that men can still get hired. I thought we could only hire women, so it's nice to know that men can still get hired." This statement seemed a bit bizarre to me for several reasons, including the fact that the department in question had no female assistant professors at the time of this statement. 

It is strange enough that someone would say this to me (but somehow they do anyway), but what does it mean, if anything? Of course, I hope it does not mean that when a woman is hired, some will think that she was hired mostly/entirely because she is a woman and the department finally had to hire one of those. And if anyone does think that, I hope it does not affect how they treat their new colleague and how they view her work as a professor. (I know enough of the context of this particular situation to know that there are unlikely to be problems in that particular case.)

Nevertheless, as long as there are people who believe that an unbroken streak of hiring men somehow means that men can no longer get faculty positions (in STEM fields), the eventual hiring of a female professor is a situation that calls for vigilance -- by administrators and by faculty -- to make sure any woman hired under such circumstances is not at a disadvantage from the very beginning.

Some Of Them Are Very Bright

As happens from time to time, a science-man having a conversation with me about science, or whatever, will feel the need to establish his I-can-work-with-women creds, even though this is apropos of nothing other than that he is having a conversation with a female scientist (me) at the time, and so he will mention his sincere opinion that a woman or women he worked with is/are actually quite smart. Some of them are even very bright (I heard that one today in an otherwise apparently normal conversation).

Also in a recent conversation of this sort, a science-man told me that he once had to work with a woman who had -- according to what many people told him -- a reputation for being very difficult. He felt that this was a common trait in successful women, and although many successful women realize this and therefore keep a low profile and choose to work behind the scenes (can we call that leaning back?), especially after they get into their late 30s, for some reason this woman chose to stay visible and to work openly with the big male guns even though she was clearly in her 40s (I am not making this up). He did not use the b-word, but he did use the word "shrew" a few times, but -- guess what?!! -- he got along with her just fine. Every once in a while she would start to go shrew on him (I just made up that phrase, it is not a direct quote), but he stayed calm and patient and she would calm down too and they ended up working well together. Yay. 

I do not think less of these men for their misguided attempts to impress me with their progressive opinions of the Female Intellect and/or bizarre hypotheses about the Female Personality in Early Middle Age, but neither am I impressed, just so you know.

Of Course It's True That Professors Grade Easier Than TAs

Last week when I was in a cafe waiting for my mediumskimicedmocha, I overhead one student say to another, "Of course it's true that professors grade easier than TAs", and the other student agreed with that statement. 

Of course! I rather liked this indication that we professors might actually become nicer with time, as opposed to more cranky and mean.

But do you agree with these students? (ignoring the 57 million variables for which we cannot scientifically or otherwise account in discussing this issue now in this blog post and comments).

Some considerations:

- If you used to be a teaching assistant and are now a professor, assuming that you have even a shred of objectivity about this issue, do you think you are an "easier" grader now than when you were a TA?

- If you are a professor now and you teach a class with teaching assistants, do you think you are an easier grader than your TAs? Is this generally true?

- If you are a teaching assistant now, do you have any idea how your grading "hardness" compares with that of the course instructor(s)?

Over the years, in some classes I have been an easier grader than my TAs and in other classes I have not, but if I had to generalize over my career, I would conclude that (1) I am an easier grader now, as a professor, than I was when I was a TA, and (2) I am commonly (but not in every case) an easier grader than most (but certainly not all) of my TAs. I gauge the latter by how many complaints I get about TA grading and, when faced with a grading dispute, whether I think the TA assigned a reasonable grade or was too harsh. [The latter case creates the tricky situation of needing to be fair to the student without undermining the TA, a topic for another day.]

There are likely many explanations for the TAs-are-more-severe-graders phenomenon, but some obvious ones that spring to mind are:

- We are more idealistic when we are just starting out in a career. We have standards, and these are not as flexible as they become later, when we have been teaching for years and might be more willing to reward a glimmer of knowledge as opposed to being severely disappointed that an answer is not as correct or complete as it should be. That does not necessarily mean that we old(er) professors are jaded and have lower standards (though it may).

- At least at the beginning, when we haven't had much experience as a teaching assistant, we don't have much of a basis for comparison and perhaps not much perspective to guide us in the more subjective aspects of grading things involving writing and equations and diagramming. When I was a TA, it was the rare professor who provided much guidance about grading issues such as partial credit, so I mostly made it up as I went along. I figured/hoped that as long as I was consistent, I couldn't go too far wrong.

- A related explanation: Some inexperienced TAs don't have the confidence to give partial credit for partially-correct answers. I recall a time -- many years ago -- when I (the professor) provided a TA with a detailed answer key to an exam. Fortunately I looked over some of the graded exams before handing them back to the students because I ended up having to re-grade several questions entirely because the TA had been inexplicably harsh. For example, in the answer key that I gave to the TA, I had indicated that the correct answer for one question was something like "kitty cat". That was the complete, official name of the thing that was the answer to the exam question, but it did not occur to me that the TA would give students no points if they only wrote "kitty". I should have written on the answer key that "kitty cat" or "kitty" or "cat" were acceptable for full credit, but it didn't occur to me that the student couldn't deal with this level of variability in student answers. Anyone who wrote one of those words clearly knew the answer, so why take off any (or all) of the points? I think the TA just lacked the confidence, and for some reason didn't even want to ask me about it while he was grading.

Now I am wondering: Assuming that I have become easier as a grader with time, have I plateaued or does the grading-easiness trend continue with time (and with what slope on a grading-easiness vs. time plot)?

Why Did You Say That? (in your talk introduction)

A colleague recently commented to me on the tendency for graduate students to introduce their talks at conference by telling the audience that they are students. I had noticed this some (though certainly not all) grad student do this but hadn't really thought anything of it. My colleague didn't like these "I am a student" introductions because he thought the students were saying it to lower expectations or to try to make it more difficult for people to ask challenging questions.

In most cases, it was obvious from various clues (such as the list of coauthors) or prior knowledge that the speaker was a student, so why mention it?

Perhaps my colleague is right about the motivation of some student speakers, but I think there could also be more positive reasons for why a student would mention their studentness in the introduction of their talk. For example, they could be saying "I'm still a student but I was selected to give a talk to present my excellent results and I am or will soon be looking for a job so please pay attention because I am really good."

A possible argument against that hypothesis is that we couldn't think of any postdocs who mentioned their postdoctoralness in a talk introduction. Presumably this motivation would also be relevant to postdocs, if not even more relevant?

I have no idea what the motivation is because I don't think I ever introduced a talk this way when I was a student. I could be wrong because this was a while ago, but I am reasonably certain it wouldn't have occurred to me to introduce a conference talk this way. Therefore, to find out the answer (or, more likely, the answers), I am asking you, the readers who have done this very thing as students, what your motivation was.

And, to the extent that you can determine this, if you had a specific aim in mentioning your student status, did you achieve this aim?

Life Is Just Unfair To Men

Below is an e-mail message. It seems to refer to a comment (or two) that I did not see, perhaps because they got sent to the spam-box, which I never check. I approve all comments that I see and that are not ads, mysterious links, or obscenity-laden threats. That does not mean that I approve of all comments, just that I don't mind posting things like this. I think they make a dramatic point, though perhaps not the one the author intends.

Dear Female Science Professor:

I notice you haven't published my latest comment.  Some months ago you failed to publish another of my comments which I also thought brought the issues into sharp relief by reversing the roles.

My apologies, the first sentence in paragraph five should read:
"By that same logic, the majority of top scientists, especially in the mathematical sciences have been and should continue to be men."

Do you deny that, with few exceptions (ultra-long-distance swimming being one), the top men are better than the top women at sports?  How can you when the score-sheet says otherwise?  By the same token, how can you deny that the most intelligent men are generally smarter than the most intelligent women, especially when it comes to the maths?

I remember when I was younger watching sports on TV and thinking how unfair it was for the women.  As I grew older, I realized that life was just as unfair to men, only in different ways.  This is why I suggest you read Norah Vincent's book "Self Made Man."  Here is someone who has seen it from both sides and firmly decides that she prefers to be a woman, a conclusion that does not surprise me in the slightest.

As I have been burned by what I now realize is a strong sexual double standard in academia (and not in favour of men) I am not the person to argue these things objectively.  I am still quite filled with rage.  There is, however, a woman on Youtube who argues many of the points I would like to touch on in a way that is very rational and objective.  Her channel is "girlwriteswhat":
https://www.youtube.com/user/girlwriteswhat?feature=g-high-rec

I would suggest you check it out as well as Norah Vincent's book.

Kind regards,

Peter

Well this is a bit depressing

From an interview of Rita Colwell (former NSF Director) by National Geographic:

Are you still treated differently as a woman?

Certainly. I still have to tolerate it. It doesn't stop; it never stops. It's just that now it's more covert and not overt.

Can you give an example?

There are too many examples to even begin to enumerate.

I was somewhat surprised by this. Why was I surprised? I don't know.. I can't say I know anything about Rita Colwell's work as a molecular biologist, but it seems to me that she is a rather excellent example of a successful female science professor; that is, successful at a level that most of us will not achieve. It would have been nice if she could have reported to the rest of us that she had to put up with a lot of stupid stuff early in her career but that had faded away as her career progressed.

I suppose I am interpreting the mild question about being "treated differently" to refer to negative experiences. That is how Rita Colwell seems to interpret the question as well.

And I do wish she had given some examples, particularly of the covert situations she still experiences. I believe her 100% that she does experience these things and that it is not pleasant, and I would be interested to know what kinds of things she has to deal with even now, as a senior and very distinguished professor. 

Not long ago, a correspondent wrote to me that a female grad student had said to her that "it's even worse to have role models who are treated horribly than to not have role models".

We could argue about what it means to be treated "horribly", but I think it is too bad to discard some potential role models (whatever that term really means) because they had to struggle -- perhaps quite a lot -- in their careers. Would this grad student not consider Rita Colwell as a good role model because Colwell feels she has had (and continues to have) some (presumably negative) experiences she has to "tolerate" because she is female? Perhaps -- everyone has their own definition of what is a good role model for them) -- but I think that restriction would substantially thin the ranks of potential role models, and that's probably not a good thing.

Postdoc Prestige

Question from a reader:

In your experience in faculty search committees, with respect to hiring an assistant professor, are postdoc positions at national laboratories (e.g. Sandia) viewed with higher regard, equal regard, or lower regard when compared with a postdoc at Prestigious University?

In my experience, all other things being equal (even though they never are), these postdocs would be held in equal regard. I say that mostly because national lab postdocs are certainly not held in lower regard, and I can't think of why they would be held in higher regard.