The 5th Large-Scale Survey of Actual
Conditions of Gender Equality in Scientificand Technological Professions
Survey Report
Concise Summary

August 2022
Japan Inter-Society Liaison Association Committee for
Promoting Equal Participation of Men and Women in Scienceand Engineering (EPMEWSE)

Concise Summary of “The 5th Large-Scale Survey of Actual Conditions of Gender
Equality in Scientific and Technological Professions (Survey Report)”
August 2022
Japan Inter-Society Liaison Association Committee for Promoting Equal
Participation of Men and Women in Science and Engineering(EPMEWSE)
JAPANThis report summarizes the results of “The 5th Large-Scale Survey of Actual
Conditions of Gender Equality in Scientific and Technological Professions” which was
carried out by EPMEWSE. It may not be reproduced, reprinted, or excerpted without
the prior written permission of EPMEWSE.

© 2022 Japan Inter-Society Liaison Association Committee for Promoting Equal
Participation of Men and Women in Science and Engineering (EPMEWSE)

Contents
Members ················································································ iv
Table of figures ··········································································· v
Preface················································································· xSurvey Results ··········································································· xi
Chapter 1 Summary of Results ························································· 1
1.1 Basic Data（Question 1-11） ································································· 1

Age Group and Gender (Question 1, 2: Figure 1.1-2) ················································ 1Highest Academic Degree (Question 3, 4: Figure 1.3-6) ············································ 2
Acquisition of Certifications (Question 5: Figure 1.8-10) ··········································· 3
Affiliated Academic Societies (Question 6: Figure 1.11) ············································ 3
Employment Status (Question 7: Figure 1.12) ························································ 5
Affiliated Organization (Question 7: Figure 1.14-15) ················································ 5
Job Position (Question 8: Figure 1.16-19) ····························································· 6
Number of Staff (Question 8: Figure 1.20-21) ························································ 8
Research/Development Funding (Question 8: Figure 1.22-23) ····································· 8
Occupation (Question 9: Figure 1.24-25) ······························································ 9Annual Salary (Question 10: Figure 1.27-28) ························································ 10

1.2 Working Conditions (Question 11-22) ······················································ 12

Finding Employment (Question 11: Figure 1.30) ···················································· 12
Employment Status (Question 11: Figure 1.31) ······················································ 13
Limited-Term Employment (Question 12, 13: Figure 1.33-43) ···································· 13
Job Change / Relocation / Leaving Job and Reasons (Question 15: Figure 1.44-47) ··········· 17
Working Hours and Work Style (Question 16, 17, 18: Figure 1.48-62) ·························· 20
Career Goals (Question 19: Figure 1.63-65) ························································· 25
Overseas Research Activities (Question 21: Figure 1.66-67) ······································ 28
Limited-Term Position and Career Development (Question 22: Figure 1.68-70) ··············· 28

1.3 Work and Family (Question 23-36) ·························································· 31

Spouse / Domestic Partner (Question 23, 24, 25: Figure 1.71-85) ································ 31
Number of Children (Question 26, 33: Figure 1.86-93) ············································ 35
Childcare and Childcare Leave (Question 26-32: Figure 1.94-99) ······························· 38
Nursing Care（Question 34: Figure 1.100-103） ··················································· 40
Balancing Work and Family (Question 35: Figure 1.104-105) ···································· 42
Environment Required for R&D (Question 36: Figure 1.106) ····································· 45

1.4 Gender Equality (Question 37-43） ························································· 46

Percentage of Female Researchers (Question 37: Figure 1.107-109) ····························· 46
Awareness of New Policies (Questions 38, 39: Figure 1.110-113) ································ 48
Awareness and Significance of Hiring Targets (Question 40, 41: Figure 1.114-119） ········· 52
Promotion of Gender Equality (Question 42: Figure 1.120-121） ································ 54
Future Requirements for Gender Equality (Question 43: Figure 1.123) ·························· 56

Chapter 2 Important Issues: Gender Gap in Job Positions ······················· 57

Job Position Index (Figure 2.1)········································································· 57
Job Position Index by Age for Each Organization (Figure 2.2) ···································· 58
Job Position Index by Age for University / Technical College (Figure 2.3)······················ 59
Job Position Index by Age for Each University / Technical College Academic Field (Figure2.4) ········································································································· 59iLength of Employment as a Female Faculty (Lecturer or Above) in University / TechnicalCollege (Figure 2.5) ······················································································ 61
Years Elapsed Since Obtaining Degree and Current Occupation (Figure 2.6) ··················· 61
Years Elapsed Since Obtaining Degree and Job Position (Figure 2.7) ························· 62

Chapter 3 Important Issues: Child and Nursing Cares ···························· 63

Effect of Childcare on Career (Figure 3.1-2) ························································· 63Childcare Leave (Figure 3.3-6) ········································································· 65Childcare Support (Figure 3.7-9)······································································· 68
Experience Living Separately and Dual Career Support (Figure 3.10-15) ······················· 70
Work and Child/Nursing Cares (Figure 3.16-17) ···················································· 75
Requirements for Further Promoting Gender Equality (Figure 3.18-20) ························· 78

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term
Researchers (Postdocs) ··················································· 90
4.1 Basic Data for Limited-Term Employment ················································· 90

Employment Status by Age (Figure 4.1a, Figure 4.1c), Employment Status by Affiliated
Organization (Figure 4.2), Employment Status by Job Position (Figure 4.3a, Figure 4.3b) ··· 90
Term of Employment by Occupational Field and Average Term of Employment by Gender(Figure 4.4b), Extending Limited-Term Employment (Figure 4.5) ······························· 92
Employment Status and Average Annual Salary (Figure 4.6), Health and Pension Plans for
Limited-Term Employment (Figure 4.7b, Figure 4.8b) ············································· 93
Limited-Term Employment and Child Raising (Figure 4.9a, b), Childcare Leave for LimitedTerm Researcher (Figure 4.10) ········································································· 94

4.2 Aging of Limited-Term Employees·························································· 95

Elapsed Years after Obtaining Degree and Employment Status (Figure 4.12), Total Years ofLimited-Term Employment by Age/Gender (Figure 4.13) ········································· 95
Job Position of Limited-Term Employee and Desire for No-Term Employment (Figure 4.14)·············································································································· 96

4.3 Employment Conditions of Limited-Term Researchers / NPIs ·························· 97

Male-Female Ratio of Limited-Term Researchers (Figure 4.15) ·································· 97

4.4 Tenure Track ·················································································· 98

Ratio of Tenure Track Employment by Age (Figure 4.22), Elapsed Years after Obtaining
Degree (Figure 4.23) ····················································································· 98
Childcare Leave and Employment Extension for Tenure Track Employees (Figure 4.28a,
Figure 4.28b) ······························································································ 99
Annual Salaries and Research Work Hours of Tenure Track Employees (Figure 4.27a, Figure
4.27b) (Figure 4.29) ···················································································· 100

Chapter 5 Important Issues: Program and Policy Awareness ··················· 101
5.1 Awareness of Recent Laws and Policies (Figure 5.1-5.4) ······························ 101
5.2 Support Programs Currently Underway for Female Researchers (Figure 5.5) ······· 105
5.3 Numerical Targets for Hiring Female Researchers (Figure 5.6-5.9)··················· 107
5.4 Perception of Numerical Targets from Respondents with High Awareness (Figure5.10-5.12) ····················································································· 109
5.5 Female Hiring Targets of Affiliated Organizations (Figure 5.13-5.30) ················111
5.6 Chapter Summary ············································································ 118

Chapter 6 Written Comments ······················································· 119
6.1 Respondents’ Characteristics ······························································· 119
6.2 Frequently Mentioned Topics ······························································ 121(i) Work-Life Balance ················································································· 121ii

(ii) Limited-Term Researcher (Postdoc) Position ·················································· 123(iii) Career Path ························································································· 123(iv) Numerical Target for New Female Researchers ·············································· 125(v) Supporting Middle and High School Female Students Advance to Science Courses ···· 127(vi) Necessity of Perception Reform································································· 128(vii) Others ······························································································ 128

6.3 Visualization of Comments through Word Cloud ········································ 129

Chapter 7 Survey Wrap-Up ·························································· 130

Chapter 1 Summary of Results ······································································· 130
Chapter 2 Important Issues: Gender Gap in Job Positions ········································ 131
Chapter 3 Important Issues: Child and Nursing Cares ············································ 131
Chapter 4 Important Issues: Limited-Term Employments and Limited-Term Researchers(Postdocs) ······························································································· 132
Chapter 5 Important Issues: Program and Policy Awareness ····································· 133

Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire ············· 135

Fifth Large-Scale Survey of Actual Conditions of Gender Equality in Scientific andTechnological Professions ············································································ 135

Appendix 2 The Data of Each Scientific Society Attended ····················· 152

iii

Members
A member list of the abridged English translation working group (an alphabetical order):Natsue Abe (Japan Geoscience Union)
Kimi Araki (The Genetics Society of Japan)
Keiko Fujioka (The Society of Chemical Engineers, Japan)
Morihisa Hamada (Japan Geoscience Union)
Keimi Harada (The Institution of Professional Engineers, Japan)
Yoshie Harada (The Biophysical Society of Japan)*Noriko Hirata (The Mathematical Society of Japan)*Yoshiko Ishida (The Institution of Professional Engineers, Japan)*Naoki Kachi (The Ecological Society of Japan)
Kayoko Kameda (The Institution of Professional Engineers, Japan)
Naoko Kitagawa (The Society of Chemical Engineers, Japan)
Kaya Kobayashi (The Physical Society of Japan)*Hitomi Kumagai (Japan Society for Bioscience, Biotechnology, and Agrochemistry)*Keiko Miyake (The Ecological Society of Japan)*Ai Muto-Fujita (Japanese Society for Bioinformatics)
Eiko Nakayama (The Japan Wood Research Society)*Lumi Negishi (The Biophysical Society of Japan)
Chiaki Oguchi (Japan Geoscience Union)
Hisako Ohtsubo (The Genetics Society of Japan)
Yoshiko Okada (The Atomic Energy Society of Japan)
Maki Onda (Japan Society for Bioscience, Biotechnology, and Agrochemistry)
Yasuko Ono (The Molecular Biology Society of Japan)
Yukie Sano (The Physical Society of Japan)
Kozo Shimada (The Institution of Professional Engineers, Japan)*Misa Shimuta (The Physiological Society of Japan)*Yuki Sudo (The Biophysical Society of Japan)
Hiroshi Terada (Architectural Institute of Japan*Reiko Urade (Japan Society for Bioscience, Biotechnology, and Agrochemistry)
Sachi Wakasa (Japan Geoscience Union)
Naoki Yamamoto (The Institution of Professional Engineers, Japan)
Naoko Yoshinaga (Japan Society for Bioscience, Biotechnology, and Agrochemistry)(* organizer of the working group)iv

Table of figures
Figure 1.1 Age Distribution of Respondents and Percentage of Females ··································· 1
Figure 1.2 Age Distribution of Respondents by Gender ······················································ 1
Figure 1.3 Highest Academic Degree (Single Answer) ······················································· 2
Figure 1.4 Types of Doctoral Degree (Single Answer) ························································ 2
Figure 1.5 Male Respondents with Doctoral Degree by Age Group (Single Answer)··················· 2
Figure 1.6 Female Respondents with Doctoral Degree by Age Group (Single Answer) ················ 2
Figure 1.8 Acquisition of Certifications ········································································· 3
Figure 1.10 Acquisition of Certifications for Career Development·········································· 3
Figure 1.11 Respondents’ Affiliated Academic Society and Percentage of Females (Multiple
Answers) ········································································································· 4
Figure 1.12 Current Employment Status (Single Answer) ·················································· 5
Figure 1.14 Respondents’ Affiliated Organization (Single Answer) ········································· 5
Figure 1.15 Number of Respondents by Organization and Percentage of Females (Single Answer) ·· 5
Figure 1.16 Response by Job Positions (Multiple Answers) and Percentage of Females················· 6
Figure 1.17 Job Position and Acquisition of Necessary Certifications by Gender (University /Technical College) ······························································································ 7
Figure 1.18 Job Position and Acquisition of Necessary Certifications by Gender (ResearchInstitution) ······································································································· 7
Figure 1.19 Job Position and Acquisition of Necessary Certifications by Gender (Corporation) ······ 7
Figure 1.20 Number of Staff by Gender (Single Answer) ···················································· 8
Figure 1.21 Number of Staff by Area of Specialization and Gender (Single Answer) ···················· 8
Figure 1.22 Research/Development Funding by Gender (Single Answer) ································· 8
Figure 1.23 Research/Development Funding by Area of Specialization and Gender (Single Answer) · 9
Figure 1.24 Percentage of Research and Technical Jobs (Single Answer) ·································· 9
Figure 1.25 Respondents with Doctoral Degree by Occupation (Single Answer) ························· 9
Figure 1.27 Annual Salary by Gender (Single Answer) ······················································ 10
Figure 1.28 Average Annual Salary by Age Group for Each Organization (Single Answer)············ 11
Figure 1.30 Method Used to Find Employment by Gender (Single Answer) ····························· 12
Figure 1.31 Employment Status by Organization (Single Answer) ········································· 13
Figure 1.33 Term of Current Occupation (Limited-Term Employment) (Single Answer) ·············· 13
Figure 1.34 Affiliation Changes (Current: Limited-Term Employment) (Single Answer) ·············· 13
Figure 1.35 Total Years as Limited-Term Employee (Single Answer) ····································· 14
Figure 1.36 Social Security (Multiple Answers) ······························································ 14
Figure 1.37 Provision for Childcare Leave (Single Answer) ················································ 14
Figure 1.38 Tenure Track Job (Single Answer) ······························································· 14
Figure 1.39 Desire for No-Term Employment (Single Answer)············································ 14
Figure 1.40 Length of Limited-term Employment (Current: No-Term Employment) (Single Answer)··················································································································· 15
Figure 1.41 Affiliation Changes (Current: No-Term Employment) (Single Answer) ···················· 15
Figure 1.42 Length of Limited-term Employment by Area of Specialization (Current: No-Term
Employment) (Single Answer)··············································································· 16
Figure 1.43 Affiliation Changes by Area of Specialization (Current: No-Term Employment) (Single
Answer) ········································································································· 16
Figure 1.44 Experience with Job Change / Relocation / Leaving Job (Multiple Answers) ·············· 17
Figure 1.45 Number of Job Change / Relocation / Leaving Job (Single Answer) ························ 17
Figure 1.46 Reasons for Job Change / Relocation / Leaving Job (Multiple Answers) ··················· 18
Figure 1.47 Reasons for Job Change / Relocation / Leaving Job by Age Group (Multiple Answers) 19
Figure 1.48 Fixed Working Hours System (Single Answer) ················································· 20
Figure 1.49 Contracted Working Hours per Week (Single Answer) ········································ 20v

Figure 1.51 Work Style (Ability to Work Remotely) (Single Answer) ····································· 20
Figure 1.52 Hours Spent at Workplace per Week (Left) and Hours Spent in R&D at Workplace per
Week (Right) (Non-Remote Workers) (Single Answer) ················································· 21
Figure 1.53 Hours Spent at Workplace per Week by Age Group (Non-Remote Workers) (Single
Answer) ········································································································· 21
Figure 1.56 Hours Spent at Workplace per Week (Left) and Hours Spent in R&D at Workplace per
Week (Right) (Remote Workers) (Single Answer) ······················································· 22
Figure 1.57 Hours Spent at Workplace per Week by Age Group (Remote Workers) (Single Answer)22
Figure 1.58 Hours Spent Working Remotely per Week (Remote Workers) (Single Answer) ··········· 23
Figure 1.59 Hours Spent in R&D Remotely per Week (Remote Workers) (Single Answer) ············ 23
Figure 1.60 Hours Spent Working Remotely per Week by Age Group (Remote Workers) (Single
Answer) ········································································································· 23
Figure 1.61 Hours Spent on Housework, Childcare and Nursing Care per Week (Non-Remote
Workers) (Single Answer) ···················································································· 24
Figure 1.62 Hours Spent on Housework, Childcare and Nursing Care per Week (Remote Workers)(Single Answer) ································································································ 24
Figure 1.63 Career Goals by Gender (Multiple Answers) ··················································· 25
Figure 1.64 Career Goals by Occupational Field (Multiple Answers) ····································· 26
Figure 1.65 Career Goals by Area of Specialization (Multiple Answers)·································· 27
Figure 1.66 Impact of Overseas Activities on Career Development (Single Answer) ··················· 28
Figure 1.67 Experience with Overseas Research Activities Lasting over 6 Months (Single Answer) 28
Figure 1.68 Benefits of Limited-Term Researcher Position (Multiple Answers) ························· 28
Figure 1.69 Problems with Limited-Term Researcher Position (Multiple Answers) ····················· 29
Figure 1.70 Securing Career Path After Limited-Term Position (Multiple Answers) ···················· 30
Figure 1.71 Spouse / Domestic Partner (Single Answer) ···················································· 31
Figure 1.72 Spouse / Domestic Partner by Age Group for Each Organization - Overall (Single
Answer) ········································································································· 31
Figure 1.73 Spouse’s / Domestic Partner’s Employment (Single Answer) ································ 31
Figure 1.76 Experience Living Separately (Single Answer) ················································· 32
Figure 1.78 Percentage of Respondents with Separate Living Experience by Organization (Single
Answer) ········································································································· 32
Figure 1.79 Years Spent Living Separately (Single Answer) ················································ 32
Figure 1.80 Dual Career Support Program (Multiple Answers)············································· 33
Figure 1.81 Dual Career Support Program by Organization (Multiple Answers) ························ 33
Figure 1.82 Dual Career Support Program by Age Group (Multiple Answers) ··························· 34
Figure 1.83 Use of Dual Career Support Program (Multiple Answers) ···································· 34
Figure 1.85 Reason for Not Using Dual Career Program (Overall / by Organization) (Multiple
Answers) ········································································································ 35
Figure 1.86 Number of Children (Single Answer) ···························································· 35
Figure 1.87 Number of Children Overall (Single Answer) ·················································· 36
Figure 1.88 Number of Children by Organization (Single Answer) ········································ 37
Figure 1.89 Age of Children (for those with children) (Multiple Answers) ······························· 37
Figure 1.91 Ideal Number of Children (Single Answer)····················································· 37
Figure 1.92 Actual and Ideal Number of Children (Single Answer)········································ 37
Figure 1.93 Reasons Why Number of Children Are Less than Ideal (Multiple Answers) ··············· 38
Figure 1.94 Person Responsible for Daytime Childcare (Pre-school) (Multiple Answers)·············· 38
Figure 1.96 Status of Childcare Leave (Multiple Answers) ················································· 39
Figure 1.97 Length of Childcare Leave (Single Answer) ···················································· 39
Figure 1.98 Reasons for Not Taking Leave (Multiple Answers) ············································ 39
Figure 1.99 Status after Leave (Single Answer) ······························································· 40
Figure 1.100 Need for Nursing Care of Family Member (Single Answer) ································ 40
Figure 1.101 Awareness of Nursing-Care Leave (Single Answer) ·········································· 40viFigure 1.103 Provision for Nursing-Care Leave at Respondent’s or Spouse’s / Domestic Partner’s
Workplace (Single Answer) ·················································································· 41
Figure 1.104 Requirements for Balancing Family and Work (Multiple Answers) ······················· 42
Figure 1.105 Requirements for Balancing Family and Work by Presence of Children (Multiple
Answers) ········································································································ 44
Figure 1.106 Environment Required for R&D (Multiple Answers) ········································ 45
Figure 1.107 Reasons for Low Percentage of Female Researchers (Multiple Answers) ················ 46
Figure 1.108 Reasons for Low Percentage of Females in Leadership Position (Multiple Answers) ··· 47
Figure 1.109 Remedies for Improving Female Ratio (Multiple Answers) ································· 47
Figure 1.110 Awareness of Policies (Multiple Answers) ····················································· 48
Figure 1.111 Awareness of Policies by Organization (Multiple Answers) ································· 49
Figure 1.112 Awareness of Policies by Occupational Field (Multiple Answers) ························· 50
Figure 1.113 Awareness and Significance of National Policies and Support for Female Researchers(Single Answer) ································································································ 51
Figure 1.114 Improving National Policies and Support for Female Researchers (Single Answer) ···· 52
Figure 1.115 Awareness of Numerical Target for Female Hiring (Single Answer) ······················· 52
Figure 1.117 Numerical Target for Female Hiring (Single Answer) ········································ 53
Figure 1.118 Published Numerical Target for Female Hiring (for those who replied yes to set target)(Single Answer) ································································································ 53
Figure 1.119 Need for Numerical Target (for those who replied no to set target) (Single Answer) ···· 53
Figure 1.120 Progress in the Promotion of Gender Equality (Single Answer) ···························· 54
Figure 1.121 Progress in the Promotion of Gender Equality by Occupational Field (Single Answer) 55
Figure 1.123 Future Requirements for Gender Equality (Multiple Answers) ····························· 56
Figure 2.1 Definition of Job Position Index (Single Answer) ··············································· 57
Figure 2.2 Job Position Index by Age for Each Organization ··············································· 58
Figure 2.3 Job Position Index by Age for University / Technical College ································· 59
Figure 2.4 Job Position Index by Age for Each University / Technical College Academic Field ······ 60
Figure 2.5 Length of Employment and Percentage of Female Faculties (Lecturer or Above) in
University / Technical College (Single Answer) ·························································· 61
Figure 2.6 Years Elapsed Since Obtaining Degree x Current Occupation x Gender (Single Answer) 61
Figure 2.7 Years Elapsed Since Obtaining Degree and Job Position (Ratio of Respondents) ( ) is
number of responses ··························································································· 62
Figure 3.1 Hours Spent at Workplace by Children’s Age Group (Single Answer) ······················· 63
Figure 3.2 Annual Salary and Number of Children (respondents in their late 30’s) - Overall (Single
Answer) ········································································································· 64
Figure 3.3 Childcare Leave by Organization and Children’s Age Group (Single Answer) ·············· 65
Figure 3.4 Why Parents with Pre-school Children Did Not Take Leave (Multiple Answers) ··········· 66
Figure 3.5 Why Parents with Pre-school Children Did Not Take Leave by Employment Status(Multiple Answers) ···························································································· 66
Figure 3.6 Why Parents with Pre-school Children Did Not Take Leave by Job Position (Multiple
Answers) ········································································································ 67
Figure 3.7 Daytime Caregivers of Pre-School Children by Age of Youngest Child (Multiple Answers)··················································································································· 68
Figure 3.8 After-School Caregivers of Elementary School Children by Age of Youngest Child(Multiple Answers) ···························································································· 68
Figure 3.9 Caregivers during Academic Conference Events by Age of Youngest Child (Multiple
Answers) ········································································································ 69
Figure 3.10 Length of Separation and Number of Children (Single Answer) ····························· 70
Figure 3.11 Length of Separation and Average by Organization (Single Answer) ······················· 71
Figure 3.12 Consideration to Avoid Separate Living (Single Answer) ····································· 72
Figure 3.13 Consideration to Avoid Separate Living by Organization (Single Answer)················· 72
Figure 3.14 Use of Dual Career Support Program by Job Position (Single Answer) ···················· 73vii

Figure 3.15 Reasons for Not Using Dual Career Support Program by Organization (Multiple
Answers) ········································································································ 74
Figure 3.16 People Requiring Nursing Care (Single Answer)··············································· 75
Figure 3.17 Requirements for Balancing Work and Child/Nursing Care by Organization (Multiple
Answers) ········································································································ 77
Figure 3.18 Reasons for Low Proportion of Females in Science and Technology Fields in General by
Organization (Multiple Answers) ············································································ 81
Figure 3.19 Reasons for Low Proportion of Females in Leadership Positions in Science andTechnology Fields by Organization (Multiple Answers) ················································· 83
Figure 3.20 Requirements for Further Promoting Gender Equality by Organization (Multiple
Answers) ········································································································ 88
Figure 4.1a Employment Status by Age: University / Technical College (Single Answer)············· 90
Figure 4.1c Employment Status by Age: Corporation (Single Answer) ··································· 90
Figure 4.2 Employment Status by Affiliated Organization (Single Answer) ······························ 90
Figure 4.3a Employment Status by Job Position: University / Technical College (Single Answer) ··· 91
Figure 4.3b Employment Status by Job Position: Research Institution (Single Answer) ················ 91
Figure 4.4b Average Term of Employment by Gender (Single Answer) ··································· 92
Figure 4.5 Extending Limited-Term Employment (Single Answer) ········································ 92
Figure 4.6 Employment Status and Average Annual Salary (University / Technical College andResearch Institution) by Occupational Field / Gender (only those that work 40 hours or more per
week at the workplace)························································································ 93
Figure 4.7b Health Plan Enrollment: Enrollment Ratio (Single Answer) ·································· 93
Figure 4.8b Welfare/Mutual Pension Plan Enrollment: Enrollment Ratio (Single Answer) ············ 93
Figure 4.9a Number of Children by Gender / Job Position (males ages 35 to 39 only) (Single Answer)··················································································································· 94
Figure 4.9b Number of Children by Gender / Job Position (females ages 35 to 39 only) (Single
Answer) ········································································································· 94
Figure 4.10 Childcare Leave for Limited-Term Employment (Single Answer)··························· 94
Figure 4.12 Employment Status by Elapsed Years after Obtaining Degree for University / TechnicalCollege and Research Institution ············································································ 95
Figure 4.13 Total Years of Limited-Term Employment by Age/Gender (Single Answer) ··············· 95
Figure 4.14 Desire for No-Term Employment by Current Job (Single Answer) ·························· 96
Figure 4.15 Limited-Term Researchers by Age Group and Ratio of Females (Single Answer) ········ 97
Figure 4.22 Tenure Track Employment by Age (Single Answer) ··········································· 98
Figure 4.23 Tenure Track Employment and Elapsed Years after Obtaining Degree (Single Answer) 98
Figure 4.28a Childcare Leave for Tenure and Non-Tenure Employees (Single Answer) ··············· 99
Figure 4.28b Employment Extension for Tenure and Non-Tenure Employees after Childcare Leave(Single Answer) ································································································ 99
Figure 4.27a Annual Salaries of Tenure Track Employee by Age and Gender (Single Answer)····· 100
Figure 4.27b Annual Salaries of Non-Tenure Track Employee by Age and Gender (Single Answer)················································································································· 100
Figure 4.29 Average Time Spent on Research at Workplace for Tenure and Non-Tenure Employees(Single Answer) ······························································································ 100
Figure 5.1 Awareness of Recent Laws/Policies by Age Group and Gender (Multiple Answers) ····· 101
Figure 5.2 Awareness of Recent Laws/Policies by Occupational Field ·································· 103
Figure 5.3 Awareness of Recent Laws/Policies by Job Position (Multiple Answers) ·················· 104
Figure 5.4 Awareness of Recent Laws/Policies Overall by Area of Specialization (Multiple Answers)(excludes students) ·························································································· 104
Figure 5.5 Perception of Recent Policies Overall by Occupational Field ······························ 106
Figure 5.6 Awareness of Numerical Target for Newly Hired Female Researchers by OccupationalField ··········································································································· 107
Figure 5.7 Perception of Numerical Target for Newly Hired Female Researchers by OccupationalField ··········································································································· 107

viii

Figure 5.9 Perception of Numerical Target for Newly Hired Female Researchers by Age Group ··· 108
Figure 5.10 Awareness of Numerical Target by Job Position for Each Organization ·················· 109
Figure 5.11 Awareness of Numerical Target and Perception on Significance (excludes "uncertain")················································································································· 110
Figure 5.12 Awareness of Numerical Target and Perception on Significance Compared with Thirdand Fourth Surveys (excludes "uncertain") ······························································ 110
Figure 5.13 University / Technical College: Awareness by Job Position of Numerical Target for
Female Hiring ································································································ 111
Figure 5.14 University / Technical College: Awareness by Job Position of Numerical Target for
Female Hiring (excludes "uncertain") ···································································· 111
Figure 5.15 Research Institution: Awareness by Job Position of Numerical Target for Female Hiring················································································································· 112
Figure 5.16 Research Institution: Awareness by Job Position of Numerical Target for Female Hiring(excludes "uncertain")······················································································· 112
Figure 5.18 Corporation: Awareness by Job Position of Numerical Target for Female Hiring(excludes "uncertain")······················································································· 112
Figure 5.20 University / Technical College: Awareness by Job Position of Publicized Numerical
Target for Female Hiring (excludes "uncertain") ························································ 113
Figure 5.21 Research Institution: Awareness by Job Position of Publicized Numerical Target for
Female Hiring ································································································ 113
Figure 5.22 Research Institution: Awareness by Job Position of Publicized Numerical Target for
Female Hiring (excludes "uncertain") ···································································· 114
Figure 5.23 Corporation: Awareness by Job Position of Publicized Numerical Target for Female
Hiring ·········································································································· 114
Figure 5.24 Corporation: Awareness by Job Position of Publicized Numerical Target for Female
Hiring (excludes "uncertain") ·············································································· 114
Figure 5.25 University / Technical College: Perception by Job Position on Necessity of Numerical
Target ·········································································································· 115
Figure 5.26 University / Technical College: Perception by Job Position on Necessity of Numerical
Target (excludes "uncertain") ·············································································· 115
Figure 5.27 Research Institution: Perception by Job Position on Necessity of Numerical Target ···· 116
Figure 5.28 Research Institution: Perception by Job Position on Necessity of Numerical Target(excludes "uncertain")······················································································· 116
Figure 5.29 Corporation: Perception by Job Position on Necessity of Numerical Target ············· 116
Figure 5.30 Corporation: Perception by Job Position on Necessity of Numerical Target (excludes"uncertain") ··································································································· 117
Figure 6.1 Total Responses and Written Comments ························································ 119
Figure 6.2 Number of Written Comments by Age/Gender················································· 119
Figure 6.3 Ratio of Written Comments by Age/Gender ···················································· 119
Figure 6.4 Number of Written Comments by Occupational Field ········································ 120
Figure 6.5 Ratio of Written Comments by Occupational Field ··········································· 120
Figure 6.6 Frequently Mentioned Topics and Number of Comments ···································· 121
Figure 6.7 Dissenting Opinions regarding Numerical Targets for Female Researcher Hiring ········ 125
Figure 6.8 Opinions on (A) Supporting Female Students Advance to Science Courses and (B)Numerical Target for Female Researcher Hiring ························································ 127
Figure 6.9 Requirements for Further Encouraging Science Courses to Female Students ············· 127ixPreface
The Japan Inter-Society Liaison Association Committee for Promoting Equal Participation of Men and Womenin Science and Engineering (EPMEWSE) conducts a large-scale survey about every four years on gender equality inthe science and engineering professions “to understand the current environment surrounding the communities ofscience and engineering professionals, to identify issues, and to propose recommendations.” 1) The first and second
surveys were carried out under the consignment of Japan’s Ministry of Education, Culture, Sports, Science andTechnology, but from the third survey, the EPMEWSE itself has been working on the project with the combined
strength of its member academic societies. Our intention is to continuously capture the trends through periodic
research, investigate the awareness of the gender equality related laws and policies set up with the movement of thetimes, verify the effect of government projects, and recommend new policies as necessary.
In Japan, which has plunged into a declining population and the resulting aging society, how to improve
productivity and lead it to innovation is an extremely important issue. In order to solve this issue, attention is focusing
on working styles especially of women and the elderly. Against this background, basic plans have been formulated“to maintain and strengthen international competitiveness and to revitalize science and technology/academic
activities incorporating various perspectives and ideas”, as stated in the Fourth Basic Plan for Gender Equality(approved by the Cabinet in December 2015), and “toward Reiwa society where all women and girls can thrive andachieve their full potential”, as stated in the Fifth Basic Plan for Gender Equality (approved by the Cabinet in
December 2020). Based on these, the “Act on Promotion of Women's Participation and Advancement in the
Workplace” was enacted in April 2016. The act made it obligatory for national and local governments as well asprivate enterprises to comprehend the situation concerning the activity of women, analyze issues, formulate actionplans, and make information public. Internationally, at the G7 Ise Shima Summit in 2016, the world leaders declared
their commitment “to empowering women and girls, including through capacity-building such as education andtraining as well as promoting active role of women in Science, Technology, Engineering and Mathematics (STEM)
fields,” and for that purpose set up the “Women’s Initiative in Developing STEM Career (WINDS).” Despite these
initiatives, Japan ranked 120th out of 156 countries in the global gender gap (gender equality) index announced by
the World Economic Forum in March 2021 (121st out of 153 countries in the previous survey). This is the worst
among developed countries. Even within Asia, Japan ranks lower than South Korea, China, and ASEAN countries 2),
and there are calls for further actions to be taken to solve the problem.
Against such a backdrop, this research study clarified the current situation of female researchers and engineers,and how it is changing along with the situation of their male counterparts. Similar to the fourth survey, we considered“Gender Gap in Job Positions,” “Child and Nursing Care,” “Limited-term Employment and Researcher” and“Programs and Policies” as important topics in our analysis. Based on over 19,000 responses, which is more than theprevious survey, the report is more content-rich than ever before. We would like to thank the survey participants fromeach academic society for their cooperation, and as with previous reports, we strongly hope that this report willcontribute to gender equality and further development of science and technology.
1) Japan Inter-Society Liaison Association Committee for Promoting Equal Participation of Men and Women in
Science and Engineering, Report on the MEXT-Commissioned Project in FY2003 “Diverse Visions of Scientists
and Engineers in the 21st Century -For the Promotion of Gender Equality-,” March 2004
2) Global Gender Gap Report 2021 https://www.weforum.org/reports/global-gender-gap-report-2021x

Survey Results
In conducting the survey, the Pre-Analysis Working Group was assigned the task of studying the timing of the survey
and creating questionnaire items. With regard to the selection of the questionnaire items, while adding new questions
and deleting some previous ones, we adhered to the survey items from the first four surveys as much as possible toenable chronological examination. As a result, the questionnaire for the fifth survey contains 93 questions covering
43 items. The survey was carried out through a website from October 20 to November 30, 2021 targeting membersof academic societies.
Note:
In the fifth survey, the following common definitions apply in each chapter.
○ Affiliated organization
Affiliated organization is divided into five categories of “university / technical college”, which includes national
universities, public universities, private universities, and technical colleges / other educational institutions,“research institution”, which includes public as well as other research institutions, “corporation”, “government”,
and “others”, which also includes those that have no affiliation.
○ Occupational field
Based on job title (position), occupational field is divided into five major categories.
Two categories for “university/technical college” and “research institution”:① PI: Principal Investigator (professor, associate professor, lecturer, dean, director, division head, group lab
chief, senior researcher)② NPI: Not Principal Investigator (assistant professor, research assistant, researcher (including limited-term
researcher), research technician)Two categories for “government” and “corporation”:③ manager (executive director, general manager, senior manager, manager)④ regular employee (group leader, general staff)
One category for:⑤ student
These categories were further divided into nine sub-categories depending on the presence of term limits and used
for aggregate analysis. The major categories were subdivided into (A) no-term PI, (B) limited-term PI, (C) noterm NPI (excludes limited-term researcher), (D) limited-term NPI (excludes limited-term researcher), (E) noterm researcher, (F) limited-term researcher (includes researcher reappointed to limited-term employment after
reaching retirement age), (G) manager (corporate executive director, general manager, senior manager, manager),(H) regular employee (group leader, general staff), and (I) student.

xiChapter 1 Summary of Results

Chapter 1 Summary of Results
1.1 Basic Data（Question 1-11）
Age Group and Gender (Question 1, 2: Figure 1.1-2)
The total number of survey respondents was 19,505 of which 14,468 were men, 4,901 (25.1%) were women and
136 (0.7%) preferred not to answer. Percentage of female respondents decreased as age increased (Figure 1.1).
Male
FemaleFemale Ratio

28.4%
22.2%

1500
1000

35%
30%
20%

13.4%

9.1%

8.0%

500

15%
10%

70 Yrsor Over

65 Yrs～

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～5%
25 Yrs～

0

40%

25%
18.1%

24 Yrsor UnderNumber of Responses

2000

34.5%
37.6%
31.4%30.0%
29.5%

Female Ratio

2500

0%

Figure 1.1 Age Distribution of Respondents and Percentage of Females

The peak age group was higher for men compared to women (Figure 1.2).

70 Yrsor Over

65 Yrs～

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～25 Yrs～Male
Female24 Yrsor Under

18%
16%
14%
12%
10%
8%
6%
4%
2%
0%

Figure 1.2 Age Distribution of Respondents by Gender1

Chapter 1 Summary of Results

Highest Academic Degree (Question 3, 4: Figure 1.3-6)
The percentage of women with an undergraduate degree was lower than that of men. However, the percentagesof men and women who have completed master's courses were almost the same. As for the completion of doctoral
courses, the percentage of women was slightly higher than that of men (Figure 1.3).
0%

20%

40%

60%

80%

100%
Associate DegreeMale(n=14468)

Bachelor’s
Master’s
Doctor’s

Female(n=4901)

OthersFigure 1.3 Highest Academic Degree (Single Answer)

The gender gaps in the percentages of undergraduate degree and doctoral course completion have been shrinking
since the third survey, and in this survey, the situation between men and women has finally reversed. The overall
degree acquisition rate was 65%. The percentage of men was higher until the previous survey, but this time, it isalmost the same (Figure 1.4).
0%

20%

40%

60%

80%

100%

Male
(n=14468)

None
Doctoral Degree (Course)
Doctoral Degree (Non-course)

Female(n=4901)

Doctoral Degree (Both Course and Non-course)

Figure 1.4 Types of Doctoral Degree (Single Answer)

65 Yrs～

70 Yrsor Over

60 Yrs～

55 Yrs～

50 Yrs～45

45 Yrs～65

40 Yrs～

70 Yrsor Over

65 Yrs～0%60 Yrs～0%

55 Yrs～20%

50 Yrs～20%

45 Yrs～40%

40 Yrs～40%

35 Yrs～60%

30 Yrs～60%

25 Yrs～80%

24 Yrsor Under80%357 442 528 604 803 793 615 422 227

35 Yrs～100%

30 Yrs～576 828 1137 1398 1891 1979 2137 1899 1454 649 520

25 Yrs～100%

24 Yrsor UnderThe degree acquisition rate rapidly increases for both men and women in their 30’s (Figure 1.5, Figure 1.6).

Doctoral Degree (Both Course and Non-course)
Doctoral Degree (Non-course)
Doctoral Degree (Course)
None

Doctoral Degree (Both Course and Non-course)
Doctoral Degree (Non-course)
Doctoral Degree (Course)
None

Figure 1.5 Male Respondents with
Doctoral Degree by Age Group(Single Answer)

Figure 1.6 Female Respondents with
Doctoral Degree by Age Group(Single Answer)2

Chapter 1 Summary of Results

Acquisition of Certifications (Question 5: Figure 1.8-10)
The acquisition rate of certifications (Figure 1.8) was low for research/education positions and high for technicalspecialists and sales positions. The acquisition rate was slightly higher for women than for men.
Occupation
100%

12612

4046

No
178

Gender

Yes

1161

100%

80%

80%

60%

60%

40%

4901

Male

Female

Yes

40%

20%

0%

Others

Sales

Technical Specialist(including Technology
Development)

20%
Research/Education

0%

No

14468

Figure 1.8 Acquisition of Certifications

Approximately 70% of technical specialists and sales staff have "acquired" certifications necessary for careerdevelopment (Figure 1.10). The acquisition rate of certifications for career development was higher among men
than among women.
Occupation
100%

1780

2171

106

Gender
470

100%

40%

40%

20%

20%

0%

0%

Others

60%

Sales

60%

Technical Specialist(including Technology
Development)

80%

Research/Education

80%

3559

1163

Male

FemaleNo plans

No plans

Preparing for certification

Preparing for certification

Already hold certification

Already hold certification

Figure 1.10 Acquisition of Certifications for Career Development

Affiliated Academic Societies (Question 6: Figure 1.11)
The female ratio of survey respondents was higher than the female ratio of society members for all academic
societies (Figure 1.11). On average, each person is affiliated with 1.60 academic societies.

3Chapter 1 Summary of Results

0%UnassociatedJapanese Society of Breeding
The Genetics Society of Japan
Japanese Society for Biological Sciences in Space
The Japanese Society for Hygiene
The Japan Society of Medical Entomology and Zoology
The Institute of Image Information and Television Engineers
The Japanese Liquid Crystal Society
The Japanese Society for Horticultural Science
The Japan Society for Industrial and Applied Mathematics
The Japan Society of Applied Physics
The Japanese Association of Anatomists
The Oceanographic Society of JapanThe Chemical Society of Japan
Japan Society for Science Education
The Society of Chemical Engineers, JapanThe Japan Scientists’ Association
Japan Association for Fire Science and Engineering
Particle Accelerator Society of JapanThe Japan Society of Mechanical Engineers
The Institution of Professional Engineers, JapanThe Japanese Society of Fish Pathology
The Ichthyological Society of JapanThe Japan Institute of Metals and Materials
The Society of Instrument and Control Engineers
The Japan Institute of Light Metals
The Crystallographic Society of JapanThe Japanese Society of Health and Human Ecology
Atomic Energy Society of Japan
Architectural Institute of JapanThe Japan Society for Aeronautical and Space Sciences
The Japanese Society of Hypertension
The Society of Polymer Science, Japan
Japan Association for Global HealthJapan Society of Computer Aided Surgery
Japan Society of Coordination Chemistry
The Japanese Society of Sericultural Science
Japanese Association for Oral Biology
The Magnetics Society of Japan
Japan Society for Lipid Nutrition
The Mass Spectrometry Society of Japan
Society of Automotive Engineers of JapanThe Japanese Geotechnical Society
The Japanese Society of Veterinary Science
The Society for the Study of Species Biology
The Japanese Society for Food Science and Technology
The Botanical Society of JapanThe Japanese Society for Chemical Regulation of Plants
The Japanese Society of Plant Physiologists
Japanese Society for Plant Biotechnology
The Phytopathological Society of JapanThe Society of Japanese Women Scientists
Japanese Women Engineers Forum
Information Processing Society of Japan
Society of Evolutionary Studies, JapanThe Japan Neuroscience Society
The Japanese Society for Neurochemistry
Japanese Society of Nephrology
The Japanese Forest Society
The Japanese Society of Fisheries Science
Japanese Society for Aquaculture Research
The Mathematical Society of Japan
Japan Society for Symbolic and Algebraic Computation
The Japanese Biochemical Society
The Ecological Society of JapanThe Society of Eco-Engineering
The Biophysical Society of JapanThe Japan Society for Precision Engineering
The Physiological Society of JapanThe Japan Petroleum Institute
The Ceramic Society of Japan
Japan Society Histochemistry and Cytochemistry
Japanese Society of Physical Fitness and Sports Medicine
Protein Science Society of Japan
Society of Geomagnetism and Earth, Planetary and Space Sciences
Japan Geoscience Union
Japanese Society of Animal Science
Japanese Geomorphological Union
The Geological Society of JapanThe Japanese Society for Neutron Science
Japanese Society of Gout and Uric & Nucleic Acids
Japanese Society for DNA Polymorphism Research
The Database Society of JapanThe Iron and Steel Institute of JapanThe Electrochemical Society of JapanThe Institute of Electronics, Information and Communication Engineers
The Astronomical Society of JapanThe Japanese Society of Carbohydrate Research
The Zoological Society of Japan
Japanese Society of Soil Science and Plant Nutrition
Japan Society of Civil Engineers
The Ornithological Society of JapanThe Japan Endocrine Society
Japan Society of Endocrine Disruptors Research
Japan Society of Civil Engineers
The Japan Society of Tropical Ecology
Combustion Society of Japan
Japan Society for Bioscience, Biotechnology, and Agrochemistry
Bioimaging Society
Japanese Society for Bioinformatics
Japanese Society of Developmental Biologists
The Society for Reproduction and Development
The Japan Society for Comparative Endocrinology
The Japan Society of Vacuum and Surface Science
The Physical Society of JapanThe Japan Society of Plasma Science and Nuclear Fusion Research
The Molecular Biology Society of JapanThe Japan Society for Analytical Chemistry
The Japanese Society for Synchrotron Radiation Research
The Japanese Radiation Research Society
The Japan Wood Research Society
The Pharmaceutical Society of Japan
Association of Wildlife and Human Society
The Japan Society of Fluid Mechanics
Primate Society of Japan
OthersFemale Ratio
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

8.7%
15.6%

32.6%
25.9%
36.7%
44.4%
38.5%
34.6%

12.9%
16.8%

28.0%

35.0%
18.2%
19.2%
26.1%
15.3%
24.5%
12.5%
10.9%
9.9%
5.6%
14.0%
7.7%
11.8%
12.0%
11.5%
17.5%
16.4%
10.3%
21.3%
11.1%
14.0%
12.7%
3.8%

45.7%

33.0%
35.3%
70.9%
36.4%
42.5%
43.5%

12.3%

37.9%
34.0%
33.6%
34.0%
24.5%
31.3%
31.7%
33.9%

18.6%
24.7%
31.9%
34.5%
13.3%
7.2%
13.0%
3.6%

54.3%

29.0%

100.0%
100.0%

44.4%

28.6%
29.8%
22.4%
21.2%
15.5%
26.4%
13.3%
12.9%
38.3%
28.5%
21.5%
30.2%
31.8%
25.8%
26.5%
25.9%
11.3%
45.5%
29.4%
17.8%
9.2%
14.6%
12.5%
19.7%
38.0%
30.2%
34.1%
11.7%
33.0%
24.1%
44.4%
37.1%
39.3%
6.3%
27.2%
33.3%
27.8%
35.4%
34.7%
22.8%
17.5%
12.0%
9.8%
35.3%
33.9%
13.9%
35.0%
25.9%
33.9%
24.6%
8.2%
48.4%
29.2%

Figure 1.11 Respondents’ Affiliated Academic Society and Percentage of Females(Multiple Answers)

4

Chapter 1 Summary of Results

Employment Status (Question 7: Figure 1.12)
More than 85% of both men and women are employed, and about twice as many women are “unemployed” asmen (Figure 1.12).
0%

20%

40%

60%

80%

100%
EmployedMale(n=14468)

Unemployed (between jobs)
Unemployed (retired)
Entrepreneur, proprietor, etc.

Female(n=4901)

Student

Figure 1.12 Current Employment Status (Single Answer)

Affiliated Organization (Question 7: Figure 1.14-15)
Respondents’ affiliation was highest with university / technical college (Figure 1.14).
0%

20%

40%

60%

80%

100%

Male
(n=14468)

University/Technical College
Research Institution
Corporation
Government
OthersFemale(n=4901)

Figure 1.14 Respondents’ Affiliated Organization (Single Answer)

Percentages of women in corporation and government were same as before and slightly lower compared with
university / technical college and research institution (Figure 1.15).
5000

27.1% 27.6%

29.8%
25.3%

3000

19.2%

23.5%

26.5% 25.3%
17.4%

15.8%

2000

30%

10%

OthersOther research institution

Public research institution(including national research anddevelopment agencies)

Government

Corporation

Other educational institutions

Technical College

Private university

Public university (municipal)

National university

1000
0

20%

Female Ratio (%)

Number of Responses

4000

40%

0%

Male
FemaleFemale Ratio

Figure 1.15 Number of Respondents by Organization and Percentage of Females(Single Answer)50

University/Technical College
Student
Others6

Senior Researcher

Research Institution
Corporation

44.5%

Others19.2%

Director General or higher

Deputy Director General

21.4%

Director(Deputy) Assistant Section Manager

12.6%
7.6% 6.5%
5.3%
Chief

28.0%
23.5%

(Deputy) Unit Chief

2500

Others

3000

General Staff

Group Leader

32.1%
26.5%
23.9%
22.8% 24.7%

Manager

Senior Manager

General Manager

Executive Director and above

14.0%
13.6%

OthersResearch Technician

Limited-term Researcher

No-term Researcher

27.5%
23.1%

Division Head

47.9%

42.2%
40.0% 38.3%
37.6%
34.3%

Group Lab Chief

14.3%

Director

34.1%

Research student

Graduate student (doctoral)

Graduate student (master’s)

Undergraduate student

Graduate student (non-degree)

34.4%

Others40.5%

Associate degree student

50.0%

Research Technician

Limited-term Researcher

34.0%

Research Associate

1500

No-term Researcher

26.5%

Assistant Professor

16.5%
500 11.8%

Lecturer

Associate Professor

1000

Professor

Dean and above

Number of Responses

Male
FemaleFemale Ratio
80%

2000
70%

60%

41.4% 50%

33.9%

18.5%

7.7% 10.4%
7.5%

Government

Figure 1.16 Response by Job Positions (Multiple Answers) and Percentage of Females
40%

30%

20%

10%

0%

Female Ratio (%)

Chapter 1 Summary of Results

Job Position (Question 8: Figure 1.16-19)
As job position becomes higher, female ratio decreases (Figure 1.16).
100%

90%

Chapter 1 Summary of Results

In research institution, acquisition rates of necessary certifications were generally low with acquisition rate of
women being lower than that of men in almost all positions (Figure 1.17-19).
100%

34

331 116 203 140

8

96

74

134 147

47

40

52

38

43

24

80%
60%
No plans

40%

Preparing for certification

20%

Dean and Professor Associate
above
Professor

Lecturer

Assistant Researcher Research
Professor
Technician/Research
Associate

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleAlready hold certification

Male

0%

OthersFigure 1.17 Job Position and Acquisition of Necessary Certifications by Gender(University / Technical College)
100%

7

2

24

6

35

16

62

29

19

11

65

31

28

11

80%
60%
No plans

40%

Preparing for certification20%

Director

Division
Head

Group Lab
SeniorResearcher Research
Chief
Researcher
Technician

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleAlready hold certification

Male

0%

OthersFigure 1.18 Job Position and Acquisition of Necessary Certifications by Gender(Research Institution)
100%

252

22

73

2

416

22

545

87

258

78

313

105

131

8

80%
60%

No plans

40%

Preparing for certification
Already hold certification

Executive
General
Director and Manager
above

SeniorManagerManagerGroup
Leader

GeneralStaff

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

OthersFigure 1.19 Job Position and Acquisition of Necessary Certifications by Gender(Corporation)

7

Chapter 1 Summary of Results

Number of Staff (Question 8: Figure 1.20-21)
Women had a fewer number of staff (for university, number includes associate researchers and those that aresupervised) compared with men (Figure 1.20).
0%

20%

40%

60%

80%

100%

None
1～10
11～20
21～30
31～40
41～50
51 or More
UnansweredMale(n=13023)
Female(n=4216)

Figure 1.20 Number of Staff by Gender (Single Answer)

The number of staff for men exceeded the number for women in all areas of specialization (Figure 1.21).
Male

Female
180

100%

90%

160

90%

160

80%

140

80%

140

None
21～30
51 or More

1～10
31～40
Unanswered

60

30%

1.5

4.2

None
21～30
51 or More

11～20
41～50
Average

3.6

2.7

4.7

1～10
31～40
Unanswered

3.5

2.7

11～20
41～50
Average

Figure 1.21 Number of Staff by Area of Specialization and Gender (Single Answer)

Research/Development Funding (Question 8: Figure 1.22-23)
Overall, women earned less research/development funding than men in FY2020 (Figure 1.22).
0%

20%

40%

60%

80%

Male
(n=13023)

Female(n=4216)100%

Not applicable
None (0 JPY)
Less than 500 thousand JPY
500 thousand JPY~
1 million JPY~
5 million JPY~
20 million JPY~
50 million JPY~
100 million JPY or more

Figure 1.22 Research/Development Funding by Gender (Single Answer)

8

2.7
Others

0%

40

20.5

Health and Nursing

10%

0

8.5

Agriculture20

18.2 15.6

Medicine, Dentistry
and Pharmacology

20%

MechanicalEngineering
Earth and
Planetary Science

40

Civil Engineering

5.6
Others5.7

Health and Nursing

7.6

Medicine, Dentistry
and Pharmacology

8.1

Agriculture

6.1

25.8

MechanicalEngineering
Earth and
Planetary Science

12.8

Civil Engineering

Mathematics

Electronics andInformation

Physics

5.8

2.2

18.3

Chemical andMaterial Engineering
Life science andBiology

20%

0%

60

39.7

80

40%

Physics

30%

100

50%

80

40%

120

60%

100

50%

10%

70%

120

60%

Chemical andMaterial Engineering
Life science andBiology

70%

180

Mathematics

168.6

Electronics andInformation

100%

20
0

Chapter 1 Summary of Results

Funding received by men significantly exceeded funding received by women in all areas of specialization (Figure1.23).
Female

Male
1800

100%

1800

90%

1600

90%

1600

1400

80%

Not applicable
Less than 500 thousand JPY
1 million JPY~
20 million JPY~
100 million JPY or more

None (0 JPY)
500 thousand JPY~
5 million JPY~
50 million JPY~
Average

Not applicable
Less than 500 thousand JPY
1 million JPY~
20 million JPY~
100 million JPY or more

OthersAverage (Ten Thousand JPY)

0

Health and Nursing

0%

Agriculture

200

Medicine, Dentistry
and Pharmacology

10%

Earth and Planetary
Science

OthersHealth and Nursing

Agriculture

Medicine, Dentistry
and Pharmacology

Earth and Planetary
Science

Mechanical Engineering

Civil Engineering

Life science and Biology

Chemical and Material
Engineering0

Physics0%Mathematics

200

Electronics andInformation

10%

400

20%

Mechanical Engineering

400

20%

600

30%

Civil Engineering

600

30%

800

40%

Life science and Biology

800

40%

1000

50%

Physics

1000

50%

1200

60%

Chemical and Material
Engineering

1200

60%

1400

70%

Mathematics

70%

Electronics andInformation

80%

Average (Ten Thousand JPY)

100%

None (0 JPY)
500 thousand JPY~
5 million JPY~
50 million JPY~
Average

Figure 1.23 Research/Development Funding by Area of Specialization and Gender (Single Answer)

Occupation (Question 9: Figure 1.24-25)
Sixty-eight percent of men and 76% of women were in research/education jobs (Figure 1.24). Compared with past
surveys, the ratio of men in research/education jobs dropped in this survey.
0%

20%

40%

60%

80%

100%

Male
(n=13554)

Research/Education

Female(n=4328)

Sales

Technical Specialist
OthersFigure 1.24 Percentage of Research and Technical Jobs (Single Answer)

More than 85% in research/education, more than 20% in technical, and more than 15% in sales held doctoral
degrees, and there was no significant difference between genders (Figure 1.25).
100%

9225

3294

3259

771

154

24

916

239

Male

FemaleMale

FemaleMale

FemaleMale

Female

80%
60%
40%
20%
0%

Research/
Education Job

Technical
Specialist

Sales Job

Have Doctoral Degree

OthersNo Doctoral Degree

Figure 1.25 Respondents with Doctoral Degree by Occupation (Single Answer)

9

Male
FemaleCorporation

Male
Female

10

1600
1400
1200
1000
800
600
400
200
0

60 Yrs～
65 Yrs～
70 Yrs or Over

65 Yrs～

70 Yrs or Over

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～25 Yrs～

60 Yrs～Male
Female55 Yrs～Government

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～25 Yrs～24 Yrs or Under

1600
1400
1200
1000
800
600
400
200
0

24 Yrs or Under

Average Annual Salary(Ten Thousand JPY)

70 Yrs or Over

65 Yrs～

60 Yrs～

55 Yrs～

University/Technical College

Average Annual Salary(Ten Thousand JPY)

70 Yrs or Over

65 Yrs～

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～12 Million JPY
or Over

10 Million JPY～

9 Million JPY～

8 Million JPY～

7 Million JPY～

6 Million JPY～

5 Million JPY～

4 Million JPY～

3 Million JPY～

2 Million JPY～

1 Million JPY～

Under 1 Million
JPY

None (0 JPY)

Unanswered

Number of Responses
2000

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～25 Yrs～035 Yrs～30 Yrs～25 Yrs～24 Yrs or Under

1600
1400
1200
1000
800
600
400
200
0

24 Yrs or Under

Average Annual Salary(Ten Thousand JPY)

1600
1400
1200
1000
800
600
400
200
0

Average Annual Salary(Ten Thousand JPY)

Chapter 1 Summary of Results

Annual Salary (Question 10: Figure 1.27-28)
Annual salaries of women are lower than that of men (Figure 1.27). Women’s average annual salaries are about
80% of men’s in almost all organizations and age groups (Figure 1.28).
2500

Male

Female

1500

1000

500

Figure 1.27 Annual Salary by Gender (Single Answer)

Research Institution
Male
FemaleOthers

70 Yrs or Over

65 Yrs～

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～Male
Female25 Yrs～

1600
1400
1200
1000
800
600
400
200
0

24 Yrs or Under

Average Annual Salary(Ten Thousand JPY)

Chapter 1 Summary of Results

Figure 1.28 Average Annual Salary by Age Group for Each Organization (Single Answer)

11

Chapter 1 Summary of Results

1.2 Working Conditions (Question 11-22)
Finding Employment (Question 11: Figure 1.30)
With the exception of certain areas of specialization, the percentage of women who applied for “open recruitment”
was higher than that of men (Figure 1.30).
0%

10%

Male

20%

30%

40%

50%

60%

70%

80%

90%

100%

Mathematics
Electronics and Information
Physics
Chemical and Material Engineering
Life science and Biology
Civil Engineering
Mechanical Engineering
Earth and Planetary Science
Agriculture
Medicine, Dentistry and Pharmacology
Health and Nursing
OthersOpen recruitment
Referred to by friend/acquaintance
Unanswered0%

Referred to by academic advisor
Found on my own

10%

Female

20%

30%

40%

50%

Referred to by upperclassman
Others

60%

70%

80%

90%

100%

Mathematics
Electronics and Information
Physics
Chemical and Material Engineering
Life science and Biology
Civil Engineering
Mechanical Engineering
Earth and Planetary Science
Agriculture
Medicine, Dentistry and Pharmacology
Health and Nursing
OthersOpen recruitment
Referred to by friend/acquaintance
Unanswered

Referred to by academic advisor
Found on my own

Referred to by upperclassman
OthersFigure 1.30 Method Used to Find Employment by Gender (Single Answer)

12

Chapter 1 Summary of Results

Employment Status (Question 11: Figure 1.31)
In university / technical college, percentage of no-term employments is low, especially among women (Figure1.31). More than 80% of employments in corporation have no terms for both men and women. Likewise, morethan 90% of employments in government are without terms, and there were no significant gaps between genders.
100%

8054

3299

1965

716

3622

682

296

92

531

112

90%
80%
70%

Student
Limited-term
No-term

60%
50%
40%
30%
20%
10%
0%

Male

FemaleUniversity/
Technical College

Male

FemaleResearch
Institution

Male

FemaleCorporation

Male

FemaleMale

FemaleOthersGovernment

Figure 1.31 Employment Status by Organization (Single Answer)

Limited-Term Employment (Question 12, 13: Figure 1.33-43)
Women hold limited-term employments longer than men (Figure 1.33). The number of “less than ten years”
responses, which was the highest recorded response in the previous survey, drastic dropped in this survey. Thismay be due to the revision of the Labor Contracts Act.
0%

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
0 Years
1 Year
3 Years or Less
5 Years or Less
10 Years or Less
Over 10 Years
UnansweredMale(n=3308)
Female(n=1463)

Figure 1.33 Term of Current Occupation (Limited-Term Employment) (Single Answer)

Women changed their affiliated organization more frequently than men (Figure 1.34).
0%

20%

40%

60%

80%

100%
0 Times
1 Time2 Times
3 Times
4 or More Times
UnansweredMale(n=3308)
Female(n=1463)

Figure 1.34 Affiliation Changes (Current: Limited-Term Employment) (Single Answer)

13

Chapter 1 Summary of Results

The total length of tenure in limited-term employment is longer for women than for men with about 30% of
women exceeding 10 years (Figure 1.35).
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
0 Years
1 Year
3 Years or Less
5 Years or Less
10 Years or Less
Over 10 Years
UnansweredMale(n=3308)
Female(n=1463)

Figure 1.35 Total Years as Limited-Term Employee (Single Answer)

Enrollment in “health plan”, “pension plan” and “employment insurance” was around 60%, which is a decrease
from the previous survey (Figure 1.36).
0%

10%

20%

30%

40%

50%

60%

70%

No
Health plan
Pension plan
Employment insurance
Male (n=3308)

OthersFemale (n=1463)

UnsureFigure 1.36 Social Security (Multiple Answers)

More than half of the respondents qualify for childcare leave (Figure 1.37). The percentage of both men andwomen who take advantage of the leave has continued to increase since the third survey.
0%

20%

40%

60%

80%

100%

Male
(n=3308)

Yes
No
UnsureUnanswered

Female(n=1463)

Figure 1.37 Provision for Childcare Leave (Single Answer)

About 15% of respondents are in tenure-track positions, an increase from the previous survey (Figure 1.38). About
80% of both men and women desire to work without a term limit, but about 20% of men did not desire a no-term
employment (Figure 1.39).
0%

20%

40%

60%

80%

0%

100%
Yes
No
UnsureUnansweredMale(n=3308)
Female(n=1463)Male(n=3308)
Female(n=1463)

Figure 1.38 Tenure Track Job(Single Answer)

20%

40%

60%

80%

100%
Yes
No
UnsureUnanswered

Figure 1.39 Desire for No-Term Employment(Single Answer)

14

Chapter 1 Summary of Results

The most common length of term experienced by both men and women who have worked in a limited-term
position is “6 to 10 years”, and about 12% of respondents have experience working “more than 10 years” (Figure1.40). The most frequent change of affiliation was “0” for both men and women, but about 40% of both havechanged their affiliation more than once (Figure 1.41).
0%

20%

40%

60%

80%

100%
0 Years
1 Year
2～3 Years
4～5 Years
6～10 Years
Over 10 Years
UnansweredMale(n=10246)
Female(n=2865)

Figure 1.40 Length of Limited-term Employment (Current: No-Term Employment)(Single Answer)
0%

20%

40%

60%

80%

100%
0 Times
1 Time2 Times
3 Times
4 or More Times
UnansweredMale(n=10246)
Female(n=2865)

Figure 1.41 Affiliation Changes (Current: No-Term Employment) (Single Answer)

15

Chapter 1 Summary of Results

The length of limited-term employment experienced by those currently under no-term employment was long inmathematics, physics, life science / biology, earth / planetary science, medicine/dentistry/pharmacology, andhealth/nursing (Figure 1.42), and the number of affiliation changes was high for these professions as well (Figure1.43).
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Mathematics
Electronics and Information
Physics

0 Years

Chemical and Material
Engineering

1 Year
2～3 Years

Life science and Biology

4～5 Years

Civil Engineering

6～10 Years
Over 10 Years

Mechanical Engineering

Unanswered

Earth and Planetary Science
Agriculture
Medicine, Dentistry andPharmacology
Health and Nursing
OthersFigure 1.42 Length of Limited-term Employment by Area of Specialization (Current: No-Term
Employment) (Single Answer)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Mathematics
Electronics and Information
0 Times

Physics

1 TimeChemical and Material
Engineering

2 Times
3 Times

Life science and Biology

4 or More Times

Civil Engineering

Unanswered

Mechanical Engineering
Earth and Planetary Science
Agriculture
Medicine, Dentistry andPharmacology
Health and Nursing
OthersFigure 1.43 Affiliation Changes by Area of Specialization (Current: No-Term Employment)(Single Answer)

16

Chapter 1 Summary of Results

Job Change / Relocation / Leaving Job and Reasons (Question 15: Figure 1.44-47)
About half of both men and women have experienced relocation without changing their occupation, and women
far outnumbered men when it came to leaving a job (Figure 1.44). Sixty-six percent of both men and women haveexperienced job change / relocation / leaving job more than once and fewer than 10% have experienced this fivetimes or more (Figure 1.45).
0%

10%

20%

30%

40%

50%

60%

Changed workplace
for new occupation
Changed workplace
without changing occupation
Changed occupation
without changing workplace
Male (n=13554)
Female (n=4328)

Left/lost job
Never

Figure 1.44 Experience with Job Change / Relocation / Leaving Job (Multiple Answers)
0%

20%

40%

60%

Male
(n=14468)
Female(n=4901)

80%

100%

Never
1 Time2 Times
3 Times
4 Times
5 or More Times
Unanswered

Figure 1.45 Number of Job Change / Relocation / Leaving Job (Single Answer)

17

Chapter 1 Summary of Results

The most common reason behind job change / relocation / leaving job for both men and women was careeradvancement. Family relocation, marriage, and childcare reasons were higher with women than men (Figure 1.46).
For men, younger the age group, greater the “career advancement” response, whereas for women, it was the
opposite and the number became greater as age became higher (Figure 1.47).
0%

10%

20%

30%

40%

50%

60%

Further my career
Change in job content (or research topic)
Better income
Avoid relocation required by employer
Job relocation of family member
Workplace location
End of contract
Marriage
Caring for children
Caring for sick family member
Concern for future
Gender discrimination
Difficulty with personal relations
Unhappy with previous workplace
Laid-off or dismissed
Bankruptcy

Male
FemaleOthersFigure 1.46 Reasons for Job Change / Relocation / Leaving Job (Multiple Answers)
Male

Further my career

70%

Change in job content(or research topic)
Better income

60%

Avoid relocation required by
employerJob relocation of family member

50%

Workplace location
End of contract

40%

Marriage
Caring for children

30%

Caring for sick family member
Concern for future

20%

Gender discrimination
Difficulty with personal relations

10%

Unhappy with previous workplace0%

24 Yrs or 25 Yrs～ 30 Yrs～ 35 Yrs～ 40 Yrs～ 45 Yrs～ 50 Yrs～ 55 Yrs～ 60 Yrs～ 65 Yrs～ 70 Yrs or
Under
Over
n=5

n=133

n=689

n=1036 n=1522 n=1545 n=1546 n=1421 n=1057

18

n=508

n=387

Laid-off or dismissed
Bankruptcy
OthersChapter 1 Summary of Results

Female70%

Further my career

60%

Change in job content(or research topic)
Better income

50%

Avoid relocation required by
employerJob relocation of family member
Workplace location
End of contract

40%

Marriage
Caring for children

30%

Caring for sick family member
20%

Concern for future
Gender discrimination10%

Difficulty with personal relations
Unhappy with previous workplace0%

24 Yrs or 25 Yrs～ 30 Yrs～ 35 Yrs～ 40 Yrs～ 45 Yrs～ 50 Yrs～ 55 Yrs～ 60 Yrs～ 65 Yrs～ 70 Yrs or
Under
Over
n=3

n=84

n=317

n=464

n=639

n=648

n=506

n=325

n=195

n=55

n=37

Laid-off or dismissed
Bankruptcy
OthersFigure 1.47 Reasons for Job Change / Relocation / Leaving Job by Age Group(Multiple Answers)

19

Chapter 1 Summary of Results

Working Hours and Work Style (Question 16, 17, 18: Figure 1.48-62)
The most common working hours system were “discretionary labor system for professional work” for university/ technical college; “discretionary labor system for professional work” and “fixed working hours system” forresearch institution; “fixed working hours system” and “flextime system” for corporation; “fixed working hours
system” for government (Figure 1.48). The most contracted working hours was 31 to 40 hours per week, and there
was very little difference between men and women (Figure 1.49).
100%

7140

2726

1965

716

3622

682

296

92

531

112

Unanswered
Unsure80%

Discretionary labor system for
management-related work
Discretionary labor system forprofessional work
Off-site discretionary labor system

60%
40%

Flextime system
Variable working hours system

20%

Fixed working hours system
0%Male Female Male Female Male Female Male Female Male Female
University/
Technical
CollegeResearch
Institution

Corporation

Government

Not applicable

OthersFigure 1.48 Fixed Working Hours System (Single Answer)
0%

20%

40%

60%

80%

Male
(n=13554)

100%

UnsureUnder 10 Hrs
11〜20 Hrs
21〜30 Hrs
31〜40 Hrs
41〜50Hrs
Unanswered

Female(n=4328)

Figure 1.49 Contracted Working Hours per Week (Single Answer)

Work from home or other remote location was allowed for 70% to 80% of respondents regardless of occupation(Figure 1.51).
100%

7140

2726

1965

716

3622

682

296

92

531

112

80%

Working from home or remote location isallowed with conditions

60%

Working from home or remote location isallowed

40%

Working from home or remote location is
not allowed

20%
0%Male Female Male Female Male Female Male Female Male Female
University/
Technical
CollegeResearch
Institution

Corporation

Government

OthersFigure 1.51 Work Style (Ability to Work Remotely) (Single Answer)

20

Chapter 1 Summary of Results

There was little difference between men and women in the weekly working hours for those not allowed to work
remotely (Figure 1.52, left). The distribution of weekly hours spent in R&D at the workplace stayed under 50hours (Figure 1.52, right). Although the R&D hours spent at the workplace has been exhibiting a continuous
downward trend, the drop was significant in this survey for both men and women. Looking at the number of hours
spent at work by age, there is a trough for women between the ages of 30 and 45. It is speculated that women inthis age group are fulfilling their family responsibilities as they raise children (Figure 1.53).
45%

45%

90 Hrs or More80 Hrs～70 Hrs～60 Hrs～50 Hrs～40 Hrs～90 Hrs or More0%80 Hrs～5%0%70 Hrs～10%

5%60 Hrs～15%

10%50 Hrs～20%

15%

40 Hrs～20%

30 Hrs～25%

20 Hrs～25%

10 Hrs～30%

Under 10 Hrs

30%

30 Hrs～Female20 Hrs～FemaleMale

35%

10 Hrs～35%

40%

Under 10 Hrs

Male

Not Applicable

40%

Hours at Workplace: Male
Hours at Workplace: Female
Hours spent on R&D: Male

70 Yrsor Over

65 Yrs～

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～

Hours spent on R&D: Female

25 Yrs～

50
45
40
35
30
25
20
15
10
5
0

24 Yrsor UnderHours (h)Figure 1.52 Hours Spent at Workplace per Week (Left)and Hours Spent in R&D at Workplace per Week (Right)(Non-Remote Workers) (Single Answer)

Figure 1.53 Hours Spent at Workplace per Week by Age Group (Non-Remote Workers)(Single Answer)

21

Chapter 1 Summary of Results

For those allowed to work remotely, there was little difference between men and women in the distribution of
weekly working hours and the weekly time spent in R&D at the workplace (Figure 1.56). As with the non-remoteworkers, R&D time within working hours continues to decline. The results by age are almost the same as theresults of the non-remote workers, except for those aged 70 and over (Figure 1.57). About 70% of both men andwomen that are allowed to work remotely spend less than 10 hours a week working remotely (Figure 1.58), andabout 60% spend less than 10 hours performing R&D remotely (excluding those not applicable) (Figure 1.59),
which is the same as non-remote workers. Thirty percent of both men and women spend more than 10 hours
working remotely, and less than 10% spend more than 30 hours suggesting the existence of people overworking
remotely. The number of hours working remotely tends to increase with age for both genders (Figure 1.60). This
trend differs from non-remote workers, and it can be said that the ability to work remotely eliminates the gender
gap in childcare and housework.
35%

35%
30%

Hours at Workplace: Male
Hours at Workplace: Female
Hours spent on R&D: Male

70 Yrsor Over

65 Yrs～

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～

Hours spent on R&D: Female

25 Yrs～

45
40
35
30
25
20
15
10
5
0

24 Yrsor UnderHours (h)Figure 1.56 Hours Spent at Workplace per Week (Left)and Hours Spent in R&D at Workplace per Week (Right)(Remote Workers) (Single Answer)

Figure 1.57 Hours Spent at Workplace per Week by Age Group (Remote Workers)(Single Answer)

22

90 Hrs or More80 Hrs～60 Hrs～50 Hrs～40 Hrs～30 Hrs～20 Hrs～Female10 Hrs～90 Hrs or More0%80 Hrs～0%70 Hrs～5%
60 Hrs～5%50 Hrs～10%40 Hrs～10%30 Hrs～15%

20 Hrs～15%

10 Hrs～20%

Under 10 Hrs

20%

Only work from homeor other remote location

Male

25%

FemaleUnder 10 Hrs

25%

70 Hrs～Male

Not Applicable30%

Chapter 1 Summary of Results

0%

10%

20%

30%

40%

50%

60%

70%

80%

Under 10 Hrs
10 Hrs～20 Hrs～30 Hrs～40 Hrs～50 Hrs～60 Hrs～70 Hrs～80 Hrs～Male
Female90 Hrs or More

Figure 1.58 Hours Spent Working Remotely per Week (Remote Workers) (Single Answer)
0%

10%

20%

30%

40%

50%

60%

70%

80%

Not Applicable
Under 10 Hrs
10 Hrs～20 Hrs～30 Hrs～40 Hrs～50 Hrs～60 Hrs～70 Hrs～Male
Female80 Hrs～90 Hrs or More

Figure 1.59 Hours Spent in R&D Remotely per Week (Remote Workers) (Single Answer)
16
14

Hours (h)12Working Hours (or Working Hours at Home): Male

10

Working Hours (or Working Hours at Home): Female

8

Hours Spent on R&D: Male

6

Hours Spent on R&D: Female

4

70 Yrsor Over

65 Yrs～

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～25 Yrs～0

24 Yrsor Under2

Figure 1.60 Hours Spent Working Remotely per Week by Age Group (Remote Workers)(Single Answer)

23

Chapter 1 Summary of Results

Regardless of whether remote work is possible or not, the weekly time required for housework, childcare andnursing care by age group was significantly higher for women than for men in all age groups (Figure 1.61, 1.62).
In particular, among women aged 40 to 44, which is an important period in terms of life events and careeradvancement, about 70% spent 2 hours or more, and 20% spent 5 hours or more on housework, childcare, andnursing care. Women tend to spend less time doing housework, childcare, and nursing care when they can work
remotely, which suggests that the lack of remote work puts more strain on women than on men.
Female

Male
0%

20%

40%

60%

80%

0%

100%

24 Yrs or Under

24 Yrs or Under

25 Yrs～25 Yrs～30 Yrs～30 Yrs～35 Yrs～35 Yrs～40 Yrs～40 Yrs～45 Yrs～45 Yrs～

50 Yrs～

50 Yrs～

55 Yrs～

55 Yrs～

60 Yrs～

60 Yrs～

65 Yrs～

65 Yrs～

70 Yrs or Over

70 Yrs or Over0 hours
1 - Less than 2 hours
3 - Less than 4 hours
5 hours or more

20%

40%

0 hours
1 - Less than 2 hours
3 - Less than 4 hours
5 hours or more

Less than 1 hour
2 - Less than 3 hours
4 - Less than 5 hours
Unanswered

60%

80%

100%

Less than 1 hour
2 - Less than 3 hours
4 - Less than 5 hours
Unanswered

Figure 1.61 Hours Spent on Housework, Childcare and Nursing Care per Week
(Non-Remote Workers) (Single Answer)
Female

Male
0%

20%

40%

60%

80%

100%

0%

24 Yrs or Under

24 Yrs or Under

25 Yrs～25 Yrs～30 Yrs～30 Yrs～35 Yrs～35 Yrs～40 Yrs～40 Yrs～45 Yrs～45 Yrs～

50 Yrs～

50 Yrs～

55 Yrs～

55 Yrs～

60 Yrs～

60 Yrs～

65 Yrs～

65 Yrs～

70 Yrs or Over

70 Yrs or Over0 hours
1 - Less than 2 hours
3 - Less than 4 hours
5 hours or more

20%

0 hours
1 - Less than 2 hours
3 - Less than 4 hours
5 hours or more

Less than 1 hour
2 - Less than 3 hours
4 - Less than 5 hours
Unanswered

40%

60%

80%

Less than 1 hour
2 - Less than 3 hours
4 - Less than 5 hours
Unanswered

Figure 1.62 Hours Spent on Housework, Childcare and Nursing Care per Week
(Remote Workers) (Single Answer)

24

100%

Chapter 1 Summary of Results

Career Goals (Question 19: Figure 1.63-65)
Both men and women tended to desire research jobs at universities (Figure 1.63).
0%

10%

20%

30%

40%

50%

60%

Work in an academic or
research institution lab
Leader of an academic or
research institution lab

Male
FemaleWork in academic or research
institution administration
Academic or research institution
work other than the above
R&D work in private sector
Leader of R&D in private sector
Work as a technician
in the private sector
Work in business management
Other jobs in private sector
Work in education
Work in local government
Be an entrepreneur
Work as a science andtechnology journalist
UnsureOthersFigure 1.63 Career Goals by Gender (Multiple Answers)

25

Chapter 1 Summary of Results

Majority of respondents, both men and women, desired a research post at a university or research institution,
followed by a R&D job at a corporation (Figure 1.64). More than half of the respondents in the fields of basic
research and medicine desire to work as a researcher at a university, and in application fields, many respondents
desire to work in R&D at a corporation (Figure 1.65).
MaleWork in an academic or research institution lab
Leader of an academic or research institution lab
Work in academic or research institution administration
Academic or research institution work other than the above
R&D work in private sector
Leader of R&D in private sector
Work as a technician in the private sector
Work in business management
Other jobs in private sector
Work in education
Work in local government
Be an entrepreneur
Work as a science and technology journalist
UnsureOthers

3500

Number of Responses

3000
2500
2000
1500
1000
500
0

No-term PI
n=5237

Limited-term No-term NPI Limited-term
PI
NPI
n=841

n=738

No-term
Researcher

Limited-term
Researcher

Manager

Regular
Employee

Student

n=409

n=778

n=2210n=1239

n=887

n=795

FemaleWork in an academic or research institution lab
Leader of an academic or research institution lab
Work in academic or research institution administration
Academic or research institution work other than the above
R&D work in private sector
Leader of R&D in private sector
Work as a technician in the private sector
Work in business management
Other jobs in private sector
Work in education
Work in local government
Be an entrepreneur
Work as a science and technology journalist
UnsureOthers900
800

Number of Responses

700
600
500
400
300
200
100
0

No-term PI
n=1486

Limited-term No-term NPI Limited-term
PI
NPI
n=305

n=384

n=533

No-term
Researcher

Limited-term
Researcher

Manager

Regular
Employee

Student

n=140

n=468

n=230

n=438

n=564

Figure 1.64 Career Goals by Occupational Field (Multiple Answers)

26

Chapter 1 Summary of Results

Male

1600

Work in an academic or research institution lab
Leader of an academic or research institution lab
Work in academic or research institution administration
Academic or research institution work other than the above
R&D work in private sector
Leader of R&D in private sector
Work as a technician in the private sector
Work in business management
Other jobs in private sector
Work in education
Work in local government
Be an entrepreneur
Work as a science and technology journalist
UnsureOthers

1400

Number of Responses

1200

1000

800

600

400

200

0

Mathematics Electronics
andInformation
n=582

n=1093

Physics

n=1646

Chemical and Life science
Civil
Material
and Biology Engineering
Engineering
n=1965n=2583MechanicalEngineering

Earth and
Planetary
Science

Agriculture

n=786

n=345

n=2021n=1639Female800n=1037n=145

Othersn=626Work in an academic or research institution lab
Leader of an academic or research institution lab
Work in academic or research institution administration
Academic or research institution work other than the above
R&D work in private sector
Leader of R&D in private sector
Work as a technician in the private sector
Work in business management
Other jobs in private sector
Work in education
Work in local government
Be an entrepreneur
Work as a science and technology journalist
UnsureOthers700

600

Number of Responses

Medicine,
Health andDentistry andNursingPharmacology

500

400

300

200

100

0

Mathematics Electronics
andInformation
n=88

n=172

Physicsn=240

Chemical and Life science
Civil
MechanicalMaterial
and Biology Engineering Engineering
Engineering
n=495

n=1218

n=470

n=70

Earth and
Planetary
Science

Agriculture

n=155

n=748

Medicine,
Health andDentistry andNursingPharmacology
n=704

n=205

Figure 1.65 Career Goals by Area of Specialization (Multiple Answers)

27

Othersn=336

Chapter 1 Summary of Results

Overseas Research Activities (Question 21: Figure 1.66-67)
Both genders believe overseas research activities will have a positive impact on their career development (Figure1.66). About 30% of the respondents had more than half a year of research experience overseas, with slightly
more men than women (Figure 1.67).
0%

20%

40%

60%

80%

100%
Very positive
Somewhat positive
Both positive and negative
Negative
UnsureUnansweredMale(n=14468)
Female(n=4901)

Figure 1.66 Impact of Overseas Activities on Career Development (Single Answer)
0%

20%

40%

60%

80%

100%
Yes (with post in home country)Male(n=14468)

Yes (without post in home country)
None

Female(n=4901)

Unanswered

Figure 1.67 Experience with Overseas Research Activities Lasting over 6 Months(Single Answer)

Limited-Term Position and Career Development (Question 22: Figure 1.68-70)
Many respondents think limited-term position is beneficial since they “can concentrate on research” and theposition provides them with “opportunities to undertake new research”. However, there was a huge drop in theselection rates for those responses compared with the previous survey while the “no advantage” response
increased significantly (Figure 1.68).
0%

10%

20%

30%

Can concentrate on research

40%

50%

60%

No-term PI
Limited-term PI

Opportunities to undertake new researchNo-term NPI
Limited-term NPI

Can take part in a large-scale projectNo-term Researcher
Limited-term Researcher

Job changes and re-employment is easierManager
Regular Employee

Easier to balance work and personal life

Student

No advantages
UnsureOthersFigure 1.68 Benefits of Limited-Term Researcher Position (Multiple Answers)

28

Chapter 1 Summary of Results

As for problems with limited-term position, many answered “few positions available after the term ends” and“outlook is difficult since term is affected by research funding” (Figure 1.69). Those that responded “fixed term
prevents work on large or consistent topic” increased by slightly less than 10% from the previous survey.
0%

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Outlook is difficult since term is affected by researchfunding
Fixed term prevents work on large or consistent topic

No-term PI

Few positions available after the term ends

Limited-term PI
No-term NPI

Age limit

Limited-term NPI
No-term Researcher

Salary is low

Limited-term Researcher
Manager

Significant salary gap depending on employment status

Regular Employee

Suffer loss of social security

Student

Difficult to receive childcare leave
Forced to transfer away from family
Harassment problems
No problems
UnsureOthersFigure 1.69 Problems with Limited-Term Researcher Position (Multiple Answers)

29

Chapter 1 Summary of Results

Expansion of full-time positions was frequently cited as necessary for ensuring career path after working as alimited-term researcher as well as more options to choose from other than research positions (Figure 1.70).
0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Expand full-time positions allowing independent research in academic andresearch institutions
Establish full-time positions to allow continuation of research without
going independent
Eliminate age limit for limited-term researcher
Eliminate age limit when hiring for academic and research institutions
Provide opportunities to interact with other industries
Expand professions involved with science and technology administration
Employ mid-high teachers using special licensing
Create and expand research administrator positions
Establish a system to support entrepreneurship

No-term PI
Limited-term PI

Education on science and society in graduate school

No-term NPI
Limited-term NPI

Establish and expand career centers in academic and research institutions

No-term Researcher

Support activities necessary for career development (participation inacademic societies and training unrelated to the assigned project)

Limited-term Researcher
Manager

UnsureRegular Employee
Student

OthersFigure 1.70 Securing Career Path After Limited-Term Position (Multiple Answers)

30

Chapter 1 Summary of Results

1.3 Work and Family (Question 23-36)
Spouse / Domestic Partner (Question 23, 24, 25: Figure 1.71-85)
About 20% more men than women have spouses / domestic partners (Figure 1.71).
0%

20%

40%

60%

80%

100%

Male
(n=14468)

Yes

No

Female(n=4901)

Figure 1.71 Spouse / Domestic Partner (Single Answer)

There was no difference between men and women until the early 30’s, but after the late 30’s, the rate peaked for
women while the rate gradually increased for men resulting in a large gender gap (Figure 1.72).
Overall
100%
80%
60%
Male
Female40%

70 Yrsor Over

65 Yrs～

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～25 Yrs～0%

24 Yrsor Under20%

Figure 1.72 Spouse / Domestic Partner by Age Group for Each Organization - Overall(Single Answer)

About half of the men’s spouses / domestic partners are unemployed, whereas about 97% of the women’s spouses/ domestic partners are employed (Figure 1.73).
0%Male(n=11141)
Female(n=2985)

20%

40%

60%

80%

100%

Full-time homemaker
Company employee (research/technical)
Company employee (non-research/non-technical)
Academic or research institution employee (research/technical)
Academic or research institution employee (non-research/non-technical)
Government employee
Self-employedStudent
OthersFigure 1.73 Spouse’s / Domestic Partner’s Employment (Single Answer)

31

Chapter 1 Summary of Results

Thirty percent of men and 50% of women with spouses / domestic partners have experience living separately,
which are slight increases for both genders (Figure 1.76).
0%

20%

40%

60%

80%

100%

Male
(n=11141)

Yes
No

Female(n=2985)

Figure 1.76 Experience Living Separately (Single Answer)

Women exceeded men in the ratio of respondents with separate living experience across all organizations, but thatdifference was small for corporation (Figure 1.78).
0%

10%

20%

30%

40%

50%

60%

University/
Technical College
Research Institution
Corporation

Male
FemaleGovernment
OthersFigure 1.78 Percentage of Respondents with Separate Living Experience by Organization(Single Answer)

The length of separation between one year and less than two years received the highest response from both genders,and as the length of separation increased, the percentage of those with experience decreased. However, men andwomen with ten or more years of experience continued to increase from past surveys (Figure 1.79).
0%

5%

10%

15%

20%

25%

30%

Less than 1Yr
Over 1 Yr
Over 2 Yrs
Over 3 Yrs
Over 4 Yrs
Over 5 Yrs

Male
FemaleOver 6 Yrs
Over 7 Yrs
Over 8 Yrs
Over 9 Yrs
Over 10 Yrs

Figure 1.79 Years Spent Living Separately (Single Answer)

32

Chapter 1 Summary of Results

Number of Responses

Regarding the Dual Career Support Program, “no support” was the most common response from both genders.
Those that responded “unsure” decreased significantly from the previous survey (Figure 1.80).
6000
5000
Relocation to commutable area
Temporary leave
No relocation for several years after marriage
OthersNo support program
Unsure

4000
3000
2000
1000
0

Male (n=11141)

Female (n=2985)

Figure 1.80 Dual Career Support Program (Multiple Answers)

A high percentage of respondents in university / technical college and research institution indicated “no support”
for Dual Career Support Program. In contrast, the same response was relatively low from those in corporation(Figure 1.81).

2000
1500
1000
500

3000

Male (n=5900)

Female (n=1925)

Corporation

2500
2000
1500
1000
500
0

3000

Number of Responses

2500

0

Number of Responses

University/Technical College

Number of Responses

Number of Responses

3000

Male (n=3012)

Female (n=431)

Research Institution

2500

Relocation to a commutable area
Temporary leave
No relocation for several years after marriage
OthersNo support program
Unsure

2000
1500
1000
500
0

Male (n=1522)

Female (n=505)

Government

3000
2500

Relocation to a commutable area
Temporary leave
No relocation for several years after marriage
OthersNo support program
Unsure

2000
1500
1000
500
0

Male (n=234)

Female (n=52)

Figure 1.81 Dual Career Support Program by Organization (Multiple Answers)

33

Chapter 1 Summary of Results

The “unsure” response decreased significantly for both genders aged 34 and under (Figure 1.82).
Male
Number of Responses

900
800

Relocation to a commutable area

700

Temporary leave600

No relocation for several years after marriage

500

Others400

No support program

300

Unsure200

70 Yrsor Over

65 Yrs～

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～25 Yrs～0

24 Yrsor Under100

FemaleNumber of Responses

900
800

Relocation to a commutable area

700

Temporary leave600

No relocation for several years after marriage

500

Others400

No support program

300

Unsure200

70 Yrsor Over

65 Yrs～

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～25 Yrs～0

24 Yrsor Under100

Figure 1.82 Dual Career Support Program by Age Group (Multiple Answers)

Around 80% of both genders desire to use the Dual Career Support Program (Figure 1.83).
0%

20%

40%

60%

Male
(n=11141)

80%

100%

Yes
No
Unanswered

Female(n=2985)

Figure 1.83 Use of Dual Career Support Program (Multiple Answers)

34

Chapter 1 Summary of Results

University/Technical College

Overall

600
500
400
300
200
100
0

Male
(n=1819)

Corporation
Number of Responses

Number of Responses

600
500
400
300
200
100
0

Female(n=542)

700
600
500
400
300
200
100
0

700

Male
(n=991)

700
600
500
400
300
200
100
0

Female(n=336)Male(n=222)

Female(n=110)Cannot relocate due to work
matters

600
500

Cannot relocate due to family
matters

400

Stability is highly questionable
even after relocation

300
200

Others100

Female(n=77)

Research Institution

Government

700

0

Male
(n=486)

Number of Responses

700

Number of Responses

Number of Responses

Among women, the highest reason for not wanting to use the Dual Career Support Program was “stability ishighly questionable even after relocation”, while the number of women who responded “cannot relocate due tofamily matters” was lower than that of men (Figure 1.85). The “unsure” response was significantly higher for men
than for women.

Male(n=37)

UnsureFemale(n=6)

Figure 1.85 Reason for Not Using Dual Career Program (Overall / by Organization)(Multiple Answers)

Number of Children (Question 26, 33: Figure 1.86-93)
Fifty-six percent of women responded that they have no children, and those with either one or two were about
20% each (Figure 1.86). Nearly 60% of men have children, and 40% of them have two or more. This is in linewith results observed in past surveys.
0%

20%

40%

60%

80%

100%
None
1
2
3
4
5 or More
UnansweredMale(n=14468)
Female(n=4901)

Figure 1.86 Number of Children (Single Answer)

35

Chapter 1 Summary of Results

The number of children increases with age for men, reaching two at ages 65 to 69. On the other hand, womenreach one child at ages 35 and over, and after that the number remains almost flat (Figure 1.87). Result-wise, men
turn out to have twice as many children than women.
2.5
2.0

Male

1.5

Female1.0

70 Yrsor Over

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～n=565

25 Yrs～n=949 n=1282 n=1681 n=2011 n=2721 n=2790 n=2768 n=2334 n=1688 n=716

24 Yrsor Under0.0

65 Yrs～0.5

Figure 1.87 Number of Children Overall (Single Answer)

The gender gap in the number of children was the same for all organizations, and no other differences wereobserved as well (Figure 1.88).
University/Technical College

3.0
2.5

Male

2.0

Female1.5
1.0

65 Yrs～

70 Yrsor Over

55 Yrs～

50 Yrs～45 Yrs～n=139

40 Yrs～n=278

35 Yrs～n=899 n=1019 n=1272 n=1692 n=1661 n=1447 n=1248 n=880

30 Yrs～

60 Yrs～n=910

25 Yrs～0.0

24 Yrsor Under0.5

Research Institution

3.0
2.5

Male

2.0

Female1.5
1.0

65 Yrs～

70 Yrsor Over

65 Yrs～

70 Yrsor Over

55 Yrs～

50 Yrs～45 Yrs～n=39

40 Yrs～n=57

35 Yrs～n=147 n=309 n=312 n=422 n=441 n=462 n=344 n=170

30 Yrs～

60 Yrs～n=6

25 Yrs～0.0

24 Yrsor Under0.5

Corporation

3.0
2.5

Male

2.0

Female

1.5
1.0

n=23

60 Yrs～

55 Yrs～

50 Yrs～45 Yrs～40 Yrs～35 Yrs～30 Yrs～25 Yrs～0.0

24 Yrsor Under0.5

n=205 n=283 n=362 n=492 n=582 n=748 n=644 n=532 n=257 n=187

36

Chapter 1 Summary of Results

Government

3.0
2.5

Male

2.0

Female1.5
1.0

25 Yrs～30 Yrs～35 Yrs～40 Yrs～45 Yrs～

50 Yrs～

55 Yrs～

60 Yrs～

65 Yrs～

70 Yrsor Over

0.0

24 Yrsor Under

0.5

n=8

n=22

n=45

n=40

n=78

n=59

n=58

n=47

n=22

n=9

n=3

Figure 1.88 Number of Children by Organization (Single Answer)

Among the respondents who have children, 50% of men and 30% of women have children that are high school
graduates or older (Figure 1.89).
60%

Male
Female

50%
40%
30%
20%
10%
0%

Pre-school

Elementary
schoolMiddleschoolHigh school

High school
graduate

Figure 1.89 Age of Children (for those with children) (Multiple Answers)

0%

Male
(n=14468)

Female(n=4901)

20%

40%

60%

80%

100%

Unanswered
None
1
2
3
4
5 or More

Figure 1.91 Ideal Number of Children(Single Answer)

Average Number of Children

The ideal number of children is two for both men and women with about 50% of each gender providing this
response. This was followed by three children for 31% of men and 24% of women (Figure 1.91). Especially for
women, there is a large gap between the ideal and the actual number of children. There is no significant differenceby age group, and it is worth noting that even the younger generation desires to have about two children (Figure1.92).
2.5
2.0
1.5
1.0
0.5
0.0

Male

FemaleMale

Female39 Yrs or Under

40 Yrs or Over

Number of Children

Ideal Number of Children

Figure 1.92 Actual and Ideal Number ofChildren (Single Answer)

37

Chapter 1 Summary of Results

The most common reason for not being able to achieve the ideal number of children was “financial” for men, and“balance between career and childcare” for women (Figure 1.93). The “financial” response continues to decreasesince the third survey while “job stability” increased. As in previous surveys, “balance between career andchildcare”, “spouse’s or domestic partner’s cooperation in child caring”, and “understanding of workplace” havenot improved indicating that a sufficient work environment for female researchers to have children has not yet
been realized.
0%

20%

10%

30%

40%

Not applicable (not less than ideal)
Financial

Male
FemalePhysical/Health
Job stability
No chance to meet potential partner
Did not meet the right partner
Spouse or domestic partner does not want children
Spouse or domestic partner did not want children
Balance between fertility treatment and work
Balance between career and childcare
No provision for childcare leave
Provision for childcare leave did not exist
Term of office is inadequate to qualify for childcare leave
Term of office was inadequate to qualify for childcare leave
Spouse’s or domestic partner’s cooperation in child caring
Understanding of workplace
Social environment for children to grow
OthersFigure 1.93 Reasons Why Number of Children Are Less than Ideal (Multiple Answers)

Childcare and Childcare Leave (Question 26-32: Figure 1.94-99)
Regarding the primary caregiver of preschool children, men’s response of “spouse / domestic partner” andwomen’s response of “day-care center” were both about 80% (Figure 1.94). Women that responded “self”
increased dramatically from past surveys reaching 42% in this survey. This change was not observed with men,and the growing gap between genders is problematic.
0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Self
Spouse or domestic partner
Family member living together
Family member not living together/friend
Day-care center
Babysitter

Male
FemaleOthersFigure 1.94 Person Responsible for Daytime Childcare (Pre-school) (Multiple Answers)

38

Chapter 1 Summary of Results

The ratio of those who “took (childcare) leave as requested” continues to increase slightly from past surveys
regardless of whether the leave was taken by the respondents themselves or their spouses / domestic partners(Figure 1.96). However, as in past surveys, the overwhelming majority of those who took leave were women.
Spouse / Domestic Partner(by respondent's gender)

Respondent
0%

20%

40%

60%

80%

0%

100%

Took leave as requested

Took leave as requested

Took leave, but not as
requested

Took leave, but not as
requested

Did not take leave

Did not take leave
Male
FemaleOthers

20%

40%

60%

80%

100%

Male
FemaleOthersFigure 1.96 Status of Childcare Leave (Multiple Answers)

More than half of the men said that their leave was less than a month, and 40% of the women said their leave
lasted less than 12 months, which were the highest responses from the respective genders (Figure 1.97).
Spouse / Domestic Partner(by respondent's gender)

Respondent
0%

20%

40%

60%

0%

Less than 1 MonthLess than 1 MonthLess than 3 Months

Less than 3 Months

Less than 6 Months

Less than 6 Months

Less than 12 Months

Less than 12 Months

Less than 18 Months

Less than 18 Months

Male
Female18 Months or More

20%

40%

60%

Male
Female18 Months or More

Figure 1.97 Length of Childcare Leave (Single Answer)

As for the reason why childcare leave was not taken, more than half of the men responded that “leave was
unnecessary” (Figure 1.98). Among women, “workplace environment” response was slightly higher than otherssuggesting that workplace arrangements and understanding regarding childcare leave are still insufficient.
Spouse / Domestic Partner(by respondent's gender)

Respondent
0%

20%

40%

60%

80%

0%

Was not necessary

Was not necessary

Did not wish to take leave

Did not wish to take leave

Home environment

Home environment

Workplace environment

Workplace environment

No provision exists

No provision exists

Provision existed, but term ofoffice was inadequate to qualify

Provision existed, but term ofoffice was inadequate to qualify

Could not enter daycare
Others20%

Could not enter daycare

Male
FemaleOthersFigure 1.98 Reasons for Not Taking Leave (Multiple Answers)

39

40%

60%

80%

Male
FemaleChapter 1 Summary of Results

Regarding changes in job duties after a childcare leave, more men than women responded that they “returned tosame duties” as before the leave. For women, “promotion/advancement was delayed”, “assigned newduties/department”, and “requested change of duties” were the top responses (Figure 1.99).
0%

2%

0% 4%

20%
6%

40%
8%

10%
60%

80%

～～～～

Returned to same duties
Returned to same duties

Requested change ofRequested
duties change of duties

100%

Male
Femalechange of department
Requested change ofRequested
department

Assigned new dutiesAssigned new duties
Assigned to new department
Assigned to new department
Promotion/advancement
was delayed
Promotion/advancement
was delayed
Lost job

Lost job

RetiredRetired

OthersOthersFigure 1.99 Status after Leave (Single Answer)

Nursing Care（Question 34: Figure 1.100-103）
Twenty-four percent of both men and women have a family member who needs nursing care, which was the samelevel as the previous survey (Figure 1.100). A higher percentage of women than men are aware of “nursing-careleave program”, indicating that women are more inclined to think that leave is necessary for family care (Figure
1.101).
80%
70%
60%

70%

Male

Female

50%

50%

40%

40%

30%

30%
20%

20%

10%

10%

0%

Male

60%

Female

Yes

0%

No

Figure 1.100 Need for Nursing Care of
Family Member (Single Answer)

Yes

No

UnsureFigure 1.101 Awareness of Nursing-Care
Leave (Single Answer)

40

Chapter 1 Summary of Results

Overall, around 60% answered that their workplace has a nursing-care leave program. However, the “yes”
response was low in university / technical college compared with corporation and research institution (Figure
1.103). In all occupational fields, the percentage of women who answered “yes” was higher than that of men, andthe percentage who answered “unsure” was higher with men.
100%
80%
60%
40%
20%
0%

Male Female Male Female Male Female Male Female
University/
Technical
College
Yes

Research
Institution
No

UnsureCorporation

Government

Unanswered

Figure 1.103 Provision for Nursing-Care Leave at Respondent’s orSpouse’s / Domestic Partner’s Workplace (Single Answer)

41

Chapter 1 Summary of Results

Balancing Work and Family (Question 35: Figure 1.104-105)
The selection rate of requirements necessary to balance work and family was higher for women than men (Figure
1.104).
0%

20%

40%

60%

80%

Awareness Reform

Changes in "work as center" concept
Changes in awareness of male and female roles
Workplace atmosphere
Understanding from supervisor
Relationship with child and nursing care service providers
OthersShorter working hours

Male
FemaleWork support
Variety of provisions for leave of absence

Program Reform

Alternate staffing while on leave
Provision for working at home while on leave
Work sharing
Flexible working hours
Improve employment system
Provision for working from home
Various ways of working and career paths

Facility and Service Improvement

Financial Support

OthersFinancial support for child and nursing care
Public subsidies for employer of person on leave
Financial support for long distance care(such as care allowance, transportation discount, etc.)
OthersExpanded child-care facilities and services
Sick child care
Expanded after-school care for children
Expanded nursing-care facilities and services(including home)Expanded municipal childrearing support
UnsureOthersFigure 1.104 Requirements for Balancing Family and Work (Multiple Answers)

42

Chapter 1 Summary of Results

Compared to women without children, women with children of elementary school age or younger were about
10% more likely to choose “changes in awareness of male and female roles”, “changes in ‘work as center’
concept”, and “understanding from supervisor” as necessary requirements (Figure 1.105).
Male
0%

20%

40%

60%

80%

100%

Awareness Reform

Changes in "work as center" concept
Changes in awareness of male and female roles
Workplace atmosphere
Understanding from supervisor
Relationship with child and nursing care service providers
OthersShorter working hours
Work support
Variety of provisions for leave of absence

Program Reform

Alternate staffing while on leave
Provision for working at home while on leave
Work sharing
Flexible working hours
Improve employment system
Provision for working from home
Various ways of working and career paths

Facility and Service Improvement

Financial Support

OthersFinancial support for child and nursing care
Public subsidies for employer of person on leave
Financial support for long distance care(such as care allowance, transportation discount, etc.)
OthersExpanded child-care facilities and services
Sick child care
Expanded after-school care for children
Expanded nursing-care facilities and services(including home)Expanded municipal childrearing support
UnsureOthers43

No Child
With Child (Elementary School or Younger)
With Child (Middle School or Older)Chapter 1 Summary of Results

Female
0%

20%

40%

60%

80%

100%

Awareness Reform

Changes in "work as center" concept
Changes in awareness of male and female roles
Workplace atmosphere
Understanding from supervisor
Relationship with child and nursing care service providers
OthersShorter working hours
Work support
Variety of provisions for leave of absence

Program Reform

Alternate staffing while on leave
Provision for working at home while on leave
Work sharing
Flexible working hours
Improve employment system
Provision for working from home
Various ways of working and career paths

Facility and Service Improvement

Financial Support

OthersFinancial support for child and nursing care
Public subsidies for employer of person on leave
Financial support for long distance care(such as care allowance, transportation discount, etc.)
OthersExpanded child-care facilities and services
Sick child care
Expanded after-school care for children
Expanded nursing-care facilities and services(including home)Expanded municipal childrearing support
UnsureOthers

No Child
With Child (Elementary School or Younger)
With Child (Middle School or Older)

Figure 1.105 Requirements for Balancing Family and Work by Presence of Children(Multiple Answers)

44

Chapter 1 Summary of Results

Environment Required for R&D (Question 36: Figure 1.106)
More than 60% of the respondents selected “R&D time” and “R&D funds (including maintenance)” as
requirements for furthering R&D (Figure 1.106). Nearly half of the respondents also selected “streamline or
separate administrative and odd jobs” and “environment for long-term research.” There were no significant
differences between genders.
0%

10%

20%

30%

40%

50%

60%

R&D time
R&D assistant
R&D funds (including maintenance)
Joint researcher
R&D freedom
Streamline or separate administrative and odd jobs
Opportunity to present results
Understanding from supervisor
Understanding from management
Environment for long-term research
Common purpose/communication within the research group
Appropriate evaluation of the performance and capabilities
Guidance from supervisors
Opportunity to educate students
Expectations from the surrounding

Male
FemaleOthersFigure 1.106 Environment Required for R&D (Multiple Answers)

45

70%

Chapter 1 Summary of Results

1.4 Gender Equality (Question 37-43）
Percentage of Female Researchers (Question 37: Figure 1.107-109)“Balancing family and work is difficult” was the most common reason chosen by both men and women for the
low percentage of female researchers (Figure 1.107).
0%10%

Educational environment

20%

30%

40%

50%

60%

70%

Male
FemaleHome environment
Workplace environment
Social bias
Female with masculine quality is preferredSocial division of labor between males and females
Lack of role models
Less hiring compared to males
Lack of consideration for child and family care in
performance evaluation
Male-oriented mindset
Difference in male and female abilities
Difference in male and female qualifications
Ratio of males is higher
Research/technical work cannot be imagined
Image of research/technical workplace is not good
Outlook is uncertain
Salary is low compared to males
Working hour is long
Achieving managerial position is difficult
Cross appointment system
Balancing family and work is difficult
Returning after child/nursing care leave is difficult
Lack of information while a student
OthersFigure 1.107 Reasons for Low Percentage of Female Researchers (Multiple Answers)

46

Chapter 1 Summary of Results

The top reason for the low percentage of women in leadership positions was also “balancing family and work isdifficult”, which was chosen by more than 50% of both men and women (Figure 1.108).
0%

10%

20%

30%

40%

50%

60%

70%

Balancing family and work is difficult
Frequent early retirement or leave of absence

Male
FemaleFemales do not seek promotion as much as males
Lack of role models
Lack of consideration for child and family care in
performance evaluation
Age restriction on research funding
Evaluators tend to give priority to males
Consciousness of being at the same level / peerpressureDifference in male and female abilities/qualifications
Insufficient female performance
Female supervisors not desired
Female ratio is low for the generation currently inleadership position
OthersFigure 1.108 Reasons for Low Percentage of Females in Leadership Position (Multiple Answers)

As an improvement measure, “aggressive hiring” was the most requested response from both men and women.
This was followed by “consideration of life events in performance evaluations”, “reduce non-research/nonprimary workload”, and “employ research assistants” (Figure 1.109).
0%

10%

20%

30%

40%

50%

60%

Aggressive hiring
Promotion to managerial positions

Male
FemaleFacilitate promotions/salary increases
Increase R&D funds
Employ research assistants
Consideration of life events in performance
evaluations
Relaxation of age restrictions for research funding
applications
Reduce non-research/non-primary workload
Provide opportunities for domestic and overseas
studies
Increase opportunities to participate in conferences as
speakers, chairs or organizers
Increase opportunities for receiving awards
Provide leadership training
Cross appointment system”Gender equality measures”
OthersFigure 1.109 Remedies for Improving Female Ratio (Multiple Answers)

47

Chapter 1 Summary of Results

Awareness of New Policies (Questions 38, 39: Figure 1.110-113)
About 40% of both men and women are aware of the “Act on Promotion of Women’s Participation andAdvancement in the Workplace” (Figure 1.110). A little less than 20% are aware of the “6th Science, Technology,
and Innovation Basic Plan” with women having about 5% higher awareness than men. About 40% are aware of
the “Fifth Basic Plan for Gender Equality” and again the women’s awareness was about 5% higher than men.
About 5% more men than women were aware of the “Leading Initiative for Excellent Young Researchers”. Less
than 10% of the respondents were aware of the “Comprehensive Package for Strengthening Research Capabilities
and Supporting Young Researchers”. About 30% answered “do not know” to these laws and basic plans indicatingthat awareness of gender equality policies is still low.
0%

10%

20%

30%

40%

The Act on Promotion of Women’s Participation andAdvancement in the Workplace

50%

Male
Female6th Science, Technology, and Innovation Basic Plan
Fifth Basic Plan for Gender Equality
Leading Initiative for Excellent Young Researchers
Comprehensive Package for Strengthening Research
Capabilities and Supporting Young Researchers
Do not know

Figure 1.110 Awareness of Policies (Multiple Answers)

48

Chapter 1 Summary of Results

Those aware of the “Act on Promotion of Women's Participation and Advancement in the Workplace” werenumerous for corporation with about 50% of both men and women indicating awareness (Figure 1.111).
Awareness of the “6th Science, Technology, and Innovation Basic Plan” was high for research institution but low
for corporation. The “Fifth Basic Plan for Gender Equality” awareness was generally high with all organizations.
The “Leading Initiative for Excellent Young Researchers” was highly recognized in university / technical college
and research institution, but the recognition was extremely low in corporation. Awareness of the “Comprehensive
Package for Strengthening Research Capabilities and Supporting Young Researchers” was low across allorganizations.
University/Technical College

0%

10%

20%

30%

40%

50%

60%

The Act on Promotion of Women’s Participation andAdvancement in the Workplace
6th Science, Technology, and Innovation Basic Plan

Male
FemaleFifth Basic Plan for Gender Equality
Leading Initiative for Excellent Young Researchers
Comprehensive Package for Strengthening Research
Capabilities and Supporting Young Researchers
Do not know

Research Institution
0%

10%

20%

30%

40%

50%

The Act on Promotion of Women’s Participation andAdvancement in the Workplace

Male

6th Science, Technology, and Innovation Basic Plan

Female60%

Fifth Basic Plan for Gender Equality
Leading Initiative for Excellent Young Researchers
Comprehensive Package for Strengthening Research
Capabilities and Supporting Young Researchers
Do not know

0%

Corporation

10%

20%

30%

40%

50%

60%

The Act on Promotion of Women’s Participation andAdvancement in the Workplace
6th Science, Technology, and Innovation Basic Plan

Male
FemaleFifth Basic Plan for Gender Equality
Leading Initiative for Excellent Young Researchers
Comprehensive Package for Strengthening Research
Capabilities and Supporting Young Researchers
Do not know

0%

Government
10%

20%

30%

40%

50%

The Act on Promotion of Women’s Participation andAdvancement in the Workplace
Male
Female6th Science, Technology, and Innovation Basic Plan
Fifth Basic Plan for Gender Equality
Leading Initiative for Excellent Young Researchers
Comprehensive Package for Strengthening Research
Capabilities and Supporting Young Researchers
Do not know

Figure 1.111 Awareness of Policies by Organization (Multiple Answers)

49

60%

Chapter 1 Summary of Results

As a result of tabulating the degree of policy awareness by occupational field (Figure 1.112), the awareness of the“Act on Promotion of Women's Participation and Advancement in the Workplace” was high among respondents
who are managers or general staff. The awareness of the “6th Science, Technology, and Innovation Basic Plan”
and the “Fifth Basic Plan for Gender Equality” became greater as the respondents’ positions became higher. The“Leading Initiative for Excellent Young Researchers” awareness was high with limited-term NPIs and limitedterm researchers, who are the main targets of the policy. The awareness of the “Comprehensive Package forStrengthening Research Capabilities and Supporting Young Researchers” turned out to be low for all occupational
fields. About half of the students and general staff answered that they had no awareness with any of the policies.
0%

10%

20%

The Act on Promotion of Women’s Participation andAdvancement in the Workplace

30%

40%

50%

60%

No-term PI
Limited-term PI

6th Science, Technology, and Innovation Basic Plan

No-term NPI
Limited-term NPI

Fifth Basic Plan for Gender Equality

No-term Researcher
Leading Initiative for Excellent Young Researchers

Limited-term Researcher
Manager

Comprehensive Package for Strengthening Research
Capabilities and Supporting Young Researchers

Regular Employee
Student

Do not know

Figure 1.112 Awareness of Policies by Occupational Field (Multiple Answers)

50

Chapter 1 Summary of Results

Sixty percent of women and 50% of men are aware of support related to childbirth and childcare, and about half
answered that it was “meaningful” (Figure 1.113).
JST “Science Course Selection Support for
Middle and High School Females”

Restart Support after Childbirth/Childcare
0%

20%

40%

60%

80%

100%

0%

Male
(n=14468)

Male(n=14468)

Female(n=4901)

Female(n=4901)

Meaningful

Uncertain

Not meaningful

UnawareUnanswered

Meaningful

20%

40%

60%

80%

0%

20%

Meaningful

Uncertain

100%

Male
(n=14468)

Male(n=14468)

Female(n=4901)

Female(n=4901)

Meaningful

Uncertain

Not meaningful

UnawareUnanswered

JST “Strategic Basic Research Programs” forconsidering childbirth and child-caring
0%

20%

40%

60%

80%

60%

Not meaningful

80%

Unaware100%

Unanswered

40%

60%

Not meaningful

80%

Unaware100%

Unanswered

JST “FOREST (Fusion Oriented REsearch for
disruptive Science and Technology)” forconsidering childbirth and child-caring

100%

Male
(n=14468)

0%

20%Meaningful

Uncertain

40%

60%

80%

100%

Male
(n=14468)

Female(n=4901)
Meaningful

Uncertain

40%

Childbirth and Childcare Consideration in
Scientific Research Grants

JST “Initiative for Realizing Diversity in the
Research Environment”
0%20%

Female(n=4901)

Uncertain

Not meaningful

UnawareUnanswered

Not meaningful

UnawareUnanswered

Gender Equality Bureau of the Cabinet Office“Challenge Campaign – Science andEngineering Field Selection for Female
Students”
0%20%

Meaningful

Uncertain

40%

60%

80%

100%

Male
(n=14468)

Female(n=4901)
Not meaningful

UnawareUnanswered

Figure 1.113 Awareness and Significance of National Policies and Support for Female
Researchers (Single Answer)

51

Chapter 1 Summary of Results

Awareness and Significance of Hiring Targets (Question 40, 41: Figure 1.114-119）
About 60% of women selected “introduce new initiatives” or “accelerate existing initiatives” when asked about
improvements to the national policies and support for female researchers (Figure 1.114). Men selected “improveexisting initiatives over time” and “no need to improve” more often than women.
0%

20%

40%

60%

80%

100%
Accelerate existing initiatives (introduce penalties)
Introduce new initiatives (add new initiatives such as a quota system)Male(n=14468)

Improve existing initiatives over time
No need to improve
Do not know

Female(n=4901)

OthersUnanswered

Figure 1.114 Improving National Policies and Support for Female Researchers (Single Answer)

Sixty-one percent of men and 53% of women answered that they “do not know” the existence of numerical targets
for hiring female researchers and engineers (Figure 1.115). Awareness is still low, which is consistent with past
surveys. Women’s positive opinions greatly outweighed the negatives with respect to initiatives that set numericaltargets.
0%

50%

100%

Male
(n=14468)

Well aware
Somewhat aware
Did not know

Female(n=4901)

Unanswered

Figure 1.115 Awareness of Numerical Target for Female Hiring (Single Answer)

52

Chapter 1 Summary of Results

There was no difference between men and women in terms of whether their organizations set numerical targets
for hiring female researchers (Figure 1.117). As in the previous survey, government published the highest numberof numerical targets followed by research institution, university / technical college, and corporation (Figure 1.118).
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

8054

3299

1965

716

3622

682

296

92

Male

FemaleMale

FemaleMale

FemaleMale

FemaleUniversity/
Technical College

Research
Institution

Corporation

GovernmentNo

Yes

UnsureFigure 1.117 Numerical Target for Female Hiring (Single Answer)

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

3494

602

465

53

University/
Technical College

Research
Institution

Corporation

Government

Yes

No

Uncertain

Unanswered

Figure 1.118 Published Numerical Target for Female Hiring(for those who replied yes to set target) (Single Answer)

When asked about the necessity of setting numerical hiring targets, many women that answered “necessary” werefrom university / technical college and research institution (Figure 1.119).
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

1356

574

541

193

1978

361

146

46

Male

FemaleMale

FemaleMale

FemaleMale

FemaleUniversity/
Technical College

Research
Institution
Necessary

Corporation
Unnecessary

Uncertain

Government
Unanswered

Figure 1.119 Need for Numerical Target (for those who replied no to set target) (Single Answer)

53

Chapter 1 Summary of Results

Promotion of Gender Equality (Question 42: Figure 1.120-121）
In all categories, more men than women feel progress in the promotion of gender equality is “progressing
gradually” (Figure 1.120).
Changes in Affiliated Organization
0%

20%

40%

60%

80%

100%
Progressing gradually
No change
Progressing backwards
Uncertain
UnansweredMale(n=14468)
Female(n=4901)

Changes in Affiliated Academic Society
0%

20%

40%

60%

80%

100%
Progressing gradually
No change
Progressing backwards
Uncertain
UnansweredMale(n=14468)
Female(n=4901)

Changes in the World as a Whole
0%

20%

40%

60%

80%

100%
Progressing gradually
No change
Progressing backwards
Uncertain
UnansweredMale(n=14468)
Female(n=4901)

Figure 1.120 Progress in the Promotion of Gender Equality (Single Answer)

The “progressing gradually” perceptions were high among respondents in high-ranking occupations (PIs andmanagers) (Figure 1.121).
Changes in Affiliated Organization
0%

20%

40%

60%

80%

100%

No-term PI

1472

Limited-term PI

1682

No-term NPI

2446

Limited-term NPI

1261

No change

No-term Researcher

555

Progressing backwards

Limited-term Researcher

1341

Manager

1130

Regular Employee

1147

Student

6776

54

Progressing gradually

Uncertain
UnansweredChapter 1 Summary of Results

Changes in Affiliated Academic Society
0%

20%

40%

60%

80%

100%

No-term PI

1472

Limited-term PI

1682

No-term NPI

2446

Limited-term NPI

1261

No-term Researcher

555

Limited-term Researcher

1341

Manager

1130

Regular Employee

1147

Student

6776

Progressing gradually
No change
Progressing backwards
Uncertain
Unanswered

Changes in the World as a Whole
0%

20%

40%

60%

80%

100%

No-term PI

1472

Limited-term PI

1682

No-term NPI

2446

Limited-term NPI

1261

No-term Researcher

555

Limited-term Researcher

1341

Manager

1130

Regular Employee

1147

Student

6776

Progressing gradually
No change
Progressing backwards
Uncertain
Unanswered

Figure 1.121 Progress in the Promotion of Gender Equality by Occupational Field(Single Answer)

55

Chapter 1 Summary of Results

Future Requirements for Gender Equality (Question 43: Figure 1.123)
Large number of responses from both men and women indicated “reform male/female awareness” as a necessary
requirement to promote gender equality in the future (Figure 1.123). The “reform female awareness” response
decreased slightly from the previous survey. The change in the “reform male awareness” response was minimal
from the previous survey, but it did maintain a high percentage of responses. About half of the respondents selected
the “overcome (eliminate) insensible biases" response, which was new addition in this survey.
0%

10%

20%

30%

40%

50%

60%

70%

Reform female awareness
Reform male awarenessOvercome (eliminate) insensible biases
Increase male participation in housework and childcare
Separate surnames for married couples

Male

Improve work environment

FemaleGive females priority during certain periods
Introduce hiring quotas
Eliminate various age limits
Improve evaluation system
Encourage supervisor understanding
Expand types of working arrangements
Expand remote work
Expand support of child and nursing care
Introduce limited-term employment
Improve limited-term employment
Eliminate limited-term employment
Form a female researchers/engineers network
Comparative studies and policies to meet international standards
Clarification of national policies
More leadership from the heads of the nation and institutions
Funding for policies
Expanded promotion by national/local government or employers
Expansion of social security system
More education pertaining to gender equality
OthersNothing required

Figure 1.123 Future Requirements for Gender Equality (Multiple Answers)

56

80%

Chapter 2 Important Issues: Gender Gap in Job Positions

Chapter 2 Important Issues: Gender Gap in Job Positions
In order to investigate the factors behind the lower percentage of women in higher job positions, analysis was
conducted based on the job position index. The job position index is defined as the median value of the cumulative
number of each job position when the respondents for each organization are arranged from the lowest to the highest
job position, with the minimum value being 0 and the maximum value being 10.

Job Position Index (Figure 2.1)
The job position index was calculated from the job position distribution of each respondent's affiliatedorganization. Starting with this survey, government has been added as an affiliated organization. Compared to thefourth survey, the job position index of research associate / assistant professor and above decreased for university/ technical college. For research institution, the job position index of limited-term researcher (postdoc) and above
decreased. Corporation exhibited decrease in job position index for all classes. These results are assumed to be
due to the decrease in the ratio of respondents in relatively lower job positions.
10%

0%

20%

No-term
Research
University/ Technician Researcher
2.20
1.16
0.19
Research associate
Technical
0.77/Assistant professor
College
Limited-term

30%

40%
Lecturer
3.60

50%

60%

70%

80%

90%

Dean and
above
9.88

Professor
8.17

Associate professor
5.29

100%

Researcher

Research
Institution

Corporation

Government

0.24
Research
Technician

Limited-term Researcher
1.47

No-term Researcher
3.52

General Staff
1.22

Group Leader
3.28

Chief
0.91

Group Lab Chief
8.46

Senior Researcher
6.15

Manager
5.45

Senior Manager
7.71(Deputy) Assistant Section
Manager
6.64(Deputy) Unit Chief
3.66

Figure 2.1 Definition of Job Position Index (Single Answer)

57

Division
Head
9.50 9.91

Director

General Executive
Manager Director
8.80
9.48

Director
8.50

Director
Generalor higher
9.41 9.81

DeputyDirector
GeneralChapter 2 Important Issues: Gender Gap in Job Positions

Job Position Index by Age for Each Organization (Figure 2.2)
In all organizations, the job position index increased with age, but as was the case in the fourth survey, promotionof women after the age of 30 was slow. The gender gap for university / technical college was larger than research
institution and corporation. For all organizations, the job position index of men was higher than that of women.
The gender gap in the job position index by organization showed an improvement trend up to the fourth survey,
but leveled off in the fifth survey. Comparing the ages between genders at which the job position index reaches 7,
except for corporation, ages of women were about 10 years higher than men confirming that promotion of womenis slower.

5.86

6.28

4.39

4

3.26
2.28
1.52

1.22

1.27

7
6

5.15
4.59

1000

4.85
3.79

500

70～

65～

60～

55～

50～

2.66

40～

1.99

35～

0.91

1.60

1500
5.79

2.13

30～

0.91

25～

0

5.19

3.66
1.55

5.51

45～

4

2000

7.78

70～

65～

5.44

1000

4.08

500

2.02 2.43

Responses: Male
Responses: Female
Job Position Index: MaleJob Position Index: Female0

Figure 2.2 Job Position Index by Age for Each Organization

58

1500

6.55

70～

1.22

3.57

2000

7.85

65～

2

4.81

7.97

0

Number of Responses
Number of Responses

5.40

6

6.38 6.32

2500

Number of Responses

7.14

20～

Job Position Index

7.92

8

2

8.50

60～

55～

50～

45～

40～

35～

30～

7

0

0

7.63

8

Job Position Index by Age for Government(Single Answer)
10

0

2500

60～

70～

65～

60～

55～

50～

45～

40～

35～

30～

25～

20～

500

55～

500

1.92

1500
1000

3.52

50～

3.58

2.34 2.33

5.10

2.66

45～

1000

1.35

4.50

40～

6.51

0.61

2.06
1.35

35～

2

1500

5.20

4.78

4.41

2.70 2.51 2.50

5.21

Job Position Index

5.96

3.91

6.34

6.85

1.62

30～

70～

65～

60～

55～

50～

5.54

5.13

8.25

2000

3.18

2000

Job Position Index by Age for Corporation (Single Answer)

Number of Responses

6

0

45～

6.62

7.72

4

6.27

5.97

10

2500

7.19

6.74

4.37

2

6.83
7.67

5.61

6

0

Job Position Index by Age for Research Instituion(Single Answer)

8
7

4

0

7

25～

500

2.74

40～

2.01

30～

1.60

25～

1.36

1000

3.71

35～

1.19 1.53

5.20

7.74 7.62

6.63

20～

4.50

2.19

1500

6.75

6.52

5.97

7.43

8

25～

3.33

4

2000

2500

20～

4.49

7.37

7.67

5.55

6

10

7.08 7.05

10

Job Position Index

6.40

7.05

Number of Responses

80

Job Position Index

2500

7

2

Job Position Index by Age for University/
Technical College (Single Answer)

Overall Job Position Index by Age (Single Answer)20～

Job Position Index

10

Chapter 2 Important Issues: Gender Gap in Job Positions

Job Position Index by Age for University / Technical College (Figure 2.3)
At national and private universities, the gender gap tended to increase with age. In particular, the gender gap ofnational university was the largest. Since the fourth survey, the gender gap in the job position index did not
improve.

4.53

4.10

3.16

400
200

70～

2.28

65～

0

5.04

60～

1.80

2

2.39

600

5.22
4.37

Number of Responses

1000
800

6.02

3.80

4

0

Number of Responses

8.17

7.51

5.45

6

25～

0

70～

60～

55～

50～

45～

40～

65～
9.88

7.10 7.20

20～

70～

65～

60～

55～

35～

8

55～

5.98

400

50～

200

2.67

10

0.19 1.53

45～

2.22

50～

600

600
400

4.60

45～

7.02

200

40～

7.21

2.04

40～

800

800

6.37 6.53

6.13

8.17

6.89

5.79

8.08

7.30

8.19

2.10

35～

25～

20～

1.66

1.62

0

1000

3.08

30～

1.72

1.77

2

4.79

6.37

1000

7.21 7.42

Job Position Index by Age forTechnical College (Single Answer)

3.93

2.24

3.79

4

35～

5.26

3.37

4.85

30～

4.66

6

0

7.75
6.51

6.12

30～

70～

65～

60～

55～

7.71 7.67

5.85

2
0

50～
7.12

7.56

25～

200

8

4

600
400

Job Position Index by Age forPrivate University (Single Answer)

6

8

Job Position Index by Age for
Public University (Single Answer)

20～

4.10

4.45

2.51

40～

30～

1.22

1.82

3.22

35～

1.23

0.65

10

Job Position Index

1.98

25～

1.62

5.46

800

Job Position Index

3.00

45～

4

6.32

6.57

10

Job Position Index

4.20

0

7.17

5.47

6.61

1000

Number of Responses

6.42

6

2

7.83 7.68

7.33

8

20～

Job Position Index

10

Number of Responses

Job Position Index by Age for
National University (Single Answer)0

Responses: Male
Responses: Female
Job Position Index: MaleJob Position Index: Female

Figure 2.3 Job Position Index by Age for University / Technical College

Job Position Index by Age for Each University / Technical College Academic Field (Figure
2.4)
Starting at around age 45, the gender gap in the job position index begins to widen with age. In engineering andagriculture fields, the change in gender gap according to age was relatively small. On the other hand, there was alarge gender gap in life science and biology fields. The age at which the job position index exceeded 5 was around45 for men, while it was revealed that promotion of women was five to ten years slower.

59

Chapter 2 Important Issues: Gender Gap in Job Positions

450

70～

65～

60～

55～

50～

2.56

150

70～

65～

60～

55～

50～

45～

40～

Number of Responses
Number of Responses

600

300

10

0

6.45
5.37

6

5

0

1.50

2.11

4.32

2.56

5.99

5.99

2.95

0.99

7.59

4.87

600
450
300

3.19

150

1.96
1.26

70～

2

7.22

5.84

4.17

4

7.91

0

Responses: Male
Responses: Female
Job Position Index: MaleJob Position Index: Female

Figure 2.4 Job Position Index by Age for Each University / Technical College Academic Field

60

Number of Responses

7.32

8

8.26

65～

0

750

60～

70～

65～

60～

55～

50～

45～

40～

150

1.36

6.16

1.87

55～

300

1.22

1.99

50～

5.27

2.86

35～

2.42

450

6.28

4.06

2.60

30～

20～

1.27

1.90

25～

1.93

2.22

600

1.71 1.51

5.56

6.96

Job Position Index by Age for Health (Medicine,
Dentistry and Pharmacology) Field (Single Answer)

750

8.17

6.59

4.87 4.99

4.23

45～

7.03 6.76
6.00

3.57

4

0

3.32

40～

5.72
4.70

0

6.44

4.69

4
2

6.97 6.99

5.53

6
5

35～

70～

65～

60～

55～

7.17

6.80

6.30

8.32 8.17

7.83

6
5

0

50～

45～

40～

Job Position Index by Age for
Agriculture Field (Single Answer)

0

750
8.17

35～

150

8

2

300

1.69

30～

1.32

2.32

3.19

450

5.48

3.70

150

0.90

30～

1.86

35～

1.40

25～

0.77

10

Job Position Index

4.63

2.97

2.98

8

Job Position Index

4

6.39

600

Job Position Index

4.13

7.24

7.65
6.82

5.36

6
5

0

7.18

1.48

450
300

10

8.37

Number of Responses

6.36

6.46

600

Job Position Index by Age for
Chemical/Material Engineering Field (Single Answer)

Number of Responses

8

7.68

5.77

7.44
6.45

2.11

45～

0

1.83
1.22

6.59 6.39

3.79

2.37

30～

70～

65～

60～

55～

50～

45～

40～

35～

0

750

20～

Job Position Index

10

2

2

6.14

4.91 5.11

3.58

4

1.27

Job Position Index by Age forLife Science/Biology Field (Single Answer)

2.20

5

40～

150

2.15

4.48

35～

300

5.55

6

30～

450

25～

1.55
0.84

4.46

3.21

30～

0

2.22

25～

2

4.66

3.42

4

5.55

6.32

25～

5

6.61
5.87 5.83

750

7.77 7.73

25～

4.86

8

20～

5.76

6

6.71

600

20～

6.62

7.07 7.22

10

Job Position Index

8750

Number of Responses

8.80

20～

Job Position Index

10

Job Position Index by Age forEngineering Field (Single Answer)20～

Job Position Index by Age for
Science Field (Single Answer)

Chapter 2 Important Issues: Gender Gap in Job Positions

Length of Employment as a Female Faculty (Lecturer or Above) in University / TechnicalCollege (Figure 2.5)
The percentage of women who have been employed for more than one year but less than ten years has not changed
significantly since the fourth survey. The percentage of women employed ten years or more also remained
unchanged from the fourth survey, suggesting that overall improvement is stagnating.
100%

Males
Females
Female Ratio

90%
80%
70%

2000

60%

1500

50%

1000

26.4%
18.5%

25.0%

28.2% 26.5%

32.9%

28.2%
20.2%

16.9%

40%
25.2%
18.8%

500

30%

Female Ratio (%)

2500

20%
0%

Less than 1～less than 2～less than 3～less than 4～less than 5～less than 6～less than 7～less than 9

10 or more～less than 8

10%0～less than 10

Number of Responses

3000

Number of Years at Present Post

Figure 2.5 Length of Employment and Percentage of Female Faculties (Lecturer or Above) in
University / Technical College (Single Answer)

Years Elapsed Since Obtaining Degree and Current Occupation (Figure 2.6)
Compared to the fourth survey, the percentage of those who have obtained their degree 16 years ago or more has
increased by 11 points for men and 21 points for women. From these results, it can be seen that the older age
groups continuously respond to the questionnaire. Approximately 20% of both men and women who haveobtained their degree 16 years ago or more are under limited-term employment, and 10% of those have had theterm 21 years or more. This result suggests the aging and lengthening of limited-term employment.
100%
80%

1-5 years
after obtaining degree60%

6-10 years
after obtaining degree
11-15 years
after obtaining degree40%

16-20 years
after obtaining degree20%

No-term
PI

Limitedterm PI

No-term
NPI

Limitedterm
NPI

No-term
Researcher

Limitedterm
Researcher(Postdoc)

Manager

Regular
Employee

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

0%

21 or more years
after obtaining degree

Student

Figure 2.6 Years Elapsed Since Obtaining Degree x Current Occupation x Gender(Single Answer)

61

Chapter 2 Important Issues: Gender Gap in Job Positions

Years Elapsed Since Obtaining Degree and Job Position (Figure 2.7)
When comparing men and women who obtained their degree more than ten years ago, the percentage of womenwith limited-term employment was higher than that of men. This suggests that women tend to have longer tenure
in limited-term employment. Women 16 to 20 years after obtaining a degree are more likely to stay in limitedterm employment than men, which implies that women aged 40 to 45 are not making full use of their abilities.

％
60.0

Years Elapsed Since Obtaining Degree(Male Ratio of Respondents)

％
60.0

50.0

50.0

40.0

40.0

30.0

30.0

20.0

20.0

10.0

10.0

0.0

0.0

1-5 years

6-10 years

11-15 years

16-20 years

No-term NPI(552)
Limited-term NPI(741)No-term Researcher(305)
Limited-term Researcher (Postdoc)(674)21 or moreyears

Years Elapsed Since Obtaining Degree(Female Ratio of Respondents)

1-5 years

6-10 years

11-15 years

16-20 years

No-term NPI(254)
Limited-term NPI(418)No-term Researcher(86)Limited-term Researcher (Postdoc)(391)

Figure 2.7 Years Elapsed Since Obtaining Degree and Job Position(Ratio of Respondents) ( ) is number of responses

62

21 or moreyears

Chapter 3 Important Issues: Child and Nursing Cares

Chapter 3 Important Issues: Child and Nursing Cares
Raising awareness and improving the environment are very important for both men and women to balance work andfamily. This chapter examines the issues and necessary measures regarding “child and nursing cares”, where a large
gap exists between genders.

Effect of Childcare on Career (Figure 3.1-2)(Figure 3.1) There is a clear difference in the hours spent at work between men and women when they have young
children, whereas there is little difference when they have no children or when children are in high school or older.
In particular, there is a difference of 8.3 hours in the average hours spent at work between men and women when
they have preschool children.
Female

Male

40.6

50
40
30
20

Less than 10 Hrs
20 Hrs∼40 Hrs∼60 Hrs∼80 Hrs∼UnansweredHigh Schoolor OlderMiddle School

Elementary
SchoolPre-school

10
0

43.9
35.3

37.5

42.3

40

20
10

20 Hrs∼40 Hrs∼60 Hrs∼80 Hrs∼Unanswered

10 Hrs∼30 Hrs∼50 Hrs∼70 Hrs∼90 Hrs∼Average

Figure 3.1 Hours Spent at Workplace by Children’s Age Group (Single Answer)

63

50

30

Less than 10 Hrs

10 Hrs∼30 Hrs∼50 Hrs∼70 Hrs∼90 Hrs∼Average38.6

High Schoolor Older44.6

Middle School

44.6

Elementary
School43.6

60Pre-school

42.7

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

None

60

None

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

0

Chapter 3 Important Issues: Child and Nursing Cares(Figure 3.2) For women, there is very little correlation between annual salary and the number of children, while
for men, the number of children increases proportionally with annual salary. This is similar to the fourth survey(Figure 3.2), confirming that women tend to bear the time burden while men bear the financial burden.
3.50

350

3.00

300

2.50

250

1.10

1.00

0.68

100
0.00

0.32

0.95

0.82
0.70

1.57

1.26
0.97
1.03

1.50

0.50

10 Million JPY∼

9 Million JPY∼

8 Million JPY∼

6 Million JPY∼

4 Million JPY∼

2 Million JPY∼

2.00

1.00

1.06 1.00

0.00

1 Million JPY∼

0.00

Less than 1 Million JPY

0

0.76
0.62

0.46

0.50

0.75

None

50

0.99

5 Million JPY∼

1.06

3 Million JPY∼

150

1.59

1.33

7 Million JPY∼

200

1.75

Average Number of Children

400

Unanswered

Number of Responses

Overall

Male: Responses
Female: Responses
Male: Average Number of Children
Female: Average Number of Children

0.00

Figure 3.2 Annual Salary and Number of Children (respondents in their late 30’s) - Overall(Single Answer)

64

Chapter 3 Important Issues: Child and Nursing Cares

Childcare Leave (Figure 3.3-6)(Figure 3.3-6) Overall, the younger the children, the higher the percentage of those that take childcare leave. For
corporation, the percentage of women taking leave was very high. Whereas, for university / technical college,
24.4% of the women did not take leave and this rate was 19.6% for research institution. Although the percentage
of men who took leave was very low, the rate has doubled since the fourth survey (Figure 3.3).
University/Technical College: Female

University/Technical College: Male

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Pre-schoolPre-school

Elementary School

Elementary School

Middle School

Middle School

High School or Older

High School or Older
Took leave as requested
Took leave, but not as requested
Did not take leave

Took leave as requested
Took leave, but not as requested
Did not take leave

Research Institution: Male

Research Institution: Female

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Pre-schoolPre-school

Elementary School

Elementary School

Middle School

Middle School

High School or Older

High School or Older
Took leave as requested
Took leave, but not as requested
Did not take leave

Took leave as requested
Took leave, but not as requested
Did not take leave

Corporation: Female

Corporation: Male

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Pre-schoolPre-school

Elementary School

Elementary School

Middle School

Middle School

High School or Older

High School or Older

Took leave as requested
Took leave, but not as requested
Did not take leave

Took leave as requested
Took leave, but not as requested
Did not take leave

Government: Male

Government: Female
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Pre-schoolPre-school

Elementary School

Elementary School

Middle School

Middle School

High School or Older

High School or Older
Took leave as requested
Took leave, but not as requested
Did not take leave

Took leave as requested
Took leave, but not as requested
Did not take leave

Figure 3.3 Childcare Leave by Organization and Children’s Age Group (Single Answer)

65

Chapter 3 Important Issues: Child and Nursing Cares

Among parents with preschool children, the most frequently cited reason for “did not take leave” despite necessityand “took leave, but not as requested” was “work environment” regardless of the affiliated institution or theemployment status (Figures 3.4 and 3.5). Furthermore, while those in corporations that answered “provisionexisted, but term of office was inadequate to qualify” was zero, the percentage was high among women who areassistant professors or limited-term researchers in university / technical college, and limited-term researchers inresearch institution (Figures 3.4 and 3.5).
MaleFemale100
90

500

Number of Responses

Number of Responses

600

400
300
200
100
0

80
70
60
50
40
30
20
10
0

University/
Technical
CollegeResearch
Institution

Corporation Government

Others

University/
Technical
CollegeResearch
Institution

Corporation Government

OthersWas unnecessary
Did not wish to take leave
Home environment
Workplace environment
No provision existed
Provision existed, but term of office was inadequate to qualify
Could not enter daycare
OthersWas unnecessary
Did not wish to take leave
Home environment
Workplace environment
No provision existed
Provision existed, but term of office was inadequate to qualify
Could not enter daycare
OthersFigure 3.4 Why Parents with Pre-school Children Did Not Take Leave (Multiple Answers)
Female

800

70

700

60

Number of Responses

Number of Responses

Male

600
500
400
300
200
100
0

50
40
30
20
10
0

No-term

Limited-term

Student

No-term

Limited-term

Student

Was unnecessary
Did not wish to take leave
Home environment
Workplace environment
No provision existed
Provision existed, but term of office was inadequate to qualify
Could not enter daycare
OthersWas unnecessary
Did not wish to take leave
Home environment
Workplace environment
No provision existed
Provision existed, but term of office was inadequate to qualify
Could not enter daycare
OthersFigure 3.5 Why Parents with Pre-school Children Did Not Take Leave by Employment Status(Multiple Answers)

66

Chapter 3 Important Issues: Child and Nursing Cares

Comparing by job position, a high percentage of women who are associate professors, lecturers, assistantprofessors or limited-term researchers in university / technical college, and limited-term researchers in research
institution cited "work environment" as the reason for not taking leave (Figure 3.6).
Male
Was unnecessary
Did not wish to take leave
Home environment
Workplace environment
No provision existed
Provision existed, but term of office was inadequate to qualify
Could not enter daycare
Others

200
150
100

University/Technical College

Corporation

Chief(Deputy) Unit Chief

Director(Deputy) Assistant Section Manager

Deputy Director General

General Staff

Director General or higher

ManagerGroup Leader

Senior Manager

General Manager

Research Technician

Executive Director and above

Limited-term Researcher

No-term ResearcherGroup Lab Chief

Research Institution

Government

Female50

Was unnecessary
Did not wish to take leave
Home environment
Workplace environment
No provision existed
Provision existed, but term of office was inadequate to qualify
Could not enter daycare
Others

40
30
20

University/Technical College

Research Institution

Corporation

Chief(Deputy) Unit Chief(Deputy) Assistant Section Manager

Director

Deputy Director General

Director General or higher

General Staff

Group Leader

Manager

Senior Manager

General Manager

Executive Director and above

Research Technician

Limited-term Researcher

Senior Researcher

No-term ResearcherGroup Lab Chief

Director

Division HeadStudent

Research Technician

No-term Researcher

Limited-term Researcher

Research Associate

Lecturer

Assistant Professor

Associate Professor

0

Professor

10
Dean and above

Number of Responses

Senior Researcher

Director

Division HeadStudent

Research Technician

No-term Researcher

Limited-term Researcher

Research Associate

Lecturer

Assistant Professor

Professor

0

Associate Professor

50

Dean and above

Number of Responses

250

Government

Figure 3.6 Why Parents with Pre-school Children Did Not Take Leave by Job Position(Multiple Answers)

67

Chapter 3 Important Issues: Child and Nursing Cares

Childcare Support (Figure 3.7-9)(Figure 3.7) More than 70% of men entrust daytime childcare to their spouses / domestic partners, whereas morethan 70% of women use day-care centers.
Female

Male
0%

0%

20% 40% 60% 80% 100%

Self

Self

Spouse or domestic partner

Spouse or domestic partner

Family Member Living
Together
Family Member Not Living
Together/Friend

Family Member Living
Together
Family Member Not Living
Together/Friend

Day-care Center

Day-care Center

Babysitter

Babysitter

Pre-School
Elementary School
Middle School
High School or Older

Others

20% 40% 60% 80% 100%

Others

Pre-School
Elementary School
Middle School
High School or Older

Figure 3.7 Daytime Caregivers of Pre-School Children by Age of Youngest Child(Multiple Answers)(Figure 3.8) High percentage of men entrust after-school childcare to their spouses / domestic partners. On theother hand, women use various institutions such as after-school daycare and extracurricular activities.
Male
0%

Female20% 40% 60% 80% 100%

0%

Self

Self

Spouse or domestic partner

Spouse or domestic partner

Family Member Living
Together
Family Member Not Living
Together/Friend

Family Member Living
Together
Family Member Not Living
Together/Friend

After-school Day-care Center

After-school Day-care Center

SitterSitterCram School/Enrichment
Lessons

Cram School/Enrichment
Lessons

Left Home Alone
OthersLeft Home Alone

Pre-school
Elementary School
Middle School
High School or Older

Others

20% 40% 60% 80% 100%Pre-school
Elementary School
Middle School
High School or Older

Figure 3.8 After-School Caregivers of Elementary School Children by Age of Youngest Child(Multiple Answers)

68

Chapter 3 Important Issues: Child and Nursing Cares(Figure 3.9) When attending academic conference events, more than 90% of men entrust childcare to their spouses/ domestic partners, whereas for women, only 50% to 70% entrust care to their spouses / domestic partners. In
addition, about 20% of the women who have pre-school or elementary school children find childcare services on
their own or use services provided by academic societies.
FemaleMale
0% 20% 40% 60% 80% 100%

0%

Self

Self

Spouse or domestic partner

Spouse or domestic partner

Family Member Living
Together

Family Member Living
Together

Family Member Not Living
Together/Friend

Family Member Not Living
Together/Friend

Babysitter You Hired

Babysitter You HiredChildcare Service Provided byAcademic Society
OthersChildcare Service Provided
by Academic Society

Pre-school
Elementary School
Middle School
High School or Older

Others

20% 40% 60% 80% 100%Pre-school
Elementary School
Middle School
High School or Older

Figure 3.9 Caregivers during Academic Conference Events by Age of Youngest Child(Multiple Answers)

69

Chapter 3 Important Issues: Child and Nursing Cares

Experience Living Separately and Dual Career Support (Figure 3.10-15)

1.80

Average

None

100%

Average

None

1.0

20%

1

2

5 or More

4

11 Yearsor more3

6～10 Years

3～5 Years

Never

0.5
2 Yearsor less

None

2.0
1.5

40%

0%

2.5

0.0

Unanswered

80%
60%

1.53

40%

1.42

1.39

1.47

1.58

None

4

5 or More

11 Yearsor more32

6～10 Years

1

3～5 Years

2 Yearsor less

0%

Never

20%

Unanswered

11 Yearsor moreUnanswered

Corporation: Female

3.0
2.5

60%
1.15

0.98

1.07

1.13

2.0
0.92

20%
0%

Average

3.5

80%

40%

Average Number of Children

5 or More

4

1.5
1.0
0.5

1

3

5 or More

2

4

0.0

Unanswered

AverageNon-corporation: Female

Non-corporation: Male
100%

2

3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0

3.5
3.0

80%

2.5

60%
40%

1.17

1.07

1.00

1.16

1.10

0%

1.5
0.5

1

3

5 or More

2

4

Unanswered

Figure 3.10 Length of Separation and Number of Children (Single Answer)

70

2.0
1.0

20%

Average Number of Children

1.62

1.93

1

0.0

Average Number of Children

1.65

100%

3.0

2.14

None

11 Yearsor more80%

0%Average

3.5

3

1.09

3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0

11 Yearsor moreCorporation: Male

100%

60%

Unanswered

1.16

6～10 Years

5 or More

1.01

6～10 Years

4

1.06

20%

Average Number of Children

3

2

0.0

11 Yearsor more1

3～5 Years

2 Yearsor less

None

Never

0%

6～10 Years

0.5

1.17

3～5 Years

20%

40%

6～10 Years

1.0

60%

3～5 Years

1.5

40%

80%

3～5 Years

2.0

2 Yearsor less

1.51

2.5

1.68

2 Yearsor less

1.46

1.68

2 Yearsor less

1.56

Average Number of Children

60%

Never

3.0

80%

Overall: Female

100%

Never

3.5

Never

Overall: Male100%

Average Number of Children(Figure 3.10) In case of men who never lived separately from their spouses / domestic partners or who lived six
or more years apart, the average number of children exceeds 1.5, which is slightly more than the others. On theother hand, for women, there were no notable differences in the number of children between those with andwithout separate living experience or the number of years spent apart. Additionally, it was confirmed that the
average number of children was higher for men in corporation.

AverageChapter 3 Important Issues: Child and Nursing Cares(Figure 3.11) Men in research institution, corporation, and public university ranked highest when it came to thelength of living separately. For women, those in universities (public/private) have longer length of separation thanothers. Furthermore, apart from those in corporation, women spend longer living separately than men.

2500

5.00

2000

2 Years or less

3-5 Years

1.86

3.00
2.00
1.00

6-10 Years

11 Years or more

Others

1.00

0.79

1.59

0.00

Average

2500
2000

6.00

4.66

5.00

3.72

3.15

2.55

1500
1000

3.42

3.00
1.98

1.77

4.00
3.00

1.62

2.00

Never

2 Years or less

3-5 Years

6-10 Years

11 Years or more

OthersCorporation

Other ResearchInstitution

Public ResearchInstitution

Government

0.00

Technical College

0

Private University

1.00

Public University

500

National University

Number of Responses

Female3000

Average Years of Separation

Never

Private University

0

Public University

500

1.59

Corporation

1.47

2.18

Other ResearchInstitution

1.52

Public ResearchInstitution

1.48

Government

1000

4.00

Technical College

1500

Average Years of Separation

6.00

National University

Number of Responses

Male
3000

Average

Figure 3.11 Length of Separation and Average by Organization (Single Answer)71

Chapter 3 Important Issues: Child and Nursing Cares(Figure 3.12-13) Fifty percent of men did not consider options to avoid living separately from their spouses /domestic partners. Fifty-nine percent of women considered options, and as result, 52% of those were able to avoid
separate living. In a comparison according to affiliated organization, “did not consider” response was received
from many respondents, both men and women, in corporation and government (Figure 3.13). In university andresearch institution, partners are often in the same occupation, and it is thought that they are in an environmentthat is easier to consider options compared to those in corporation.
Ratio (%)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Consideration was made, and separation was resolved

Male

Consideration was made, but separation was not resolved
Did not consider

FemaleUnanswered

Figure 3.12 Consideration to Avoid Separate Living (Single Answer)

Male0

FemaleNumber of Responses
100 200 300 400 500 600

0National University

National University

Public University

Public University

Private University

Private University

Technical College

Technical College

Government

Government

Public Research Institution

Number of Responses
100 200 300 400 500 600

Public Research…

Other Research Institution

Other Research Institution

Corporation

Corporation

OthersOthersConsideration was made, and separation was resolved
Consideration was made, but separation was not resolved
Did not consider

Consideration was made, and separation was resolved
Consideration was made, but separation was not resolved
Did not consider

Figure 3.13 Consideration to Avoid Separate Living by Organization (Single Answer)72

Chapter 3 Important Issues: Child and Nursing Cares(Figure 3.14-15) For both men and women, those who answered “yes” to the use of the Dual Career Support
Program were mostly in low job positions while those who answered “no” tended to be in higher positions. Morewomen than men responded that they did not want to use the program, suggesting that women are more strongly
concerned with the possible consequences associated with its use. As for the reason for not wanting to use theprogram, the most common answer among men differed depending on the job position in their affiliatedorganization while majority of women answered “cannot relocate due to work matters” regardless of theiraffiliated organization. Furthermore, many female professors and associate professors answered that “stability ishighly questionable even after relocation”.
Male

UnsureNo
Yes

Dean and above
Professor
Associate Professor
Lecturer
Assistant Professor
Research Associate
No-term Researcher
Limited-term Researcher
Research Technician
Student
Director
Division HeadGroup Lab Chief
Senior Researcher
No-term Researcher
Limited-term Researcher
Research Technician
Executive Director and above
General Manager
Senior Manager
ManagerGroup Leader
General Staff
Director General or higher
Deputy Director General
Director(Deputy) Assistant Section Manager(Deputy) Unit Chief
Chief

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

University/Technical College

Corporation

Government

FemaleUnsureNo
Yes

Dean and above
Professor
Associate Professor
Lecturer
Assistant Professor
Research Associate
No-term Researcher
Limited-term Researcher
Research Technician
Student
Director
Division HeadGroup Lab Chief
Senior Researcher
No-term Researcher
Limited-term Researcher
Research Technician
Executive Director and above
General Manager
Senior Manager
ManagerGroup Leader
General Staff
Director General or higher
Deputy Director General
Director(Deputy) Assistant Section Manager(Deputy) Unit Chief
Chief

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Research Institution

University/Technical College

Research Institution

Corporation

Government

Figure 3.14 Use of Dual Career Support Program by Job Position (Single Answer)Note) Number of response was 0 for “Director General or higher” in “Government” (Female)73

0Cannot relocate due to work matters
Cannot relocate due to family matters
Stability is highly questionable even after relocation
OthersUnsure

6

4

2

74

0

Cannot relocate due to work matters
Cannot relocate due to family matters
Stability is highly questionable even after relocation
OthersUnsure(Deputy) Unit Chief(Deputy) AssistantSection Manager

Figure 3.15 Reasons for Not Using Dual Career Support Program by Organization(Multiple Answers)
General Staff

Group Leader

Manager

Senior Manager

General Manager

Research Technician

Limited-term Researcher

No-term Researcher

Senior ResearcherGroup Lab Chief

Division Head

Director

10

Executive Director
and above

70
60
50
40
30
20
10
0

Chief

8

Student

Research Technician

Limited-term Researcher

No-term Researcher

Research Associate

Assistant Professor

Lecturer

Associate Professor

Professor

Dean and above

Student

Research Technician

Limited-term Researcher

No-term Researcher

Research Associate

Assistant Professor

Lecturer

Associate Professor

Professor

Number of Responses

200
180
160
140
120
100
80
60
40
20
0

Director

Government: Male
Number of Responses

Corporation: Male
30
25
20
15
10
5
0

Number of Responses

Research Technician

Limited-term Researcher

No-term Researcher

Senior ResearcherGroup Lab Chief

Research Institution: Male

Number of Responses

General Staff

Group Leader

Manager

Senior Manager

General Manager

Division Head

University/Technical College: Male

Deputy Director
General

Director Generalor higher

Chief(Deputy) Unit Chief(Deputy) AssistantSection Manager

Director

Deputy Director
GeneralDean and above

10

Director

Number of Responses

70
60
50
40
30
20
10
0
Executive Director
and above

Number of Responses

30
25
20
15
10
5
0

Director Generalor higher

Number of Responses

200
180
160
140
120
100
80
60
40
20
0

Number of Responses

Chapter 3 Important Issues: Child and Nursing Cares

University/Technical College: Female

Research Institution: Female

Corporation: Female

Government: Female

8

6

4

2

Chapter 3 Important Issues: Child and Nursing Cares

Work and Child/Nursing Cares (Figure 3.16-17)(Figure 3.16) Number of respondents who have family members requiring nursing care was highest for those in
the 60 to 65 age group.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Unanswered
No
Yes

20～

25～

30～

35～

40～

45～

50～

55～

60～

65～

70～

Figure 3.16 People Requiring Nursing Care (Single Answer)(Figure 3.17) For university / technical college, “expanded childcare facilities and services” received the highest
percentage of responses as the top requirement for balancing work and child/nursing cares from men of all job
positions. The highest response from women varied depending on job position. For corporation, response withthe highest percentage varied by job position for both men and women.
University/Technical College: Male

100%

Response Rate (%)

80%

60%

40%

20%

0%

Dean andabove

Professor

Associate
Professor

Lecturer

Assistant
Professor

Research
Associate

No-term Limited-term Research
Researcher Researcher Technician

Student

University/Technical College: Female

100%

Response Rate (%)

80%

60%

40%

20%

0%

Dean andabove

Professor

Associate
Professor

Lecturer

Assistant
Professor

Research
Associate

No-term Limited-term Research
Researcher Researcher Technician

75

Student

Changes in "work as center" concept
Changes in awareness of male and female roles
Workplace atmosphere
Understanding from supervisor
Relationship with child and nursing care service providers[Awareness Reform] Others
Shorter working hours
Work support
Variety of provisions for leave of absence
Alternate staffing while on leave
Provision for working at home while on leave
Work sharing
Flexible working hours
Improve employment system
Provision for working from home
Various ways of working and career paths[Program Reform] Others
Financial support for child and nursing care
Public subsidies for employer of person on leave
Financial support for long distance care
[Financial Support] Others
Expanded child-care facilities and services
Sick child care
Expanded after-school care for children
Expanded nursing-care facilities and services (including home)Expanded municipal childrearing support
Unsure[Facility and Service Improvement] Others

Changes in "work as center" concept
Changes in awareness of male and female roles
Workplace atmosphere
Understanding from supervisor
Relationship with child and nursing care service providers[Awareness Reform] Others
Shorter working hours
Work support
Variety of provisions for leave of absence
Alternate staffing while on leave
Provision for working at home while on leave
Work sharing
Flexible working hours
Improve employment system
Provision for working from home
Various ways of working and career paths[Program Reform] Others
Financial support for child and nursing care
Public subsidies for employer of person on leave
Financial support for long distance care
[Financial Support] Others
Expanded child-care facilities and services
Sick child care
Expanded after-school care for children
Expanded nursing-care facilities and services (including home)Expanded municipal childrearing support
Unsure[Facility and Service Improvement] OthersChapter 3 Important Issues: Child and Nursing Cares

Research Institution: Male

100%

Response Rate (%)

80%

60%

40%

20%

0%

Director

Division HeadGroup Lab Chief Senior Researcher

No-term
Researcher

Limited-term
Researcher

Research
Technician

Research Institution: Female

100%

Response Rate (%)

80%

60%

40%

20%

0%

Director

Division HeadGroup Lab Chief Senior Researcher

No-term
Researcher

Limited-term
Researcher

Research
Technician

Corporation: Male

100%

Response Rate (%)

80%

60%

40%

20%

0%

Executive Director
and above

General Manager

Senior Manager

ManagerGroup Leader

76

General Staff

Changes in "work as center" concept
Changes in awareness of male and female roles
Workplace atmosphere
Understanding from supervisor
Relationship with child and nursing care service providers[Awareness Reform] Others
Shorter working hours
Work support
Variety of provisions for leave of absence
Alternate staffing while on leave
Provision for working at home while on leave
Work sharing
Flexible working hours
Improve employment system
Provision for working from home
Various ways of working and career paths[Program Reform] Others
Financial support for child and nursing care
Public subsidies for employer of person on leave
Financial support for long distance care
[Financial Support] Others
Expanded child-care facilities and services
Sick child care
Expanded after-school care for children
Expanded nursing-care facilities and services (including home)Expanded municipal childrearing support
Unsure[Facility and Service Improvement] Others

Changes in "work as center" concept
Changes in awareness of male and female roles
Workplace atmosphere
Understanding from supervisor
Relationship with child and nursing care service providers[Awareness Reform] Others
Shorter working hours
Work support
Variety of provisions for leave of absence
Alternate staffing while on leave
Provision for working at home while on leave
Work sharing
Flexible working hours
Improve employment system
Provision for working from home
Various ways of working and career paths[Program Reform] Others
Financial support for child and nursing care
Public subsidies for employer of person on leave
Financial support for long distance care
[Financial Support] Others
Expanded child-care facilities and services
Sick child care
Expanded after-school care for children
Expanded nursing-care facilities and services (including home)Expanded municipal childrearing support
Unsure[Facility and Service Improvement] Others

Changes in "work as center" concept
Changes in awareness of male and female roles
Workplace atmosphere
Understanding from supervisor
Relationship with child and nursing care service providers[Awareness Reform] Others
Shorter working hours
Work support
Variety of provisions for leave of absence
Alternate staffing while on leave
Provision for working at home while on leave
Work sharing
Flexible working hours
Improve employment system
Provision for working from home
Various ways of working and career paths[Program Reform] Others
Financial support for child and nursing care
Public subsidies for employer of person on leave
Financial support for long distance care
[Financial Support] Others
Expanded child-care facilities and services
Sick child care
Expanded after-school care for children
Expanded nursing-care facilities and services (including home)Expanded municipal childrearing support
Unsure[Facility and Service Improvement] OthersChapter 3 Important Issues: Child and Nursing Cares

Corporation: Female

100%

Response Rate (%)

80%

60%

40%

20%

0%

Executive Director
and above

General Manager

Senior Manager

ManagerGroup Leader

General Staff

Government: Male

100%

Response Rate (%)

80%

60%

40%

20%

0%

Director General or
higher

Deputy Director
General

Director(Deputy) AssistantSection Manager(Deputy) Unit Chief

Chief

Government: Female

100%

Response Rate (%)

80%

60%

40%

20%

0%

Director General or
higher

Deputy Director
General

Director(Deputy) AssistantSection Manager(Deputy) Unit Chief

Chief

Changes in "work as center" concept
Changes in awareness of male and female roles
Workplace atmosphere
Understanding from supervisor
Relationship with child and nursing care service providers[Awareness Reform] Others
Shorter working hours
Work support
Variety of provisions for leave of absence
Alternate staffing while on leave
Provision for working at home while on leave
Work sharing
Flexible working hours
Improve employment system
Provision for working from home
Various ways of working and career paths[Program Reform] Others
Financial support for child and nursing care
Public subsidies for employer of person on leave
Financial support for long distance care
[Financial Support] Others
Expanded child-care facilities and services
Sick child care
Expanded after-school care for children
Expanded nursing-care facilities and services (including home)Expanded municipal childrearing support
Unsure[Facility and Service Improvement] Others

Changes in "work as center" concept
Changes in awareness of male and female roles
Workplace atmosphere
Understanding from supervisor
Relationship with child and nursing care service providers[Awareness Reform] Others
Shorter working hours
Work support
Variety of provisions for leave of absence
Alternate staffing while on leave
Provision for working at home while on leave
Work sharing
Flexible working hours
Improve employment system
Provision for working from home
Various ways of working and career paths[Program Reform] Others
Financial support for child and nursing care
Public subsidies for employer of person on leave
Financial support for long distance care
[Financial Support] Others
Expanded child-care facilities and services
Sick child care
Expanded after-school care for children
Expanded nursing-care facilities and services (including home)Expanded municipal childrearing support
Unsure[Facility and Service Improvement] Others

Changes in "work as center" concept
Changes in awareness of male and female roles
Workplace atmosphere
Understanding from supervisor
Relationship with child and nursing care service providers[Awareness Reform] Others
Shorter working hours
Work support
Variety of provisions for leave of absence
Alternate staffing while on leave
Provision for working at home while on leave
Work sharing
Flexible working hours
Improve employment system
Provision for working from home
Various ways of working and career paths[Program Reform] Others
Financial support for child and nursing care
Public subsidies for employer of person on leave
Financial support for long distance care
[Financial Support] Others
Expanded child-care facilities and services
Sick child care
Expanded after-school care for children
Expanded nursing-care facilities and services (including home)Expanded municipal childrearing support
Unsure[Facility and Service Improvement] Others

Figure 3.17 Requirements for Balancing Work and Child/Nursing Care by Organization(Multiple Answers)Note) Corresponding question did not set a limit on the number of choices making the resulting graphs
complicated. Therefore, only choices with a response rate of 50% or more are displayed.

77

Chapter 3 Important Issues: Child and Nursing Cares

Requirements for Further Promoting Gender Equality (Figure 3.18-20)(Figure 3.18) In university / technical college, both men and women cited “balancing family and work is difficult”
as the highest reason to why the proportion of women in science and technology fields is low. “Lack ofconsideration for child and family care in performance evaluation” was the second highest reason cited by men
while women cited “workplace environment”.
In research institution, “balancing family and work is difficult” was the highest reason for both men and womenfollowed by “lack of role models” and “workplace environment”. In corporation, “balancing family and work isdifficult” was also the top reason for both men and women. This was followed by “workplace environment” and“social division of labor between males and females”.
In government, “balancing family and work is difficult” was again the top reason given by both men and women.
The second highest reason cited by men was “workplace environment” while women cited “social division oflabor between males and females”.
University/Technical College: Female

University/Technical College: Male
Response Rate (%)
0.0

20.0

40.0

60.0

80.0

Response Rate (%)
100.0

0.0

Educational environment

Educational environment

Home environment

Home environment

Workplace environment

Workplace environment

Social bias

Social bias

Female with masculine quality is preferred

Female with masculine quality is preferredSocial division of labor
between males and females

Social division of labor
between males and females

Lack of role models

Lack of role models

Less hiring compared to males

Less hiring compared to males

Lack of consideration for child and familycare in performance evaluation

Lack of consideration for child and familycare in performance evaluation

Male-oriented mindset
Difference in male and female abilities
Difference in male andfemale qualifications
Ratio of males is higher
Research/technical work cannot
be imagined
Image of research/technical workplaceis not good
Outlook is uncertain

20.0

40.0

60.0

80.0

100.0

Male-oriented mindset

Dean and above
Professor
Associate Professor
Lecturer
Assistant Professor
Research Associate
No-term Researcher
Limited-term Researcher
Research Technician
Student

Difference in male and female abilities
Difference in male andfemale qualifications
Ratio of males is higher
Research/technical work cannot
be imagined
Image of research/technical workplaceis not good
Outlook is uncertain

Salary is low compared to males

Salary is low compared to males

Working hour is long

Working hour is long

Achieving managerial position is difficult

Achieving managerial position is difficult

Cross appointment system

Cross appointment system

Balancing family and work is difficult

Balancing family and work is difficult

Returning after child/nursing care leaveis difficult

Returning after child/nursing care leaveis difficult

Lack of information while a student

Lack of information while a student

OthersOthers78

Dean and above
Professor
Associate Professor
Lecturer
Assistant Professor
Research Associate
No-term Researcher
Limited-term Researcher
Research Technician
Student

Chapter 3 Important Issues: Child and Nursing Cares

Research Institution: Female

Research Institution: Male
Response Rate (%)
0.0

20.0

40.0

60.0

80.0

Response Rate (%)

100.0

0.0

Educational environment
Home environment

Home environment
Workplace environment

Social bias

Social bias

Female with masculine quality is preferred

Female with masculine quality is preferredSocial division of labor
between males and females

Social division of labor
between males and females

Lack of role models

Lack of role models

Less hiring compared to males

Less hiring compared to males

Lack of consideration for child and familycare in performance evaluation

Lack of consideration for child and familycare in performance evaluation

Difference in male and female abilities
Difference in male andfemale qualifications
Ratio of males is higher
Research/technical work cannot
be imagined
Image of research/technical workplaceis not good

40.0

60.0

80.0

100.0

Educational environment

Workplace environment

Male-oriented mindset

20.0

Male-oriented mindset

Director
Division HeadGroup Lab Chief
Senior Researcher
No-term Researcher
Limited-term Researcher
Research Technician

Difference in male and female abilities
Difference in male andfemale qualifications
Ratio of males is higher
Research/technical work cannot
be imagined
Image of research/technical workplaceis not good

Outlook is uncertain

Outlook is uncertain

Salary is low compared to males

Salary is low compared to males

Working hour is long

Working hour is long

Achieving managerial position is difficult

Achieving managerial position is difficult

Cross appointment system

Cross appointment system

Balancing family and work is difficult

Balancing family and work is difficult

Returning after child/nursing care leaveis difficult

Returning after child/nursing care leaveis difficult

Lack of information while a student

Lack of information while a student

OthersOthers79

Director
Division HeadGroup Lab Chief
Senior Researcher
No-term Researcher
Limited-term Researcher
Research Technician

Chapter 3 Important Issues: Child and Nursing Cares

Corporation: Female

Corporation: Male
Response Rate (%)
0.0

20.0

40.0

60.0

80.0

Response Rate (%)
100.0

0.0

Educational environment
Home environment

Home environment
Workplace environment

Social bias

Social bias

Female with masculine quality is preferred

Female with masculine quality is preferredSocial division of labor
between males and females

Social division of labor
between males and females

Lack of role models

Lack of role models

Less hiring compared to males

Less hiring compared to males

Lack of consideration for child and familycare in performance evaluation

Lack of consideration for child and familycare in performance evaluation

Male-oriented mindset

Male-oriented mindset

Difference in male and female abilities

Difference in male and female abilities

Difference in male andfemale qualifications

Difference in male andfemale qualifications
Ratio of males is higher

Ratio of males is higher

Outlook is uncertain
Salary is low compared to males

40.0

60.0

80.0

100.0

Educational environment

Workplace environment

Research/technical work cannot
be imagined
Image of research/technical workplaceis not good

20.0

Research/technical work cannot
be imagined
Image of research/technical workplaceis not good

Executive Director and above
General Manager
Senior Manager
ManagerGroup Leader
General Staff

Outlook is uncertain
Salary is low compared to males

Working hour is long

Working hour is long

Achieving managerial position is difficult

Achieving managerial position is difficult

Cross appointment system

Cross appointment system

Balancing family and work is difficult

Balancing family and work is difficult

Returning after child/nursing care leaveis difficult

Returning after child/nursing care leaveis difficult

Lack of information while a student

Lack of information while a student

OthersOthers80

Executive Director and above
General Manager
Senior Manager
ManagerGroup Leader
General StaffChapter 3 Important Issues: Child and Nursing Cares

Government: Male

Government: Female

Response Rate (%)
0.0

20.0

40.0

60.0

80.0

Response Rate (%)
100.0

0.0

Educational environment

40.0

60.0

80.0

100.0

Educational environment

Home environment

Home environment

Workplace environment

Workplace environment

Social bias

Social bias

Female with masculine quality is preferred

Female with masculine quality is preferredSocial division of labor
between males and females

Social division of labor
between males and females

Lack of role models

Lack of role models

Less hiring compared to males

Less hiring compared to males

Lack of consideration for child and familycare in performance evaluation

Lack of consideration for child and familycare in performance evaluation

Male-oriented mindset

Male-oriented mindset

Difference in male and female abilities

Difference in male and female abilities

Difference in male andfemale qualifications

Difference in male andfemale qualifications

Ratio of males is higher

Ratio of males is higher

Research/technical work cannot
be imagined
Image of research/technical workplaceis not good

Research/technical work cannot
be imagined
Image of research/technical workplaceis not good

Outlook is uncertain

Outlook is uncertain

Salary is low compared to males

Salary is low compared to males

Working hour is long

Working hour is long

Achieving managerial position is difficult

Achieving managerial position is difficult

Cross appointment system

Cross appointment system

Balancing family and work is difficult

Balancing family and work is difficult

Returning after child/nursing care leaveis difficult

Returning after child/nursing care leaveis difficult

Lack of information while a student

Lack of information while a student

OthersOthersDirector General or higher
Director(Deputy) Unit Chief

20.0

Director General or higher
Director(Deputy) Unit Chief

Deputy Director General(Deputy) Assistant Section Manager
Chief

Deputy Director General(Deputy) Assistant Section Manager
Chief

Figure 3.18 Reasons for Low Proportion of Females in Science and Technology Fields inGeneral by Organization (Multiple Answers)(Figure 3.19) As for the reasons why the proportion of women in leadership positions is low, “balancing family
and work is difficult” was the most common response from all organizations. Although the order varies byorganization and gender, the second and subsequent most common reasons were “female ratio is low for thegeneration currently in leadership position”, “frequent early retirement or leave of absence”, and “lack ofconsideration for child and family care in performance evaluation”.

81Chapter 3 Important Issues: Child and Nursing Cares

University/Technical College: Male
0.0

University/Technical College: Female

Response Rate (%)
20.0 40.0 60.0 80.0 100.0

0.0Balancing family and work is difficult

Balancing family and work is difficult

Frequent early retirement
or leave of absence

Frequent early retirement
or leave of absence

Females do not seek promotion
as much as males

Females do not seek promotion
as much as males

Lack of role models

Lack of role models

Lack of consideration for child and familycare in performance evaluation

Lack of consideration for child andfamily care in performance evaluation

Age restriction on research funding

Age restriction on research funding

Evaluators tend to give priority to males

Dean and above
Professor
Associate Professor
Lecturer
Assistant Professor
Research Associate
No-term Researcher
Limited-term Researcher
Research Technician
Student

Consciousness of being at the same level/ peer pressure
Difference in male and female
abilities/qualifications
Insufficient female performance
Female supervisors not desired

Difference in male and female
abilities/qualifications
Insufficient female performance
Female supervisors not desired

OthersOthersResearch Institution: Female

Research Institution: Male
Response Rate (%)
40.0 60.0 80.0 100.0

0.0Balancing family and work is difficult

Balancing family and work is difficult

Frequent early retirement
or leave of absence

Frequent early retirement
or leave of absence

Females do not seek promotion
as much as males

Females do not seek promotion
as much as males

Lack of role models

Lack of role models

Lack of consideration for child and familycare in performance evaluation

Lack of consideration for child and familycare in performance evaluation

Age restriction on research funding

Age restriction on research funding

Evaluators tend to give priority to males
Consciousness of being at the same level/ peer pressure
Difference in male and female
abilities/qualifications
Insufficient female performanceGroup Lab Chief

20.0

Response Rate (%)
40.0 60.0 80.0 100.0

Evaluators tend to give priority to males

Director
Division Head

Dean and above
Professor
Associate Professor
Lecturer
Assistant Professor
Research Associate
No-term Researcher
Limited-term Researcher
Research Technician
Student

Consciousness of being at the samelevel / peer pressure

Female ratio is low for the generation
currently in leadership position

20.0

100.0

Evaluators tend to give priority to males

Female ratio is low for the generation
currently in leadership position

0.0

Response Rate (%)
20.0 40.0 60.0 80.0

Consciousness of being at the same level/ peer pressure

Senior Researcher

Difference in male and female
abilities/qualifications

No-term Researcher
Limited-term Researcher

Insufficient female performance

Research Technician

Female supervisors not desired

Female supervisors not desired

Female ratio is low for the generation
currently in leadership position

Female ratio is low for the generation
currently in leadership position

OthersOthers82

Director
Division HeadGroup Lab Chief
Senior Researcher
No-term Researcher
Limited-term Researcher
Research Technician

Chapter 3 Important Issues: Child and Nursing Cares

Corporation: Female

Corporation: Male
0.0

20.0

Response Rate (%)
40.0 60.0 80.0 100.0

0.0Balancing family and work is difficult

Balancing family and work is difficult

Frequent early retirement
or leave of absence

Frequent early retirement
or leave of absence

Females do not seek promotion
as much as males

Females do not seek promotion
as much as males

Lack of role models

Lack of role models

Lack of consideration for child andfamily care in performance evaluation

Lack of consideration for child and familycare in performance evaluation

Age restriction on research funding

Age restriction on research funding

Evaluators tend to give priority to males

Evaluators tend to give priority to males

Consciousness of beingat the same level / peer pressure

Consciousness of being at the same level/ peer pressure

Difference in male and female
abilities/qualifications

General Manager
Senior Manager

Insufficient female performance

Insufficient female performance

ManagerGroup Leader

Female supervisors not desired

Response Rate (%)
40.0 60.0 80.0 100.0

Executive Director and above
General Manager
Senior Manager
ManagerGroup Leader
General Staff

Difference in male and female
abilities/qualifications

Executive Director and above

20.0

Female supervisors not desired

General Staff

Female ratio is low for the generation
currently in leadership position

Female ratio is low for the generation
currently in leadership position

OthersOthersGovernment: Male

Government: Female

0.0

20.0

Response Rate (%)
40.0 60.0 80.0 100.0

0.0Balancing family and work is difficult

Balancing family and work is difficult

Frequent early retirement
or leave of absence

Frequent early retirement
or leave of absence

Females do not seek promotion
as much as males

Females do not seek promotion
as much as males

Lack of role models

Lack of role models

Lack of consideration for child and familycare in performance evaluation

Lack of consideration for child and familycare in performance evaluation

Age restriction on research funding

Age restriction on research funding

Evaluators tend to give priority to males

Evaluators tend to give priority to males

Consciousness of being at the same level/ peer pressure

Consciousness of being at the same level/ peer pressure

Difference in male and female
abilities/qualifications
Insufficient female performance
Female supervisors not desired

Difference in male and female
abilities/qualifications

Director General or higher
Deputy Director General
Director(Deputy) Assistant Section Manager(Deputy) Unit Chief
Chief

Insufficient female performance

20.0

Response Rate (%)
40.0 60.0 80.0 100.0

Director General or higher
Deputy Director General
Director(Deputy) Assistant Section Manager(Deputy) Unit Chief
Chief

Female supervisors not desired

Female ratio is low for the generation
currently in leadership position

Female ratio is low for the generation
currently in leadership position

OthersOthersFigure 3.19 Reasons for Low Proportion of Females in Leadership Positions in Science andTechnology Fields by Organization (Multiple Answers)

83Chapter 3 Important Issues: Child and Nursing Cares

It should be noted that, compared to men, the “evaluators tend to give priority to men” reason was selected more
by women in high job positions (Table 3.1).
Table 3.1 Top Three Job Positions with the Highest “Evaluators tend to give priority to men”
Response

Affiliated
Organization
University /Technical
CollegeResearch
Institution

Corporation

Government

Males

Females

No-Term
Researcher

Dean

Limited-Term
Researcher

Dean

No-Term
Researcher

Professor

23.8%

15.3%

13.7%

51.7%

45.5%

41.7%

SeniorResearcherGroup Lab
Chief

No-Term
Researcher

Director

Division
Head

Group Lab
Chief

11.7%

11.3%

10.6%

50.0%

47.8%

34.1%

GeneralManagerManager

Executive
Director

SeniorManager

Executive
Director

Manager

18.4%

18.0%

17.5%

41.2%

39.4%

35.0%

Director
GeneralDeputyDirector
General(Deputy) Unit
Chief

Director(Deputy)
Unit Chief

DeputyDirector
General

25.0%

9.1%

8.0%

84

60.0%

43.5%

33.3%

Chapter 3 Important Issues: Child and Nursing Cares(Figure 3.20) For both men and women in all organizations, the answer chosen as the top requirement for further
promotion of gender equality was “reform male awareness”. The second most common choice for men was“expand support of child and nursing care”, whereas “increase male participation in housework and childcare”
and “overcome (eliminate) insensible biases” were highly cited by women.
University/Technical College: Female

University/Technical College: Male
0.0

Response Rate (%)
20.0 40.0 60.0 80.0

0.0

100.0

Reform female awareness

Reform female awareness

Reform male awareness

Reform male awarenessOvercome (eliminate) insensible biases

Overcome (eliminate) insensible biases

Increase male participation in houseworkand childcare

Increase male participation in houseworkand childcare

Separate surnames for married couples

Separate surnames for married couples

Improve work environment

Improve work environment

Give females priority during certain
periods

Give females priority during certain
periods

Introduce hiring quotas

Introduce hiring quotas

Eliminate various age limits

Eliminate various age limits

Improve evaluation system

Improve evaluation system

Encourage supervisor understanding

Encourage supervisor understanding

Expand types of working arrangements

Expand types of working arrangements

Expand remote work

Expand remote work

Expand support of child and nursing care

Expand support of child and nursing care

Introduce limited-term employment

Introduce limited-term employment

Improve limited-term employment

Improve limited-term employment

Eliminate limited-term employment

Eliminate limited-term employment

Form a female researchers/engineers
networkComparative studies and policies to meetinternational standards

Form a female researchers/engineers
networkComparative studies and policies to meetinternational standards

Clarification of national policies

Clarification of national policies

More leadership from the heads of thenation and institutions

More leadership from the heads of thenation and institutions

Funding for policies

Funding for policies

Expanded promotion by national/local
government or employers

Expanded promotion by national/local
government or employers

Expansion of social security system

Expansion of social security system

More education pertaining to genderequalityMore education pertaining to genderequality

OthersOthersNothing required

Nothing required

Dean and above
Lecturer
No-term Researcher
Student

Professor
Assistant Professor
Limited-term Researcher

Associate Professor
Research Associate
Research Technician

Dean and above
Lecturer
No-term Researcher
Student85

20.0

Response Rate (%)
40.0 60.0 80.0

Professor
Assistant Professor
Limited-term Researcher

Associate Professor
Research Associate
Research Technician

100.0Chapter 3 Important Issues: Child and Nursing Cares

Research Institution: Male
0.0

Response Rate (%)
20.0 40.0 60.0 80.0

Research Institution: Female
100.0

0.0

Reform female awareness

Reform female awareness

Reform male awareness

Reform male awarenessOvercome (eliminate) insensible biases

Overcome (eliminate) insensible biases

Increase male participation in houseworkand childcare

Increase male participation in houseworkand childcare

Separate surnames for married couples

Separate surnames for married couples

Improve work environment

Improve work environment

Give females priority during certain
periods

Give females priority during certain
periods

Introduce hiring quotas

Introduce hiring quotas

Eliminate various age limits

Eliminate various age limits

Improve evaluation system

Improve evaluation system

Encourage supervisor understanding

Encourage supervisor understanding

Expand types of working arrangements

Expand types of working arrangements

Expand remote work

Expand remote work

Expand support of child and nursing care

Expand support of child and nursing care

Introduce limited-term employment

Introduce limited-term employment

Improve limited-term employment

Improve limited-term employment

Eliminate limited-term employment

Eliminate limited-term employment

Form a female researchers/engineers
networkComparative studies and policies to meetinternational standards

Form a female researchers/engineers
networkComparative studies and policies to meetinternational standards

Clarification of national policies

Clarification of national policies

More leadership from the heads of thenation and institutions

More leadership from the heads of thenation and institutions

Funding for policies

Funding for policies

Expanded promotion by national/local
government or employers

Expanded promotion by national/local
government or employers

Expansion of social security system

Expansion of social security system

More education pertaining to genderequalityMore education pertaining to genderequality

OthersOthersNothing required

Nothing required

Director
Senior Researcher
Research Technician

Division Head
No-term Researcher

Director
Senior Researcher
Research Technician

Group Lab Chief
Limited-term Researcher

86

20.0

Division Head
No-term Researcher

Response Rate (%)
40.0 60.0 80.0

100.0Group Lab Chief
Limited-term ResearcherChapter 3 Important Issues: Child and Nursing Cares

Corporation: Male
0.0

20.0

Response Rate (%)
40.0 60.0 80.0

Corporation: Female
100.0

0.0

Reform female awareness

Reform female awareness

Reform male awareness

Reform male awarenessOvercome (eliminate) insensible biases

Overcome (eliminate) insensible biases

Increase male participation in houseworkand childcare

Increase male participation in houseworkand childcare

Separate surnames for married couples

Separate surnames for married couples

Improve work environment

Improve work environment

Give females priority during certain
periods

Give females priority during certain
periods

Introduce hiring quotas

Introduce hiring quotas

Eliminate various age limits

Eliminate various age limits

Improve evaluation system

Improve evaluation system

Encourage supervisor understanding

Encourage supervisor understanding

Expand types of working arrangements

Expand types of working arrangements

Expand remote work

Expand remote work

Expand support of child and nursing care

Expand support of child and nursing care

Introduce limited-term employment

Introduce limited-term employment

Improve limited-term employment

Improve limited-term employment

Eliminate limited-term employment

Eliminate limited-term employment

Form a female researchers/engineers
networkComparative studies and policies to meetinternational standards

Form a female researchers/engineers
networkComparative studies and policies to meetinternational standards

Clarification of national policies

Clarification of national policies

More leadership from the heads of thenation and institutions

More leadership from the heads of thenation and institutions

Funding for policies

Funding for policies

Expanded promotion by national/local
government or employers

Expanded promotion by national/local
government or employers

Expansion of social security system

Expansion of social security system

More education pertaining to genderequalityMore education pertaining to genderequality

OthersOthersNothing required

Nothing required

Executive Director and above
Senior Manager
Group Leader

General Manager
Manager
General Staff

20.0

Executive Director and above
Senior Manager
Group Leader

87

Response Rate (%)
40.0 60.0 80.0

General Manager
Manager
General Staff

100.0Chapter 3 Important Issues: Child and Nursing Cares

Government: Female

Government: Male
0.0

20.0

Response Rate (%)
40.0 60.0 80.0

0.0

100.0

Reform female awareness

Reform female awareness

Reform male awareness

Reform male awarenessOvercome (eliminate) insensible biases

Overcome (eliminate) insensible biases

Increase male participation in houseworkand childcare

Increase male participation in houseworkand childcare

Separate surnames for married couples

Separate surnames for married couples

Improve work environment

Improve work environment

Give females priority during certain
periods

Give females priority during certain
periods

Introduce hiring quotas

Introduce hiring quotas

Eliminate various age limits

Eliminate various age limits

Improve evaluation system

Improve evaluation system

Encourage supervisor understanding

Encourage supervisor understanding

Expand types of working arrangements

Expand types of working arrangements

Expand remote work

Expand remote work

Expand support of child and nursing care

Expand support of child and nursing care

Introduce limited-term employment

Introduce limited-term employment

Improve limited-term employment

Improve limited-term employment

Eliminate limited-term employment

Eliminate limited-term employment

Form a female researchers/engineers
networkComparative studies and policies to meetinternational standards

Form a female researchers/engineers
networkComparative studies and policies to meetinternational standards

Clarification of national policies

Clarification of national policies

More leadership from the heads of thenation and institutions

More leadership from the heads of thenation and institutions

Funding for policies

Funding for policies

Expanded promotion by national/local
government or employers

Expanded promotion by national/local
government or employers

Expansion of social security system

Expansion of social security system

More education pertaining to genderequalityMore education pertaining to genderequality

OthersOthersNothing required

Nothing required

Director General or higher
Director(Deputy) Unit Chief

Deputy Director General(Deputy) Assistant Section Manager
Chief

Director General or higher
Director(Deputy) Unit Chief

20.0

Response Rate (%)
40.0 60.0 80.0

Deputy Director General(Deputy) Assistant Section Manager
Chief

Figure 3.20 Requirements for Further Promoting Gender Equality by Organization(Multiple Answers)

88

100.0

Chapter 3 Important Issues: Child and Nursing Cares

Overall, large percentage of both men and women tends to think it is more important to “reform male awareness”
rather than to “reform female awareness” (Table 3.2).
Table 3.2 Top Three “Requirements for Further Promoting Gender Equality” Response (%)

Males
University /Technical
College
Females

Males
Research
Institution
FemalesFirst

SecondThird

Reform male awareness

Dean (74%)

Professor (64%)

Research
Technician(62%)

Expand support of childand nursing care

Lecturer (55%)

Assistant
Professor (55%)

Professor (54%)

Reform male awareness

Dean (76%)

Professor (75%)

Overcome (eliminate)
insensible biases

Dean (69%)

Professor (69%)

Reform male awarenessDirector (68%)

SeniorResearcher(67%)

Expand support of childand nursing care

Division Head
(59%)

Group Lab Chief(59%)

Reform male awareness

Division Head
(87%)

Group Lab Chief(82%)

Overcome (eliminate)
insensible biases

Division Head
(82%)

Group Lab Chief(74%)

Reform male awareness
Males
Government

Expand support of childand nursing care
Reform male awarenessFemales Increase maleparticipation inhousework and childcare
Males
Corporation

Reform male awareness
Expand support of childand nursing care
Reform male awarenessFemales Increase maleparticipation inhousework and childcare

Deputy Director
Director (60%)
General (82%)(Deputy)
Assistant Section Director (55%)
Manager (56%)
Director General
Director (100%)(100%)
Director General(100%)
GeneralManager (73%)
GeneralManager (53%)
Executive
Director (82%)
General Staff
(64%)

89

Associate
Professor (75%)
Associate
Professor (68%)
Group Lab Chief(65%)
SeniorResearcher(55%)
SeniorResearcher(78%)
No-term
Researcher(71%)
Chief (59%)
Deputy Director
General (55%)(Deputy) Unit
Chief (78%)

Director (100%)

Chief (76%)

Manager (67%)

Executive
Director (66%)

Executive
Director (49%)

Manager (48%)

Manager (72%)

Group Leader(71%)

Group Leader(61%)

Executive
Director (61%)

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term Researchers (Postdocs)

Chapter 4 Important Issue: Limited-Term Employments andLimited-Term Researchers (Postdocs)
4.1 Basic Data for Limited-Term Employment
Employment Status by Age (Figure 4.1a, Figure 4.1c), Employment Status by Affiliated
Organization (Figure 4.2), Employment Status by Job Position (Figure 4.3a, Figure 4.3b)

Ratio (%)

In corporation and government, most men and women work without term limits, and for those with term limits,
the percentage was lower for women than for men. On the other hand, in university / technical college and research
institution, the percentage of women under limited-term employment is higher than that of men, and 42% of
women in university / technical college work with term limits (Figure 4.2). Comparing by age group, employment
in corporation remains mostly without term until retirement (Figure 4.1c), whereas more than 40% of women inuniversity / technical college and research institution hold limited-term positions even after reaching the age of
40 (Figure 4.1a). In terms of employment status by position, unlike research institution and corporation, thenumber of limited-term positions in university / technical college tends to decrease significantly as job position
rises. This trend remains unchanged since the third survey (Figure 4.3a, Figure 4.3b).
100
90
80
70
60
50
40
30
20
10
0

No-term: Male
Limited-term: Male
No-term: Female
Limited-term: Female
20～ 25～ 30～ 35～ 40～ 45～ 50～ 55～ 60～ 65～ 70～

Figure 4.1a Employment Status by Age: University / Technical College (Single Answer)
100
90
80
70
60
50
40
30
20
10
0

Ratio (%)

No-term: Male
Limited-term: Male
No-term: Female
Limited-term: Female
20～ 25～ 30～ 35～ 40～ 45～ 50～ 55～ 60～ 65～ 70～

Figure 4.1c Employment Status by Age: Corporation (Single Answer)
100%
80%
60%
40%
20%
0%

Male

FemaleUniversity/
Technical
College

Male

FemaleResearch
Institution

Male

FemaleMale

FemaleCorporation

Government

No-term

Limited-term

Figure 4.2 Employment Status by Affiliated Organization (Single Answer)90

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term Researchers (Postdocs)

100%
80%
60%
40%

Dean
and
above

Professor

Associate
Professor

Lecturer

Assistant Researcher ResearchTechnician
Professor/
Research
Associate
No-term

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

OthersLimited-term

Figure 4.3a Employment Status by Job Position: University / Technical College (Single Answer)
100%
80%
60%
40%

Director

Division
Head

Group Lab
Senior Researcher Research
Chief
Researcher
Technician
No-term

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

OthersLimited-term

Figure 4.3b Employment Status by Job Position: Research Institution (Single Answer)91

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term Researchers (Postdocs)

Term of Employment by Occupational Field and Average Term of Employment by Gender(Figure 4.4b), Extending Limited-Term Employment (Figure 4.5)
For both men and women, the tendency for the length of term to be shorter for lower positions has not changed
since the third survey. In this fifth survey, the term of female NPIs increased by an average of 0.4 years comparedto the fourth survey, but the percentage of female PIs with a term of five or more years decreased by 6% (Figure4.4b). The possibility of extending the term in university / technical college and research institution was nearly
the same as in the previous survey, but it has decreased by 16% among women in corporation (Figure 4.5).
Average Term (Years)

5

4.6

4.2

4.4

4.0

4

2.7

3

2.5

2

2.2

2.5

1
0

Male Female Male Female Male Female Male Female
PI

NPI

Researcher

Corporation

Figure 4.4b Average Term of Employment by Gender (Single Answer)
100%
80%
60%
40%
20%
0%

Male

FemalePI

MaleFemaleNPI

MaleFemaleResearcher

Renewal Possible
Limited Number of Renewals
Unanswered

Male

FemaleCorporation

Renewal Not Possible
UnsureFigure 4.5 Extending Limited-Term Employment (Single Answer)92

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term Researchers (Postdocs)

Employment Status and Average Annual Salary (Figure 4.6), Health and Pension Plans for
Limited-Term Employment (Figure 4.7b, Figure 4.8b)PI(excluding
lecturer)

Lecturer

Limited-term

No-term

Limited-term

No-term

Limited-term

No-term

Limited-term

No-term

Male
FemaleLimited-term

1000
900
800
700
600
500
400
300
200
100
0

No-term

Average Annual Salary(Ten Thousand JPY)

In all occupational fields, limited-term jobs have lower annual salaries than no-term jobs, and the tendency for
women to have lower salaries than men, regardless of occupational field or employment status, has not changed
since the third survey. In particular, the average annual salaries of limited-term researchers have been on a
downward trend since the third survey (Figure 4.6). As for health and pension plans, the enrollment rate remains
low for female researchers with contract hours of less than 30 hours, and for those with contract hours of 30 hours
or more, the enrollment rate has decreased nearly 30% compared to the previous survey (Figure 4.7b, Figure 4.8b).

Assistant Researcher ResearchTechnician
Professor/
Research
Associate

Figure 4.6 Employment Status and Average Annual Salary(University / Technical College and Research Institution) by Occupational Field / Gender(only those that work 40 hours or more per week at the workplace)
100%

100%

80%

80%

60%

60%

40%

40%

20%

20%

0%

PI

NPI

Male: 30 Hrs～
Male: Under 30 Hrs

0%Researcher CorporationPI

Male: 30 Hrs～
Male: Under 30 Hrs

Female: 30 Hrs～
Female: Under 30 Hrs

Figure 4.7b Health Plan Enrollment:
Enrollment Ratio (Single Answer)

NPI

Researcher Corporation
Female: 30 Hrs～
Female: Under 30 Hrs

Figure 4.8b Welfare/Mutual Pension Plan
Enrollment: Enrollment Ratio(Single Answer)93

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term Researchers (Postdocs)

Limited-Term Employment and Child Raising (Figure 4.9a, b), Childcare Leave for LimitedTerm Researcher (Figure 4.10)

100%
80%

1.19

1.07

0.89

60%

1.0

0.84

0.73

1.5

0.63

40%

0.5

20%
0%

PI

No-term
NPI

Limited-term No-term Limited-term Corporation
NPI
Researcher Researcher

None

1

2

3

4

5 or More

Unanswered

0.0

Average Number of Children

In the 35 to 39 age group, considered the child-raising generation, the percentage of those with children was
highest among limited-term female researchers at 59%, while limited-term male researchers had the lowest, andtheir average number of children was also small (Figure 4.9a, Figure 4.9b). The ratio of those that take childcare
leave decreases for both genders as job position becomes lower. Furthermore, the ratio of women that take leaveis higher than men for all job positions, and women have a higher awareness of childcare leave programs thanmen (Figure 4.10).

Average

100%

1.5

80%
60%

0.89

0.83

1.00

0.87

0.96

0.96

1.0

40%

0.5

20%
0%

PI

No-term
NPI
None

Limited-term No-term Limited-term Corporation
NPI
Researcher Researcher
1

2

3

4

5 or More

Unanswered

0.0

Average Number of Children

Figure 4.9a Number of Children by Gender / Job Position (males ages 35 to 39 only)(Single Answer)

Average

Figure 4.9b Number of Children by Gender / Job Position (females ages 35 to 39 only)(Single Answer)
100%
80%

Unanswered60%

Unsure

40%

No

20%

Yes

0%

Male

FemalePI

MaleFemaleNPI

MaleFemaleResearcher

Male

FemaleCorporation

Figure 4.10 Childcare Leave for Limited-Term Employment (Single Answer)

94

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term Researchers (Postdocs)

4.2 Aging of Limited-Term Employees
Elapsed Years after Obtaining Degree and Employment Status (Figure 4.12), Total Years ofLimited-Term Employment by Age/Gender (Figure 4.13)
As time elapses after obtaining a degree, a shift to an upper job position (no-term PI) can be observed. However,about half of those that obtained a degree six to ten years ago and 30% of those that obtained a degree 11 to 15
years ago are still under limited-term employment. The difference between genders is small immediately after
obtaining a degree, but the difference widens over time. Ratio of women under no-term employment is lower thanthat of men while the ratio of limited-term researcher / NPI is high. Additionally, number of years spent underlimited-term employment is longer for women (Figure 4.12). The age groups with high percentage of limitedterm employments have spread to the upper age groups compared to the previous survey (Figure 4.13).
100%

Limited-term
Researcher

80%
60%

No-term
Researcher

40%

Limited-term NPI

20%

No-term NPI

0%

Male Female Male Female Male Female Male Female Male Female

Limited-term PI

1-5 years

No-term PI

6-10 years

11-15 years

16-20 years

21 or moreyears

Figure 4.12 Employment Status by Elapsed Years after Obtaining Degree for University /Technical College and Research Institution
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

More than 10 Years
6-10 Years
4-5 Years
2-3 Years
1 YearMale Female Male Female Male Female Male Female Male Female Male Female
25～

30～

35～

40～

45～

50～

0 Years
Unanswered

Figure 4.13 Total Years of Limited-Term Employment by Age/Gender (Single Answer)95

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term Researchers (Postdocs)

Job Position of Limited-Term Employee and Desire for No-Term Employment (Figure 4.14)
For university and research institution, the ratios of respondents that do not want to be a no-term employee wasless than 7% for all job positions other than Laboratory PI, whereas for Laboratory PI the ratio was high for bothgenders. Especially among men, the ratio has risen since the last survey reaching about 20%.
100%
80%
60%
40%
20%
0%

Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female
Professor

Associate
Professor

Lecturer

Laboratory
PI

Desire no-term employment

Assistant
Professor/
Research
Associate

Researcher

Research
Technician

Do not desire no-term employment

Corporation
Management

UnsureCorporation
GeneralStaff
Unanswered

Figure 4.14 Desire for No-Term Employment by Current Job (Single Answer)96

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term Researchers (Postdocs)

4.3 Employment Conditions of Limited-Term Researchers / NPIs
Male-Female Ratio of Limited-Term Researchers (Figure 4.15)

400
350
56.6%

250
200
31.3%

38.4%

20%

6.9%

60-64

55-59

50-54

45-49

40-44

35-39

30-34

10.5%

25-29

80%

40%

29.6%

20.0%

50
0

100%

60%

51.1%

70 or
Over

100

29.4%

59.3%

65-69

150

Male
FemaleFemale Ratio

71.0%

300

24 or
Under

Number of Respondents

The number of limited-term researchers is highest in the early 30’s age group and declines in the older age groups.
However, even in the 50’s and older age groups, the number does not reach zero showing that the limited-term
researchers are aging. The female ratio among limited-term researchers tends to increase with age, exceeding 50%
in the 40’s and over age group. This indicates that when limited-term researchers try to advance their careers,
women are in a more difficult situation than men leaving them no choice but to continue as limited-term
researchers (Figure 4.15).

0%Figure 4.15 Limited-Term Researchers by Age Group and Ratio of Females (Single Answer)

Compared to the previous survey, the total working hours of researchers have decreased, but there is still atendency to work beyond the contracted working hours. In particular, limited-term researchers have the longest
average working hours compared to other occupational fields. In the case of limited-term NPIs, the time they can
devote to research is decreasing even though they are working beyond their contracted working hours, and thereason is thought to be that they are busy with work other than research. Although the difference in working hours
between genders is small, for limited-term NPIs and corporate researchers, women work longer hours than men.
Limited-term researcher is positioned as transitional occupation in the career path of a researcher. Therefore, theannual salaries are lower than other occupations, and it hardly increases with the researcher’s age. For this reason,
as the age of limited-term researcher increases, the gap in the annual salaries compared to other occupational
fields widens. Looking at the gender difference in the annual salaries of limited-term researchers, salaries ofwomen continue to be lower than those of men.

97

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term Researchers (Postdocs)

4.4 Tenure Track
Ratio of Tenure Track Employment by Age (Figure 4.22), Elapsed Years after Obtaining
Degree (Figure 4.23)
Ratio of tenure track employment is highest for women aged 30 to 35 and men aged 35 to 40, at about 25% each.
In the other age groups between 30 and 45, it is 15% to 20% for both men and women (Figure 4.22). In addition,
about 20% of both men and women have had their degree for 15 years (Figure 4.23) showing that compared tothe previous survey the age groups of those settling with tenure-track jobs have expanded.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Male Female Male Female Male Female Male Female Male Female Male Female
25～

30～

Tenure Track Employment

35～

40～

Non-tenure Track Employment

45～

50～

UnsureUnanswered

Figure 4.22 Tenure Track Employment by Age (Single Answer)
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Male

Female1-5 years

Male

Female6-10 years

Tenure Track Employment

Male

Female11-15 years

Male

Female16-20 years

Non-tenure Track Employment

UnsureMale

Female21or more years
Unanswered

Figure 4.23 Tenure Track Employment and Elapsed Years after Obtaining Degree(Single Answer)98

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term Researchers (Postdocs)

Childcare Leave and Employment Extension for Tenure Track Employees (Figure 4.28a,
Figure 4.28b)
For both men and women, more than 98% of tenure track employees and more than 90% of non-tenure employees
took childcare leave, an improvement from the previous survey (Figure 4.28a). Although approval of term
extension after childcare leave has improved compared to the previous survey, it is still low for both men andwomen at around 60% to 70% for tenures and around 30% to 40% for non-tenures (Figure 4.28b).
0%

20%

40%

60%

80%

100%

Non-tenure Track Employee: Male
Non-tenure Track Employee: Female
Tenure Track Employee: Male
Tenure Track Employee: Female
Yes

No

Figure 4.28a Childcare Leave for Tenure and Non-Tenure Employees (Single Answer)
0%

20%

40%

80%

60%

100%

Non-tenure Track Employee: Male
Non-tenure Track Employee: Female
Tenure Track Employee: Male
Tenure Track Employee: Female
Yes

No

Figure 4.28b Employment Extension for Tenure and Non-Tenure Employees after Childcare
Leave (Single Answer)99

Chapter 4 Important Issue: Limited-Term Employments and Limited-Term Researchers (Postdocs)

Annual Salaries and Research Work Hours of Tenure Track Employees (Figure 4.27a,
Figure 4.27b) (Figure 4.29)

25～
None
2 Million JPY～
5 Million JPY～
8 Million JPY～

30～

35～

40～

Under 1 Million JPY
3 Million JPY～
6 Million JPY～
Unanswered

45～

50～

25～

1 Million JPY～
4 Million JPY～
7 Million JPY～

None
2 Million JPY～
5 Million JPY～
8 Million JPY～

Figure 4.27a Annual Salaries of Tenure
Track Employee by Age and Gender(Single Answer)

30～

35～

40～

Under 1 Million JPY
3 Million JPY～
6 Million JPY～
Unanswered

45～

0%

10% 20% 30% 40% 50% 60%

Non-tenure Track Employee: Male
Non-tenure Track Employee: Female
Tenure Track Employee: Male
Tenure Track Employee: Female

Figure 4.29 Average Time Spent on Research at Workplace
for Tenure and Non-Tenure Employees (Single Answer)

100

50～

1 Million JPY～
4 Million JPY～
7 Million JPY～

Figure 4.27b Annual Salaries of NonTenure Track Employee by Age andGender(Single Answer)

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleFemale

0%

Male

10%

0%

Female

20%

10%
Male

30%

20%

Female

40%

30%

Male

50%

40%

Female

60%

50%

Male

70%

60%

Female

80%

70%

Male

90%

80%

Female

100%

90%

Male

100%

Male

Annual salaries are about 10% higher for tenure track employees than non-tenure employees, and the difference
widens as age increases with women's salaries being lower than that of men. About 70% of tenure track men aged
45 to 50 have annual salaries of 6 million yen or more while only about 40% of women in this age group receive
the same. This is the age group that exhibited the largest gender gap. The annual salaries of tenure track men aged
45 to 50 are remarkably high, but this may due to the annual-based salary system (Figure 4.27a, Figure 4.27b).
The time allocated to research during the working hours has dropped to less than 50%, excluding non-tenure
women, and it is now more difficult to secure research time than it was when the previous survey was conducted(Figure 4.29).

Chapter 5 Important Issues: Program and Policy Awareness

Chapter 5 Important Issues: Program and Policy Awareness
5.1 Awareness of Recent Laws and Policies (Figure 5.1-5.4)
Unlike the time of the fourth large-scale survey, the Fifth Basic Plan for Gender Equality (Cabinet approval on
December 25, 2020) was formulated in 2021, and in accordance with this Plan, the 6th Basic Plan for Science,
Technology, and Innovation of 2022 (Cabinet approval on March 26, 2021) continues to clearly state numericaltargets for the recruitment of new female researchers. Specifically, 1) the percentage of newly hired female
researchers at universities shall be 20% for science, 15% for engineering, 30% for agriculture, 30% for medicine,
dentistry and pharmacy, 45% for cultural science, and 30% for social sciences by fiscal 2025; 2) the percentage
of female faculties (lecturers and above) in university science and engineering shall be 12% in science and 9% inengineering by fiscal 2025; 3) the percentage of female professors (president, vice president, professors) shall be
increased to 20% as soon as possible and to 23% by fiscal 2025.
The degree of awareness among all respondents was highest with the Fifth Basic Plan for Gender Equality. Thiswas followed in order of awareness by The Act on Promotion of Women’s Participation and Advancement in the
Workplace, the Leading Initiative for Excellent Young Researchers, and the 6th Science, Technology, andInnovation Basic Plan. This order was unchanged from the corresponding laws and policies in the previous fourthlarge-scale survey report of 2017 (Figure 5.1). Awareness of recent laws and policies (Figure 5.2) has increased
compared to the previous survey. The awareness rate of The Act on Promotion of Women’s Participation andAdvancement in the Workplace increased 6% from the previous survey to 40%, which is on par with the 42%
awareness rate of the Fifth Basic Plan for Gender Equality. Additionally, the 6th Science, Technology, andInnovation Basic Plan increased by 5% compared to the corresponding 5th Science and Technology Basic Plan in
the previous survey.
80%
70%
60%
50%
40%
30%
20%
10%
0%

Male

FemaleThe Act on
Promotionof Women’sParticipation
andAdvancementin the Workplace

Male

Female6th Science,
Technology,
and Innovation
Basic Plan

Male

FemaleMale

Female

Male

20～

30～

40～

50～

60～

70～

FemaleFifth Basic Plan Leading Initiative Comprehensive
for Genderfor Excellent
Package for
Young
Strengthening
Equality
Researchers
Research
Capabilities
and Supporting
Young
Researchers

Male

FemaleDo not know

Figure 5.1 Awareness of Recent Laws/Policies by Age Group and Gender (Multiple Answers)

101Chapter 5 Important Issues: Program and Policy Awareness

The Act on Promotion of Women’s Participation
and Advancement in the Workplace
Aware

100%

Not Aware

80%
60%
40%

PI

No-term
NPI

Limitedterm NPI

No-term
Researcher

Limitedterm
Researcher

Manager

Regular
Employee

6th Science, Technology, and Innovation Basic Plan

Aware

100%

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Student

Not Aware

80%
60%
40%

PI

No-term
NPI

Limitedterm NPI

No-term
Researcher

Limitedterm
Researcher

Manager

Fifth Basic Plan for Gender Equality

Regular
Employee

Aware

100%

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Student

Not Aware

80%
60%
40%

PI

No-term
NPI

LimitedNo-term
term NPI Researcher

LimitedManager
term
Researcher

Regular
Employee

Leading Initiative for Excellent Young Researchers
Aware

100%

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Student

Not Aware

80%
60%
40%

PI

No-term
NPI

Limitedterm NPI

No-term
Researcher

102

Limitedterm
Researcher

Manager

Regular
Employee

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Student

Chapter 5 Important Issues: Program and Policy AwarenessComprehensive Package for Strengthening Research Capabilities
and Supporting Young Researchers
Aware

100%

Not Aware

80%
60%
40%

PI

No-term
NPI

Limitedterm NPI

No-term
Researcher

Limitedterm
Researcher

Manager

Regular
Employee

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Student

Figure 5.2 Awareness of Recent Laws/Policies by Occupational Field

Comparison by organization and job position reveals that in university / technical college and research institution,
the awareness of The Act on Promotion of Women’s Participation and Advancement in the Workplace, the 6th
Science, Technology, and Innovation Basic Plan, and the Fifth Basic Plan for Gender Equality were prominently
high among deans and directors (Figure 5.3).
In corporation, The Act on Promotion of Women’s Participation and Advancement in the Workplace and the Fifth
Basic Plan for Gender Equality were overwhelmingly recognized in all job positions (Figure 5.3).
80%
70%
60%
50%
40%
30%
20%
10%
0%

60%

University/Technical College

Dean and above
Professor
Associate Professor
Lecturer
Assistant Professor
Research Associate
No-term Researcher
Limited-term Researcher

The Act on
6th Science,
Fifth Basic Plan
Technology,
for Gender
Promotionof Women’s
Equalityand Innovation
Basic Plan
Participation
andAdvancementin the Workplace

Leading
Initiativefor Excellent
Young
Researchers

Comprehensive
Package forStrengthening
Research
Capabilities
and Supporting
Young
Researchers

Do not know

Research Institution

OthersDirector
Division Head

50%

Group Lab Chief

40%

Senior Researcher

30%

No-term Researcher

20%

Limited-term Researcher

10%0%Research Technician

Research Technician
The Act on
6th Science,
Fifth Basic Plan
Technology,
for Gender
Promotionof Women’s
and Innovation
Equality
Basic Plan
Participation
andAdvancementin the Workplace

Leading
Initiativefor Excellent
Young
Researchers

Comprehensive
Package forStrengthening
Research
Capabilities
and Supporting
Young
Researchers

103

Do not know

OthersChapter 5 Important Issues: Program and Policy AwarenessCorporation

70%
60%
50%
40%
30%
20%
10%
0%

Executive Director and above
General Manager
Senior Manager
ManagerGroup Leader
General Staff
Others
6th Science,
The Act on
Fifth Basic Plan
Technology,
for Gender
Promotionof Women’s
and Innovation
Equality
Basic Plan
Participation
andAdvancementin the Workplace

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Leading
Initiativefor Excellent
Young
Researchers

Comprehensive
Package forStrengthening
Research
Capabilities
and Supporting
Young
Researchers

Do not know

Government

Director General or higher
Deputy Director General
Director(Deputy) Assistant Section Manager(Deputy) Unit Chief
Chief
Others
6th Science,
Fifth Basic Plan
The Act on
Technology,
for Gender
Promotionof Women’s
and Innovation
Equality
Basic Plan
Participation
andAdvancementin the Workplace

Leading
Initiativefor Excellent
Young
Researchers

Comprehensive
Package forStrengthening
Research
Capabilities
and Supporting
Young
Researchers

Do not know

Figure 5.3 Awareness of Recent Laws/Policies by Job Position (Multiple Answers)

Regarding the Leading Initiative for Excellent Young Researchers program, there was a large difference in the
degree of awareness when compared by area of specialization. Awareness was high with those in the areas ofmathematics, physics, life science / biology, earth / planetary science, and medicine/dentistry/pharmacology(Figure 5.4). These areas correspond with areas of specialization in which many of the respondents are underlimited-term employment. It can be said that there is a high level of interest among researchers who are confident
they can move on to no-term employment.
70%
60%
50%
40%
30%
20%
10%
0%

The Act on
6th Science,
Fifth Basic Plan
Technology,
for Gender
Promotionof Women’s
and Innovation
Equality
Basic Plan
Participation
andAdvancementin the Workplace

Leading
Initiativefor Excellent
Young
Researchers

Comprehensive
Package forStrengthening
Research
Capabilities
and Supporting
Young
Researchers

Do not know

Mathematics
Electronics and Information
Physics
Chemical and Material Engineering
Life science and Biology
Civil Engineering
Mechanical Engineering
Earth and Planetary Science
Agriculture
Medicine, Dentistry and Pharmacology
Health and Nursing

Figure 5.4 Awareness of Recent Laws/Policies Overall by Area of Specialization(Multiple Answers) (excludes students)

104

Chapter 5 Important Issues: Program and Policy Awareness5.2 Support Programs Currently Underway for Female Researchers(Figure 5.5)
When the perception of each support program was compared, it was found that: 1) Restart Support afterChildbirth/Childcare (RPD system), 4) Childbirth and Childcare Consideration in Scientific Research Grants, and5) / 6) Strategic Basic Research Programs and FOREST (Fusion Oriented REsearch for disruptive Science andTechnology) for considering childbirth and child-caring had high awareness rates of 70 to 80% (slightly higher
for women) in university / technical college and research institutions, and that about 60% of both PIs and NPIs
perceived the programs to be “meaningful”. On the other hand, less than 20% of respondents thought that 3)
Initiative for Realizing Diversity in the Research Environment (formerly Supporting Activities for Female
Researchers) was “meaningful”. This is not surprising considering the number of adopted projects is less than 10
per year at universities and research institutions nationwide (Figure 5.5).
Restart Support after Childbirth/Childcare

100%

Unanswered80%

Unaware60%

Not meaningful

40%

Uncertain

20%

100%

No-term NPI Limited-term No-term Limited-term Manager
NPI
Researcher Researcher

Regular
Employee

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleFemalePI

Male

Meaningful

Male

0%

Student

JST “Science Course Selection Support for Middle and High School Females”
Unanswered80%

Unaware60%

Not meaningful

40%

Uncertain

20%

No-term NPI Limited-term No-term Limited-term Manager
NPI
Researcher Researcher

Regular
Employee

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleFemalePI

Male

Meaningful

Male

0%

Student

JST “Initiative for Realizing Diversity in the Research Environment"

100%

Unanswered80%

Unaware60%

Not meaningful

40%

Uncertain

20%

No-term NPI Limited-term No-term Limited-term Manager
NPI
Researcher Researcher

105

Regular
Employee

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleFemalePI

Male

Meaningful

Male

0%

Student

Chapter 5 Important Issues: Program and Policy AwarenessChildbirth and Childcare Consideration in Scientific Research Grants

100%

Unanswered80%

Unaware60%

Not meaningful

40%

Uncertain

20%

100%

No-term NPI Limited-term No-term Limited-term Manager
NPI
Researcher Researcher

Regular
Employee

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleFemalePI

Male

Meaningful

Male

0%

Student

JST “Strategic Basic Research Programs” for considering childbirth and child-caring
Unanswered80%

Unaware60%

Not meaningful

40%

Uncertain

20%

100%

No-term NPI Limited-term No-term Limited-term
NPI
Researcher Researcher

Manager

Regular
Employee

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleFemalePI

Male

Meaningful

Male

0%

Student

JST “FOREST (Fusion Oriented REsearch for disruptive Science and Technology)”
for considering childbirth and child-caring
Unanswered80%

Unaware60%

Not meaningful

40%

Uncertain

20%

100%

No-term NPI Limited-term No-term Limited-term
NPI
Researcher Researcher

Manager

Regular
Employee

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleFemalePI

Male

Meaningful

Male

0%

Student

Gender Equality Bureau of the Cabinet Office “Challenge Campaign – Science andEngineering Field Selection for Female Students”
Unanswered80%

Unaware60%

Not meaningful

40%

Uncertain

20%

No-term NPI Limited-term No-term Limited-term
NPI
Researcher Researcher

Manager

Regular
Employee

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleFemalePI

Male

Meaningful

Male

0%

Student

Figure 5.5 Perception of Recent Policies Overall by Occupational Field

106

Chapter 5 Important Issues: Program and Policy Awareness5.3 Numerical Targets for Hiring Female Researchers (Figure 5.65.9)
Investigating the awareness of numerical targets for hiring female researchers, only 4% of all respondents
answered that they were “well aware”. On the other hand, 60% of men and 51% of women answered that they
“did not know”. The rate of awareness was higher among women than men (Figure 5.6).
100%
80%
60%
40%
20%
0%

PI

NPI

Student

University/Technical College
Well aware

PI

NPI

Manager Regular Manager Regular
Employee
Employee

Research
Institution

Somewhat aware

Corporation
Did not know

Government

Unanswered

Figure 5.6 Awareness of Numerical Target for Newly Hired Female Researchers
by Occupational Field

In almost all occupational fields, a higher percentage of women responded that numerical targets for hiring female
researchers were “meaningful”, while a higher percentage of men responded that numerical targets “will haveadverse effect” (Figure 5.7). Among these male generations, the percentage of respondents who answered that it
is "not meaningful" or “will have adverse effect” remains high, which is a serious issue for Japan.
Unanswered
Others
Uncertain
Will have adverse effectNot meaningful
Has room for improvement
Should be expanded and promoted

PI

No-term
NPI

Limited- No-term Limited- Manager Regularterm
Researcher
term
Employee
NPI
Researcher

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMeaningful

Male

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Student

Figure 5.7 Perception of Numerical Target for Newly Hired Female Researchers
by Occupational Field

107

Chapter 5 Important Issues: Program and Policy AwarenessComparing by age group, the percentage of positive responses such as “meaningful” and “should be expanded
and promoted” were lowest among men in their 30’s but increases with age (Figure 5.9). In the case of women, acertain number (20% or more) of the opinion that it “should be expanded and promoted” exists in all age groups.
In addition, there is a tendency for the percentage of people who express some kind of opinion regarding numericaltargets, regardless of whether it is positive or negative, to increase with age.
Female

70～

65～

60～

55～

50～

45～

40～

35～

30～

Unanswered
Others
Uncertain
Will have adverse effectNot meaningful
Has room for improvement
Should be expanded and promoted
Meaningful

25～

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

24 or Under

70～

65～

60～

50～

55～

45～

40～

35～

30～

25～

Male

24 or Under

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Figure 5.9 Perception of Numerical Target for Newly Hired Female Researchers by Age Group108

Chapter 5 Important Issues: Program and Policy Awareness

5.4 Perception of Numerical Targets from Respondents with High
Awareness (Figure 5.10-5.12)
Regarding the awareness (Q41.1) of numerical targets for new female researchers, the level of awareness among
respondents in managerial positions was generally good with 20% or more answering that they are either “wellaware” or “somewhat aware” (Figure 5.10).
University/Technical College

100%
80%
60%
40%

Dean and Professor Associate
above
Professor

Lecturer

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Assistant Research No-term Limited- Research Student
Technician
Professor Associate Researcher term
Researcher
Well aware

Somewhat aware

Did not know

Unanswered

Research Institution

100%
80%
60%
40%

Somewhat aware

Unanswered

Did not know

ManagerGroup
LeaderSomewhat aware

GeneralStaff
Well aware

FemaleMale

Male

FemaleFemaleUnanswered

DeputyDirector
GeneralUnanswered

Director

Did not know

(Deputy)
Assistant
SectionManager(Deputy)
Unit Chief

Somewhat aware

Figure 5.10 Awareness of Numerical Target by Job Position for Each Organization

109

FemaleMale

FemaleMale

FemaleFemaleMale

FemaleDirector
General or
higherMale

Government

Male

FemaleMale

FemaleMale

Female

0%

Male

0%

Female

20%
Male

40%

20%

Female

40%

Male

60%

Female

60%

Male

80%

SeniorManager

Did not know

100%

80%

GeneralManager

LimitedResearchtermTechnician
Researcher

FemaleCorporation

Executive
Director
and above

Male

Group Lab
SeniorNo-term
Chief
Researcher Researcher

Well aware

100%

FemaleMale

FemaleMale

FemaleDivision
Head

Male

Director

Male

Female

0%

Male

20%

Chief

Well aware

Chapter 5 Important Issues: Program and Policy AwarenessComparing the male and female respondents who answered that they are “well aware” of numerical targets, 40.0%
of male respondents answered positively (total of “meaningful” and “should be expanded and promoted”
responses). However, the figure for women was 72.0%, indicating a large gap in awareness (Figure 5.11). Amongthe men who are familiar with numerical targets, 28.2% answered that the targets “will have adverse effect”,
which significantly differs from 6.6% of women that answered the same. There is a huge difference in perception
between men and women.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Male

Well aware Somewhat
aware

Did not
know

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

FemaleOthersWill have adverse effectNot meaningful
Has room for improvement
Should be expanded andpromoted
Meaningful

Well aware Somewhat
aware

Did notknow

Figure 5.11 Awareness of Numerical Target and Perception on Significance(excludes "uncertain")

The number of positive responses from men has steadily increased, but negative responses have also risen to
38.8%. The possible “backlash” against the active hiring of women through recruitment specialized or limited to
women is a concern (Figure 5.12).
70%
60%
50%
40%

Positive
Needs Improvement

30%

Negative

20%
10%
0%

3rd Survey 4th Survey 5th Survey 3rd Survey 4th Survey 5th Survey
Male

FemaleFigure 5.12 Awareness of Numerical Target and Perception on SignificanceCompared with Third and Fourth Surveys (excludes "uncertain")110Chapter 5 Important Issues: Program and Policy Awareness5.5 Female Hiring Targets of Affiliated Organizations (Figure 5.135.30)

Yes

No

Uncertain

Male

FemaleUniversity/Technical College

100%

FemaleWhen female respondents from university / technical college who are in a position to make personnel decisions(executives and professors) were asked if they are aware of female hiring targets, the percentage that mentioned
the existence of set targets increased compared to the fourth survey (Figure 5.13, 5.14). As for the research
institution, the awareness of women remained high as in the previous survey, and although slight, there was anincrease in the awareness of men (Figure 5.15, 5.16). From general managers to general staff, there was no
significant difference between genders in corporation, and about 80% replied that there are no numerical targets(Figure 5.18).

80%
60%
40%

Dean and Professor Associate
above
Professor

Lecturer

FemaleMale

Male

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Assistant Research No-term Limited- Research Student
Professor Associate Researcher term
Technician
Researcher

Figure 5.13 University / Technical College: Awareness by Job Position of Numerical Target
for Female Hiring
University/Technical College (excludes "uncertain")

100%

Yes

No

80%
60%
40%

Dean and Professor Associate
above
Professor

Lecturer

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Assistant Research No-term Limited- Research Student
Professor Associate Researcher term
Technician
Researcher

Figure 5.14 University / Technical College: Awareness by Job Position of Numerical Target
for Female Hiring (excludes "uncertain")

111

Yes

No

Uncertain

FemaleMale

Research Institution

100%

Male

Chapter 5 Important Issues: Program and Policy Awareness

80%
60%
40%

Director

Division
Head

FemaleFemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Group Lab
SeniorNo-term Limited-term Research
Chief
Researcher Researcher Researcher Technician

Yes

No

FemaleResearch Institution (excludes "uncertain")

100%

Male

Figure 5.15 Research Institution: Awareness by Job Position of Numerical Target
for Female Hiring

80%
60%
40%

Director

Division
Head

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Group Lab
SeniorNo-term Limited-term Research
Chief
Researcher Researcher Researcher Technician

Yes

No

FemaleCorporation (excludes "uncertain")

100%

Male

Figure 5.16 Research Institution: Awareness by Job Position of Numerical Target
for Female Hiring (excludes "uncertain")

80%
60%
40%

Executive
Director andabove

GeneralManager

SeniorManagerManager

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Group Leader General Staff

Figure 5.18 Corporation: Awareness by Job Position of Numerical Target
for Female Hiring (excludes "uncertain")112

Chapter 5 Important Issues: Program and Policy AwarenessRegarding the disclosure of numerical targets for hiring women, more than 80% of assistant professors and abovein university / technical college answered that their organization’s numerical targets are disclosed (Figure 5.20).
In research institution, a higher percentage of respondents answered that the targets are disclosed when comparedwith university / technical college (Figure 5.21, 5.22). However, it should be noted that the actual numbers of
directors were 12 men and 4 women, and the actual number of division heads were 44 men and 7 women. In
corporation, the ratio of the “uncertain” response, including those who did not answer (purple), was higher thanthat of university / technical college and research institution (Figure 5.23, 5.24). The number of respondents who
answered that the targets are not disclosed was also higher with corporation as well.
University/Technical College (excludes "uncertain")

Yes

100%

No

80%
60%
40%

Dean and Professor Associate
above
Professor

Lecturer

Assistant Research No-term Limited- Research Student
Technician
Professor Associate Researcher term
Researcher

Figure 5.20 University / Technical College: Awareness by Job Position of
Publicized Numerical Target for Female Hiring (excludes "uncertain")
Research Institution
Yes

100%

No

Uncertain

Unanswered

80%
60%
40%

Director

Division
Head

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

Male

20%
0%

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Group Lab
SeniorNo-term Limited-term Research
Chief
Researcher Researcher Researcher Technician

Figure 5.21 Research Institution: Awareness by Job Position of
Publicized Numerical Target for Female Hiring

113

Chapter 5 Important Issues: Program and Policy AwarenessResearch Institution (excludes "uncertain")
Yes

100%

No

80%
60%
40%

Director

Division
Head

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

Male

Male

0%

Female20%

Group Lab
SeniorNo-term Limited-term Research
Chief
Researcher Researcher Researcher Technician

Figure 5.22 Research Institution: Awareness by Job Position of
Publicized Numerical Target for Female Hiring (excludes "uncertain")

Yes

No

Female100%

Male

Corporation
Uncertain

Unanswered

80%
60%
40%

Executive
Director andabove

GeneralManager

SeniorManagerManager

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Group Leader General Staff

Figure 5.23 Corporation: Awareness by Job Position of
Publicized Numerical Target for Female Hiring

Yes

No

Female100%

Male

Corporation (excludes "uncertain")

80%
60%
40%

Executive
Director andabove

GeneralManager

SeniorManagerManager

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Group Leader General Staff

Figure 5.24 Corporation: Awareness by Job Position of
Publicized Numerical Target for Female Hiring (excludes "uncertain")114

Chapter 5 Important Issues: Program and Policy Awareness

There was an extremely large difference between male and female executives in university / technical college
regarding the necessity of numerical targets (Figure 5.25, 5.26). Furthermore, the percentage of women who think
numerical targets are necessary far exceeded that of men in all job positions without exception. It is alsocharacteristic that the gender gap becomes more pronounced as the position moves downward from professor toresearch associate in university / technical college. In research institution, the gender gap somewhat narrows, but
women’s response that numerical targets are necessary still outnumbers the response from men (Figure 5.27, 5.28).
The situation is reversed in corporation, and more men and women answered that numerical targets are notnecessary (Figure 5.29, 5.30).
University/Technical College
Necessary

100%

Uncertain

Unnecessary

Unanswered

80%
60%
40%

Dean and Professor Associate Lecturer
above
Professor

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Assistant Research No-term Limited- Research Student
Professor Associate Researcher term Technician
Researcher

Figure 5.25 University / Technical College: Perception by Job Position on
Necessity of Numerical Target
University/Technical College (excludes "uncertain")
Necessary100%

Unnecessary

80%
60%
40%

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Dean and Professor Associate Lecturer Assistant Research No-term Limited- Research Student
above
Professor
Professor Associate Researcher term Technician
Researcher

Figure 5.26 University / Technical College: Perception by Job Position on
Necessity of Numerical Target (excludes "uncertain")115

Chapter 5 Important Issues: Program and Policy AwarenessResearch Institution
Necessary100%

Unnecessary

Uncertain

Unanswered

80%
60%
40%

Director

Division
Head

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

Male

Male

0%

Female20%

Group Lab
SeniorNo-term Limited-term Research
Chief
Researcher Researcher Researcher Technician

Figure 5.27 Research Institution: Perception by Job Position on Necessity of Numerical Target
Research Institution (excludes "uncertain")
Necessary100%

Unnecessary

80%
60%
40%

Director

Division
Head

Group Lab
Chief

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

SeniorNo-term Limited-term Research
Researcher Researcher Researcher Technician

Figure 5.28 Research Institution: Perception by Job Position on Necessity of Numerical Target(excludes "uncertain")Corporation
Necessary100%

Unnecessary

Uncertain

Unanswered

80%
60%
40%

Executive
Director andabove

GeneralManager

SeniorManagerManager

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Group Leader General Staff

Figure 5.29 Corporation: Perception by Job Position on Necessity of Numerical Target

116

Chapter 5 Important Issues: Program and Policy AwarenessCorporation (excludes "uncertain")
Necessary100%

Unnecessary

80%
60%
40%

Executive
Director andabove

GeneralManager

SeniorManagerManager

FemaleMale

FemaleMale

FemaleMale

FemaleMale

FemaleMale

Female

0%

Male

20%

Group Leader General Staff

Figure 5.30 Corporation: Perception by Job Position on Necessity of Numerical Target(excludes "uncertain")117

Chapter 5 Important Issues: Program and Policy Awareness5.6 Chapter Summary
In order to raise Japan’s ratio of women in research institutions and other institutions of higher education to thelevel of other countries, formulating measures to support female researchers and giving priority support touniversities offering an environment that balances life events and research are insufficient. Continuous efforts toimplement organizational reforms are essential.
Creating a system to mutually evaluate department heads on the “management side” of university / technicalcollege and research institution, and introducing and continually using a system that quantifies decisions withGEMST Index, which is then reflected in the budget, will enable researchers and engineers to recognize thevarious efforts. This will allow Japan to catch up with other countries. It is hoped that such visible efforts will bemade under the leadership of the government.
Referencing not only the United States but also recent European countries, drastic organizational reforms as acountry, such as the active introduction of a quota system, are desired in order to drive positive actions atuniversities and other institutions. The government should take responsibility for explaining to the public that thepromotion of diversity is an essential measure for maintaining Japan's excellent research capabilities, then designa system and promptly implement it.

118

Chapter 6 Written Comments

Chapter 6 Written Comments
The free written comments received during the fifth large-scale survey have been analyzed and the respondents’characteristics along with the current situation, problems, perception and desires of the natural science researchersand engineers have been compiled in this chapter.

6.1 Respondents’ Characteristics

16000
Total Responses

Number of Responses

14000

Written Comments

12000
10000
8000
6000
4000

Number of Written Comments

Among the 3,719 comments received, 1,036 (28%) were from women. Overall, 21% of female respondents and 18%
of male respondents submitted comments (Figure 6.1). Many of the comments received were from men and womenin their 30’s to 50’s (Figure 6.2). The ratio of comments from women aged 40 and over was higher than that of men(Figure 6.3). The number and ratio of received comments compiled by occupational field are shown in Figure 6.4
and Figure 6.5, respectively.

2000
0

450

300
250
200
150
100
50

FemaleFigure 6.1 Total Responses
and Written Comments

Female

350

0
Male

Male

400

24 and 25～
Under

30～

35～

40～

45～

50～

55～

25%
20%
15%
10%

Male
Female5%24 and
Under

25～

65～

70～

Figure 6.2 Number of Written Comments by Age/Gender

30%

0%

60～

30～

35～

40～

45～

50～

55～

60～

65～

Figure 6.3 Ratio of Written Comments by Age/Gender

119

70～

Chapter 6 Written Comments

Number of Written Comments

Corporation

Research Institution

University/Technical College

050

100 150 200 250 300 350 400 450 500

Dean and above
Professor
Associate Professor
Lecturer
Assistant Professor
Research Associate
No-term Researcher
Limited-term Researcher
Research Technician
Student
Director
Division HeadGroup Lab Chief
Senior Researcher
No-term Researcher
Limited-term Researcher
Research Technician
Executive Director and above
General Manager
Senior Manager
ManagerGroup Leader
General Staff

Male
FemaleFigure 6.4 Number of Written Comments by Occupational Field

Research Institution

University/Technical College

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Dean and above
Professor
Associate Professor
Lecturer
Assistant Professor
Research Associate
No-term Researcher
Limited-term Researcher
Research Technician
Student
Director
Division HeadGroup Lab Chief
Senior Researcher
No-term Researcher
Limited-term Researcher
Research Technician

Corporation

Executive Director and above
General Manager
Senior Manager

MaleManager

FemaleGroup Leader
General Staff

Figure 6.5 Ratio of Written Comments by Occupational Field

120

50%

Chapter 6 Written Comments

6.2 Frequently Mentioned Topics
Figure 6.6 shows the topics that were frequently mentioned and the number of comments received for each.
Number of Responses
0

200

400

600

800

1000

1200

Work-life balance
Postdoctoral position
Career path
Numerical target for female hiring
Science course selection support
Perception reform

Figure 6.6 Frequently Mentioned Topics and Number of Comments(i) Work-Life Balance
There were 575 comments related to work-life balance. As a result of analyzing the comments, it was revealed that
there is a huge difference in the situation regarding work-life balance between researchers/engineers in corporations,where gender equality initiatives are progressing, and researchers in public institutions such as universities, where
there is very little progress.

① Improving Working Environment including Long Working Hours
Comments addressing improvement needs to the working environment accounted for 37% of the comments
related to work-life balance. These comments were mainly from men and women who belonged to universities
and many of them were from the child-raising generation in their 30’s and 40’s. On the other hand, comments
received from people who belong to corporations stated that steady progresses are being made in promoting theactive participation of women and in improving the working environment for both genders. This is not to say thatmeasures do not exist, but that implementation varies from organization to organization.
<Immediately improve environment where workload is excessive and long working hours
necessary to cope with it>
・ Long working hours are the root cause of various problems that prevent gender balance. It is mostimportant to improve the situation in which employees are forced to work long hours (limited-term
employee’s insecurity that there is no next unless results are produced). (Male, 30’s)
・ It is necessary to reform the way “men” work. Reforming the way men work will naturally create a society
in which women can work equally. Promoting the active participation of women and reforming the way
men work go hand-in-hand. (Female, 40’s)<Work concentrates on women who are low in number creating a harsher situation>
・ Outstanding female researchers are extremely busy due to additional duties such as serving as a committee
member to meet numerical targets. It is doubtful whether such an image will give hope to female students.
(Male, 50’s)
・ Projects to promote gender equality tend to place a burden on female teachers, staff, and students. It isnecessary to reduce the other duties of those involved in these projects, and also have men participate in
the projects. (Female, 20’s)

121Chapter 6 Written Comments<No one, including students, wants to become a researcher, nor is it recommended>
・ The number of students, both men and women, wanting to become a faculty member is decreasing. If long
working hours and the increasing odd duties are not eliminated, neither women nor men will want tobecome a faculty member. (Male, 40’s)② Relocation, Separate Living, and Dual Career Support
Comments related to relocation and separate living were relatively few with only about 40 comments. In this fifth
survey, there were many calls from men asking for dual career support, and it is thought that this reflects the factthat the younger generation is shifting toward being actively involved in childcare. There were also many requests
for enhanced compensations when forced to live separately from family, as well as requests for continuing remote
work.
<Need support measures for cohabitation>
・ There are many outstanding researchers who give up on research activities because they cannot balancechildcare and research while living separately from their spouse. There is a need for a system that allows
employees to stay in their desired work location while raising children. (Male, 30’s)③ Childbirth, Childcare, and Nursing Care
Childbirth, childcare, and nursing care were the most commonly addressed topics covering 61% of the comments
related to work-life balance issues. Again, the majority of the comments were from people affiliated with
universities, and about two-thirds of the comments were from men and women in their 30’s to 40’s, which isconsidered as the child-raising generation.
<An environment in which people can choose both work and children is important>・ I received a scientific research grant, but I lost my affiliation due to pregnancy, childbirth, and childcare
and had to let the grant go. Even if affiliation can be secured, entering a child into a nursery school is notpossible without income. Regardless of gender, a balance between childcare and research is desired.
(Female, 30’s)
・ I often hear stories about supervisors that lack understanding because they never took part in childcare. I
feel that young researchers are active in regards to childcare, but there are many researchers who cannot
take part in childcare because of their superiors. (Male, 30’s)
・ Since there is no consideration for men who take childcare leave, it is difficult for men to cooperate in
reducing the burden on women. Consideration and institutional support for men are overwhelmingly
lacking. (Male, 40’s)
・ It is necessary to take measures (reform national systems, reform mindset of those without children) sothat the period of leave associated with childbirth and childcare does not become a “work disadvantage”
for both men and women. (Male, 30’s)

122Chapter 6 Written Comments(ii) Limited-Term Researcher (Postdoc) Position<Uncertainty about the future>
There were 68 comments (approximately 2% of comments) regarding the limited-term researcher (postdoc)
position of which 41 were from men and 27 from women. Limited-term employment coincides with the earlystages of women's careers, when they are facing life events such as childbirth. Therefore, there were many
concerns about the lack of continuity and uncertainty about future prospects.
<Increasing the number of female researchers>
Although recruitment limited to women is attracting attention, there are criticisms toward it when no progress isbeing made in reforming systems regarding childbirth and childcare to which many have voiced concerns.
・ I feel that I am being treated favorably because I am a woman. However, I think term limits should begiven priority and addressed now. The thought of a limited-term employment is unsettling and trying tocalmly going through pregnancy, childbirth, child-raising, or research itself is difficult that one evenconsiders the option of leaving. (Female, 30’s)<Career after limited-term employment>
It has been pointed out that after a term ends, age becomes an obstacle when searching for the next employment.
<Awareness and involvement of employers> <Problem with women's awareness?>
Some young people point out that employment in a form that is not stable, including the current limited-term
employment of young people, is an aspect of labor exploitation. On the other hand, employers perceive situations
have relatively improved. Therefore there is a discrepancy between the two sides. In addition, it is pointed outthat the voices of young people are not taken up and that employers are aiming for short-term problem solving.
・ If top management is motivated, the ratio of female teachers in senior positions can be quickly increased.
Trying to match hiring targets by recruiting limited-term assistant professors through recruitment only for
women will not serve as a long-term solution. (Female, 50’s)<Male researchers’ dissatisfaction with limited-term positions and gender equality policies>
It is worth mentioning that from the standpoint of men already in an unstable limited-term position, the efforts toincrease the number of female researchers are viewed as causing the sense of instability regarding their position
to grow even higher. This indicates the lack of progress in sharing problem awareness.

(iii) Career Path
Nearly half of the respondents were concerned with the recruitment, promotion, and evaluation of women. Bothmen and women fear that remaining too persistent with the ratio of women will distort evaluation standards.

① Recruitment and Promotion of Women
・ Because of the move to increase female ratio, I sometimes feel that I have been selected based on mygender rather than my ability. Although it is a blessed environment, I need to always work desperately not
to disappoint, and it makes me feel uneasy. (Female, 40’s)
・ If personnel affairs at a university are entrusted to university management, the members involved in theevaluation will be biased towards men, and as a result, women may not be properly evaluated. (Female,
40’s)

123

Chapter 6 Written Comments② Budget, Employment, Treatment, and Research Environment
・ Even before considering the problem of gender equality, the treatment of researchers (especially young
people) is too terrible. It is only natural that not only women but also men stop choosing science andtechnology fields. (Female, 50’s)
・ I think most laboratories cannot cover for the decline in research capabilities during childcare or maternity
leave, regardless of gender, due to lack of staff or budget. Continuous and stable base budget allocation is
top priority. (Male, 30’s)
・ In general, the suitable age for childbirth and childcare coincides with limited-term employment, so unlessemployment is stable, I think that it is a path that only people who are prepared to remain single for acertain extent would choose. (Female, 30’s)
・ Many men have ill feelings about the preferential treatment of women. Since it is difficult for women toenter existing jobs in an era of dwindling posts, it is desirable to create additional posts exclusively for
women. (Female, 50’s)③ Role Models, Career Paths for Women (Continuing/Returning to Work), and Age Limits
・ There were female seniors around me, so I myself was not too concerned, but it seems that there are cases
when there are no female researchers around, there are no role models to look up to and women
unfortunately give up on research jobs. (Female, 30’s)
・ Foremost in creating an environment in which it is easy for young women to enter the field of science andtechnology, there are not enough female role models. In addition to existing positions, it is necessary to
prepare enough new positions and secure a wider range of human resources. (Male, 30’s)
・ Compared to male researchers, female researchers close to me are often single or have no children.
Evaluation of research achievements is male-based. We need a system that allows women returning fromchildcare to continue working as a researcher. (Male, 50’s)④ Couples with Separate Surnames / Using Maiden Name
・ A law requiring one of the researchers to change their surnames due to marriage is extremely
disadvantageous. I was told by the administrative staff to correct my name on my research achievements,
and I was unable to put my research funds into my bank account. Please improve the situation. (Female,40’s)
・ A change in surname is a huge disadvantage in the career of a researcher. I would like to have couples
allowed to use separate surnames as soon as possible. (Male, 20’s)⑤ Others
・ There are many events where the presenters are all men. Names and photos posted on the website are allmen. There is no reason for female students to aspire to science under such circumstances. It's like writingon the homepage that women are not allowed. (Female, 50’s)

124Chapter 6 Written Comments(iv) Numerical Target for New Female Researchers
Ten percent of men and 31% of women who responded to this measure expressed supportive opinions. On the other
hand, 70% of men and 55% of women dissented. Figure 6.7 shows the ratio of major dissenting comments. In the
background is the misunderstanding of the intentions behind such measures as “utilizing excellent and diverse humanresources” and “promoting a change in awareness regarding gender equality”. The representative opinions are given
below.
Will have ill effect
Employment should be fair based on ability and achievements
Forcibly appointing women will not advance gender equality
Target of preferential treatment is inappropriate
OthersFemale

18.7

Male

20.7

0%

10.3

8.4

35.5

19.4

20%

Reverse discrimination / unfairness
Oppose to setting targets with only few parameters
Discussion of numerical targets is necessary
Consideration for generation gaps in gender ratios

20.0

40%

Response Ratio

24.3

7.9

60%

24.2

80%

100%

Figure 6.7 Dissenting Opinions regarding Numerical Targets for Female Researcher Hiring① Agreement with Numerical Targets
・ Japanese society has a tendency to conform strongly with peer pressure unless it is forced otherwise, someasures should be taken with this in mind. (Male, 50’s)
・ Maintaining a certain proportion of women will change the connection between women and the maledominated atmosphere of the entire work environment. (Female, 20’s)② Disagreement with Numerical Targets<Will have ill effect>・ If only a numerical target for the ratio of women is set, unqualified women may be hired, and the evaluationof women will decline as a whole causing a backlash. (Female, 40’s)
・ Depending on the research field, outstanding personnel may disappear from the university, and many fields
will fall into decline. (Male, 50’s)< Reverse discrimination / Unfairness >・ A society that favors women creates inequality for men. (Male, 40’s)
・ If women are given preferential treatment, it will be discriminatory. (Female, 40’s)< Employment should be fair based on ability and achievements >・ Limiting recruitment of faculty members to women poses a problem in terms of fair ability evaluation.
(Male, 40’s)
・ An environment should be created in which individuals can demonstrate their abilities regardless of gender.
Is it necessary to decide on a gender ratio? (Female, 30’s)

125Chapter 6 Written Comments<Oppose to setting targets with only few parameters>
・ Only setting numerical targets when a field lacks women is unreasonable. (Male, 50’s)
・ Policy to increase female ratio while ignoring the shortage of female human resources is unnatural andraises other issues. (Female, 30’s)< Forcibly appointing women will not advance gender equality >・ Men and women should be equal. Giving preferential treatment to women will not solve the problem.
(Male, 50’s)<Discussion of numerical targets is necessary>・ I have doubts about the policy to increase the ratio of women for new hires. (Male, 30’s)
・ Measures should be considered for research institutions, fields, businesses, etc. where the ratio of womenis particularly low. (Male, 50’s)<Target of preferential treatment is inappropriate>・ If one of the only few recruitments is limited to women, it will be the young male researchers that ends up
paying the price of the previous generation. (Male, 30’s)
・ Regardless of gender, there are differences such as being single, no children, and those with children. I
don’t feel the need to “uniformly support women”. (Female, 40’s)<Consideration for generation gaps in gender ratios>
・ Systems that do not even give opportunities to young men, such as recruitment only for women, should be
abolished. (Male, 30’s)
・ It pushes burden on certain generation and class. (Male, 40’s)<Others>
・ I would like to see a tenacious push toward raising awareness and improving the environment. I opposesetting a numerical target for the ratio of women. I think incentives are good. (Male, 60’s)
・ Even if numerical targets are set, they are often achieved through cross-appointments, and it does not create
new employment. (Female, 20’s)

126Chapter 6 Written Comments(v) Supporting Middle and High School Female Students Advance to Science Courses
There were 146 comments (104 from men, 38 from women) that referred to the promotion of career choices for
middle and high school students, and among those , 90% (132 comments) mentioned the necessity of programs to
support female students advance to science courses.
Male (n=104)

Female (n=38）

548

A is necessary, against B

4

6

A is necessary, not against B

551

A is not necessary
A is necessary, but critical of current methods

23

The number in the pie chart isthe number of responses.

Figure 6.8 Opinions on (A) Supporting Female Students Advance to Science Coursesand (B) Numerical Target for Female Researcher Hiring

There are clear characteristics in the male responses, and about half are opposed to numerical targets for female
researchers (Figure 6.8). Men believe gender imbalance should be corrected, but the solution is not to give
preferential treatment to women in employment. Instead, the number of women who advance to study scienceshould be increased. Including those who did not clearly oppose the numerical targets, majority of men (95%)
positioned support for women’s advancement into science and technology as the trump card for resolving thegender imbalance.
Although criticisms from women regarding numerical targets were few, there were criticisms and dissatisfactions
with the current programs that support female students advance to science courses. There were opinions such as“it is unreasonable to recommend female students to study science” due to the poor treatment of female researchers.
Additionally, there were some negative opinions (5 comments) about supporting women’s advancement to science,
which was the same number of comments from men, and ratio-wise it was high.
Unknown Gender (n=4)

Female (n=38)

13

Reform perception and eliminate bias

2

Improve environment and treatment

6

Strengthen support projects and create systems

5

Preferential treatment for women in scienceand engineering entrance examinations

4
0

30

14

Increase role models

Male (n=104)

20
7

5

44
36

14

10

5
10

20
30
Number of Responses

40

50

Figure 6.9 Requirements for Further Encouraging Science Courses to Female Students

The most frequently cited requirement (Figure 6.9) necessary to further encourage female students to advance toscience courses was “reform perception and eliminate bias”, which is to dispel the mindset that girls are unsuitable
for science courses. In particular, there were many opinions that it is important to educate parents/guardians andmiddle/high school teachers.

127

Chapter 6 Written Comments(vi) Necessity of Perception Reform
There were 297 comments from women (approximately 8% of total survey respondents), 535 from men(approximately 13% of total), and 4 from unknown genders regarding perception reform. The type of perception
reform needed was classified into the seven categories of 1) society’s perception, 2) men’s perception, 3) classroom
teachers’ perception, 4) workplace superiors’ perception, 5) women’s perception, 6) family’s perception, and 7)
middle-aged and older people’s perception. Among these, the most commonly cited was 1) society’s perception,
which accounted for 42% of comments addressing the need for perception reform. Furthermore, 57% of commentsthat cited the need to reform society’s perception were from men in their 50’s to 70’s. It became clear that men, who
are likely in decision-making positions, want to change the perception of society. Many opinions pointed at the social
climate as the cause of the misguided perceptions, and that the entire Japanese people must change their mindset,
breaking away from a society that does not allow diversity and seek change. In regards to 2) men's perception, thenecessity to reform the mindset of men was received from all generations, even from men. Particular, there is a needto change the perception of men in senior positions as well as those men involved with personnel decisions. In termsof reforming 3) classroom teachers’ perception, there is a need for female students themselves as well as the teachers
to be aware of equality between genders, and throw away the notion that science is for boys and liberal arts is forgirls, which already exists at the elementary/middle school level. Comments from women between the age of 20 to
40 accounted for 66% of comments addressing the need to reform 4) workplace superiors’ perception. There werepressing complaints, such as the superiors’ perception that long working hours are not a problem, and the closed-inenvironment created due to decisions made solely on the opinion of the laboratory supervisor. Sixty-one percent ofcomments related to the reform of 5) women’s perception came from respondents between the age of 20 to 40, andthere were extremely large number of comments from respondents involved in childcare and work/research. Sixty
percent of the men’s comments came from those who were aged 50 or older, and they included many harsh opinions
toward women, such as calling for efforts to improve the abilities of women themselves. In reforming the 6) family’s
perception, many respondents pointed out the need to eliminate insensible bias. Issues related to perception reform
are thought to be resolved only through combined measures aimed at a gender-equal society, recruitment of diverse
human resources and education, and ongoing efforts are required in the future. Moreover, the culture climate that thepeople of Japan have created over a long period of time must be changed. It is necessary to disseminate this need ofchange as a problem for the entire nation to address.

(vii) Others
There were a total of 743 comments that could not be classified into any of the previous six categories (i) to (vi).
<Policies/Systems/Measures/Support/Reforms>
There were many comments that tied the gender equality problem with the sense of crisis towards the declining
birthrate and decline of science and technology in Japan, and some also see it as a problem for the entire society.
・ I think that there are many harmful effects to discussing separately by gender. I think that the decline of
the research field as a whole is due to the lack of budget and preferential treatment for foreigners. (Male,
40’s)

128

Chapter 6 Written Comments<Doubts about gender equality and perception>
There were 2.5 times more comments from men than from women, and the content differs significantly between
genders.
・ Is the rate of women advancing into the field of science and technology such an important factor? I believethat in the relevant field, full government support, which can be applied regardless of gender, willcontribute more greatly to the development of the field. (Female, 20’s)・ Men and women have different aptitudes. The difference in aptitude is the reason why many nurses are
women and many researchers are men. It is more oppressive and discriminatory to ignore aptitudes andtry to force a 50/50 gender ratio. (Male, 20’s)<LGBTQ, sexual minorities, and diversity>
All comments indicated the need to expand diversity, including sexual minorities.
<Regarding the questionnaire>
There were many comments that indicated problems with the questionnaire, such as the questions and choice ofanswers being biased, and the target being inclined toward public institutions.

6.3 Visualization of Comments through Word Cloud
Looking at the comments individually, while some comments are common to all age groups and genders, a broader
look reveals that topics of interest tend to be different for each level. In particular, young men made many comments
about hiring and personnel affairs, while many comments from women addressed childbirth and childcare. It isthought that these are the surfacing of difficulties faced by each of the concerned groups. In fact, the ratio ofcomments on recruitment and childbirth drops sharply in the age group of 50 and over, while comments on larger
themes such as society and science/technology increase for both men and women. There is a need to understand andsupport the difficulties faced by men and women of each generation not only by the people concerned, but by theentire society, especially those in senior positions with decision-making powers.
Note: The comments cited in Chapter 6 are representative comments selected from those that addressed the same
issue. Additionally, in the selection process, comments that included any content that could lead to theidentification of individuals or content that would be considered defamatory were avoided.

129

Chapter 7 Survey Wrap-Up

Chapter 7 Survey Wrap-Up
Chapter 1 Summary of Results
1.1

Basic Data

・ Total number of responses: 19,505 of which 14,468 were males, 4,901 were females, and 136 were notdisclosed (1,346 more respondents than the previous survey). The age distribution has shifted up about
five years compared to the previous survey. Women were about five years younger than men.
1.2

Working Conditions

・ Limited-term employment: Women are employed longer and more frequently than men. Respondents
currently under terms lasting “10 years or less”, which recorded the highest number responses in theprevious survey, decreased sharply in this survey. It is speculated that this is due to the revision of theLabor Contracts Act (conversion to a labor contract without a term, etc.).
・ Tenure track: Approximately 15% of respondents are under a tenure track employment, which is anincrease from the 10% recorded in previous survey. About 80% of both men and women desire to workwithout term limits.
・ Job change, relocation or leaving job: More than 70% of both men and women have experienced jobchange, relocation or leaving a job. The percentage of women who have experienced leaving a job is higher
than that of men. The most common reason for job change, relocation or leaving a job was “further mycareer”. “Job relocation of family member”, “marriage”, and “caring for children” responses were higher
for women than men. “End of contract” response was mostly received from respondents in their 40’s andyounger.
・ Benefits of limited-term researcher position: Although “can concentrate on research” and “opportunities
to undertake new research” accounted for a large portion of the responses, the percentages dropped
significantly from the previous survey. On the other hand, there was large increase in the “no advantages”
response. This trend was prominent with those who are currently in limited-term positions
・ Problems with limited-term researcher position: “Few positions available after the term ends” and “outlook
is difficult since term is affected by research funding” accounted for a large proportion of the responses.
The “fixed term prevents work on large or consistent topic” response increased slightly less than 10% fromthe previous survey.
1.3Work and Family

・ Spouse / Domestic Partner: Those that have a spouse or domestic partner were about 20% higher for men
than for women. The gender difference in the percentage of married couples is small until the early 30’s,
but from the late 30’s onward, the percentage of women flattens out while the percentage of men gradually
increases, resulting in a large gender gap.
・ Occupation of spouse / domestic partner: Similar to previous surveys, about half of men’s spouses /domestic partners are unemployed. About 97% of women’s spouses / domestic partners have a job, with alarge percentage of them being with universities / research institutions (research and technology positions).
・ Number of children: Fifty-six percent of women do not have children, and those that have either one or
two were about 20% each. Nearly 60% of men have children, and 41% have two or more.
・ Average number of children by age: For men, the average number of children gradually increases with age
and reaches two children by the age of 65 to 69. For women, the number reaches one at about age 35 andfrom there remains almost unchanged. As a result, the gap can be as much as double between men andwomen.

130

Chapter 7 Survey Wrap-Up

・ Ideal number of children: For about 50% of both men and women, “two” is the ideal number of children.
“Three” was the next highest response answered by 31% of men and 24% of women. Women have a large
gap between the ideal number of children and the actual number (one).
・ Reasons for not achieving ideal number of children: The top reason given was “financial” for men and“balance between career and childcare” for women. Continuing from the third survey, “financial”
decreased while “job stability” increased. Women are more likely than men to select “understanding ofworkplace” and “spouse’s or domestic partner’s cooperation in child caring”.
・ Caregiver for preschool children: About 80% of men answered “spouse or domestic partner” and the same
percentage of women answered “day-care center”. Women that responded “self” jumped sharply from theprevious survey to 42%, widening the gap between men.
・ Necessary environment for R&D: “R&D time” and “R&D funds (including maintenance)” received themost responses exceeding 60%. Nearly 50% of the respondents also answered “streamline or separate
administrative and odd jobs” and “environment for long-term research”.
1.4

Gender Equality

・ Reasons for low proportion of women: “Balancing family and work is difficult” was the most common
response from both men and women. “Workplace environment”, “lack of role models”, “social division oflabor between males and females”, and “returning after child/nursing care leave is difficult” responses alsoranked high. Selection of these responses was about 10% higher for women.
・ Reasons for low proportion of women in leadership positions: “Balancing family and work is difficult”
was the most common response from both men and women. “Female ratio is low for the generation
currently in leadership position”, “frequent early retirement or leave of absence”, and “lack ofconsideration for child and family care in performance evaluation” were also frequently cited withselection of these responses being about 10% higher from women than men. “Female supervisors notdesired” and “evaluators tend to give priority to males” responses were also about 15% higher from women.
・ Future requirements for promoting gender equality: Various awareness reforms were commonly cited byboth men and women. “Reform female awareness” slightly decreased from the previous survey. “Reform
male awareness” remained high for both men and women with little change from the previous survey.
About half of the respondents selected the newly added “overcome (eliminate) insensible biases” selection.
“Increase male participation in housework and childcare” received a high percentage of responses fromboth men and women. “Expand support of child and nursing care”, “improve work environment”,“encourage supervisor understanding”, and “expand types of working arrangements” responses were alsofrequently selected.

Chapter 2 Important Issues: Gender Gap in Job Positions
・ Similar to past surveys, as the position becomes higher, the percentage of women decreases.
・ In all organizations, the job position index rises smoothly according to age, but the promotion of womenlags men by about 10 years.
・ The gender gap in the job position index showed an improvement trend up to the fourth survey, but hasstalled in the fifth.

Chapter 3 Important Issues: Child and Nursing Cares
・ While there is no correlation between annual salary and the number of children for women, the number ofchildren increases in proportion to annual salary for men. There is a strong tendency for women to bear
the time burden and men to bear the financial burden for their children.
・ Although the percentage of women taking childcare leave has increased since the fourth survey, 24.4% inuniversity / technical college and 19.6% in research institution did not take childcare leave even when theirchildren were of pre-school age. The percentage of men taking childcare leave remains low, but it has
doubled since the fourth survey.

131Chapter 7 Survey Wrap-Up

・ About 50% of men answered that “leave was unnecessary” as the reason why they “did not take leave” or“took leave, but not as requested” for childcare. On the other hand, majority of women did not takechildcare leave even though it was necessary. The reasons given by women were workplace environment,
decrease in salary, and disadvantage in career advancement.
・ More than 50% of women in university / technical college have experience living separately from theirspouses / domestic partner. The average years of separation are longer for women, except for those incorporation. Additionally, about 50% of the men did not consider options to prevent separate living, andsince the third survey, efforts to consider it have continued to decline.
・ Approximately one-fourth of both men and women have a family member that requires nursing care, andin terms of age, the number begins increasing from the 50’s, reaching a high between 60 and 65.
・ When asked what are required to “maintain balance between work and child/nursing care”, many men
answered “financial support for child and nursing care” and “expanded child-care facilities and services”.
Depending on the job position, “workplace atmosphere” and “understanding from supervisor” also ranked
high. In addition to these responses, “changes in awareness of male and female roles” also received a highnumber of responses from women.

Chapter 4 Important Issues: Limited-Term Employments and Limited-Term Researchers(Postdocs)
4.1

Basic Data for Limited-Term Employment

・ Most men and women in corporation and government are employed without term limits, whereas a highpercentage of those in university / technical college (28% of men and 42% of women) and research
institution (28% of men and 34% of women) have term limits. The tendency for a higher percentage ofwomen to be in limited-term positions than men has not changed, and 40% of women are in limited-term
positions even after the age of 40.
4.2

Aging of Limited-Term Employees

・ Although job positions move up higher as years elapse after obtaining a degree, the percentage of womenin limited-term positions is slightly higher than that of men for all organizations. In addition, about 70%
of both men and women have been in limited-term positions for 10 or more years, and the percentage of
those in limited-term positions over a long period has increased significantly since the previous survey.
4.3

Employment Conditions of Limited-Term Researchers/NPIs

・ The number of researchers in limited-term positions decreases as age increases, but it does not reach zero.
Additionally, length of the terms is getting longer and the aging of the researchers is progressing. There
was no major change in the tendency for the percentage of women working as limited-term researchers toincrease with age. Women face more difficulties than men in finding stable employment above theresearcher / assistant professor level.
・ The average working hours for limited-term researchers (NPIs) are 49 hours/week for men and 42
hours/week for women, which are longer than for no-term researchers (NPIs). However, limited-term
researchers (NPIs) tend to spend less time on research despite their longer working hours. It is assumed
that the amount of work other than research is increasing even for limited-term researchers.
・ Sixty-five percent of limited-term researchers earn between 2 million and 5 million yen a year, and evenas they get older, salaries have already reached the ceiling for many. Furthermore, there is a gap in the
average annual salaries between men and women. While some limited-term male researchers earn morethan 5 million yen, female researchers’ salaries top out at around 4 million yen. These average salaries are
1 to 2 million yen lower than the typical salaries of corporations, and the gap with the corporations widens
even further as age increases.

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4.4

Tenure Track

・ The percentage of men and women who are employed in tenure track jobs is highest among those aged 30
to 35, and there was a significant increase in this age group when compared to the fourth survey.
・ The difference in annual salaries between tenure track and non-tenure track workers increases with age.
Women's annual salaries are lower than that of men. After the age of 35, women see almost no increase insalaries, and after the age of 45, salaries begin to decrease.

Chapter 5 Important Issues: Program and Policy Awareness
5.1

Awareness of Recent Laws and Policies

・ The degree of awareness among all respondents was highest with the Fifth Basic Plan for Gender Equality.
This was followed in order of awareness by The Act on Promotion of Women’s Participation andAdvancement in the Workplace, the Leading Initiative for Excellent Young Researchers, and the 6th
Science, Technology, and Innovation Basic Plan. The overall awareness has increased compared to theprevious survey.
5.2

Support Programs Currently Underway for Female Researchers

・ Restart Support after Childbirth/Childcare (RPD system); Childbirth and Childcare Consideration in
Scientific Research Grants; Strategic Basic Research Programs and FOREST (Fusion Oriented REsearchfor disruptive Science and Technology) for considering childbirth and child-caring had high awarenessrates of 70 to 80% in university / technical college and research institutions. About 60% of both PIs and
NPIs perceived these programs to be “meaningful”. On the other hand, the rating for the Initiative forRealizing Diversity in the Research Environment (formerly Supporting Activities for Female Researchers)
was low with less than 20% of respondents perceiving the program to be “meaningful”.
5.3

Numerical Targets for Hiring Female Researchers

・ The 6th Basic Plan for Science, Technology, and Innovation of 2022 (Cabinet approval on March 26, 2021)
specifies numerical targets for female researchers. Specifically, 1) the percentage of newly hired female
researchers at universities shall be 20% for science, 15% for engineering, 30% for agriculture, 30% for
medicine, dentistry and pharmacy, 45% for cultural science, and 30% for social sciences by fiscal 2025;
2) the percentage of female faculties (lecturers and above) in university science and engineering shall be
12% in science and 9% in engineering by fiscal 2025; 3) the percentage of female professors (president,
vice president, professors) shall be increased to 20% as soon as possible and to 23% by fiscal 2025. Among
all the respondents, only 4% answered that they were “well aware” of the targets, and 60% of men and
51% of women answered that they “did not know”.
・ By gender, a higher percentage of women responded that numerical targets for hiring female researchers
were “meaningful”, while a higher percentage of men responded that numerical targets “will have adverse
effect”. The percentage of male respondents who answered “not meaningful” or “will have adverse effect”
remains high.
5.4

Perception of Numerical Targets from Respondents with High Awareness・ Comparing the male and female respondents who answered that they are “well aware” of numerical targets,male respondents that answered positively (“meaningful” and “should be expanded and promoted”) was
only 40.0%. However, the figure for women was high at 72.0%. Although the number of positive responses
from men has steadily increased, negative responses have also risen to 38.8%. Among the men who arefamiliar with numerical targets, 28.2% answered that the targets “will have adverse effect”, which is higher
than the 6.6% of women that answered the same.

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5.5

Female Hiring Targets of Affiliated Organizations

・ Regarding the necessity of numerical targets, the percentage of women who answered that the targets arenecessary far exceeded that of men for all job positions in university / technical college. As the level of thejob position moves downward, the gender gap becomes greater. In research institution, the gender gap
somewhat narrows, but women’s response that numerical targets are necessary still outnumbered the
response from men for all job positions. On the other hand, in corporation, both men and women answeredthat there is no need for numerical targets.

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Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire
Fifth Large-Scale Survey of Actual Conditions of Gender Equality in Scientific andTechnological Professions
Since EPMEWSE's establishment in 2002 (transitioned to a general incorporated association in August 7,2020) with the cooperation of natural science-related academic societies, the number of member societies,
including observers, has grown to 114. In order to understand the current situation surrounding
researchers and engineers of natural science with regards to gender equality, the committee has
previously conducted four large-scale surveys (2003, 2007, 2012, and 2016) with each survey receiving
about 20,000 responses. The survey results have been cited frequently as valuable statistical evidence
when discussing the various problems faced by female researchers and engineers.
Furthermore, proposals based on the survey results have been seen in government policymaking andsubsequently various other measures addressing gender equality have gained traction.
This fifth large-scale survey targets over 500,000 society members. The continuity of the survey isextremely important in clarifying the current reality as well as changes in the awareness of gender equality
issues, verifying the effectiveness of government programs, and identifying new issues. In the midst of the
COVID-19 crisis, this survey’s focus was placed on "work styles".
We would greatly appreciate the active cooperation of as many scientists and engineers as possible incompleting the questionnaire.
For those that have taken part in the previous surveys, we would be thankful if you can again spare a
moment of your time to participate.
Thank you.
Maki Iwakuma, 19th EPMEWSE Chair
Yoshiko Ishida, Large-Scale Survey Pre-Analysis WG Chair
The Japan Inter-Society Liaison Association Committee for Promoting Equal Participation of Men and
Women in Science and Engineering (EPMEWSE)---------------------------------The questionnaire includes 44 questions and will require 20 to 30 minutes to complete. If you wish topause the questionnaire, click the [Save] button and make note of the displayed URL. Go to the noted
URL when you are ready to resume the questionnaire. Questions other than those labeled as “Required”
can be skipped if you find them difficult to answer, but it is our hope that you would answer all questions.
Only respond to one questionnaire per person even if you are associated with several academic societies,
and indicate each of the societies you are affiliated with in Q5.
Upon answering the questionnaire, please acknowledge the following.
All responses collected are treated statistically and anonymously without identifying the respondents.
Protection measures will be strictly exercised in handling the database prepared from the questionnaire
responses to prevent information leakage. The data will only be used for the promotion of genderequality activities according to EPMEWSE established guidelines

135Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire(https://djrenrakukai.org/doc_pdf/enq/database_guidelines.pdf). The copyright of the database along withanalysis and tabulated results will belong to EPMEWSE. Additionally, if under prescribed procedures thecommittee decides it is appropriate, only the processed database (data subjected to processing formaking it difficult to identify specific individuals, corporations or other organizations) may be allowed foruse other than by the committee.
---------------------------------Q1. Age as of April 1, 2021. (Required)□Under 25 □25 - Under 30 □30 - Under 35 □35 - Under 40 □40 - Under 45 □45 - Under 50 □50 Under 55 □55 - Under 60 □60 - Under 65 □65 - Under 70 □70 or OverQ2. Gender. (Required)□Male □Female □Prefer not to answer
Q3. What is your highest academic degree? (Required)□Associate Degree □Bachelor’s □Master’s □Doctor’s □Others
Q4. Tell us about your doctoral degree. (Required)Q4.1 Do you hold a doctoral degree?
□No (Go to Q5) □Yes (Course) □Yes (Non-course) □Yes (Both “Course” and “Noncourse”)(Note: “Course” doctorates are conferred upon those who complete graduate school courses,
whereas “non-course” doctorates do not require enrollment in the graduate school.)
Q4.2 How long have you had the doctoral degree?
□1 - 5 years □6 - 10 years □11 - 15 years □16 - 20 years□21 years or more
Q5. Tell us about your certifications. (Required)Q5.1 Do you hold any certifications? *Other than a doctoral degree.
□No □Yes Certifications you hold (list up to three) (
) (

) (

)

Q5.2 What certification will be most beneficial to advancing your career? *Other than a doctoral
degree.
□None (Go to Q6) □ () certification
Q5.3 What is your plan for that certification?
□Already hold certification □Preparing for certification □No plans
Q6. To which academic societies do you belong? (Check all that apply) (Required)□Unassociated□Japanese Society of Breeding□The Genetics Society of Japan□Japanese Society for Biological Sciences in Space□The Japanese Society for Hygiene□The Japan Society of Medical Entomology and Zoology□The Institute of Image Information and Television Engineers□The Japanese Liquid Crystal Society

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Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire□The Japanese Society for Horticultural Science□The Japan Society for Industrial and Applied Mathematics□The Japan Society of Applied Physics□The Japanese Association of Anatomists□The Oceanographic Society of Japan□The Chemical Society of Japan□Japan Society for Science Education□The Society of Chemical Engineers, Japan□The Japan Scientists’ Association□Japan Association for Fire Science and Engineering□Particle Accelerator Society of Japan□The Japan Society of Mechanical Engineers□The Institution of Professional Engineers, Japan□The Japanese Society of Fish Pathology□The Ichthyological Society of Japan□The Japan Institute of Metals and Materials□The Society of Instrument and Control Engineers□The Japan Institute of Light Metals□The Crystallographic Society of Japan□The Japanese Society of Health and Human Ecology□Atomic Energy Society of Japan□Architectural Institute of Japan□The Japan Society for Aeronautical and Space Sciences□The Japanese Society of Hypertension□The Society of Polymer Science, Japan□Japan Association for Global Health□Japan Society of Computer Aided Surgery□Japan Society of Coordination Chemistry□The Japanese Society of Sericultural Science□Japanese Association for Oral Biology□The Magnetics Society of Japan□Japan Society for Lipid Nutrition□The Mass Spectrometry Society of Japan□Society of Automotive Engineers of Japan□The Japanese Geotechnical Society□The Japanese Society of Veterinary Science□The Society for the Study of Species Biology□The Japanese Society for Food Science and Technology□The Botanical Society of Japan□The Japanese Society for Chemical Regulation of Plants□The Japanese Society of Plant Physiologists

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Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire□Japanese Society for Plant Biotechnology（Name changed from Japanese Society for Plant Cell and Molecular Biology as of July 2020）□The Phytopathological Society of Japan□The Society of Japanese Women Scientists□Japanese Women Engineers Forum□Information Processing Society of Japan□Society of Evolutionary Studies, Japan□The Japan Neuroscience Society□The Japanese Society for Neurochemistry□Japanese Society of Nephrology□The Japanese Forest Society□The Japanese Society of Fisheries Science□Japanese Society for Aquaculture Research□The Mathematical Society of Japan□Japan Society for Symbolic and Algebraic Computation□The Japanese Biochemical Society□The Ecological Society of Japan□The Society of Eco-Engineering□The Biophysical Society of Japan□The Japan Society for Precision Engineering□The Physiological Society of Japan□The Japan Petroleum Institute□The Ceramic Society of Japan□Japan Society Histochemistry and Cytochemistry□Japanese Society of Physical Fitness and Sports Medicine□Protein Science Society of Japan□Society of Geomagnetism and Earth, Planetary and Space Sciences□Japan Geoscience Union□Japanese Society of Animal Science□Japanese Geomorphological Union□The Geological Society of Japan□The Japanese Society for Neutron Science□Japanese Society of Gout and Uric & Nucleic Acids□Japanese Society for DNA Polymorphism Research□The Database Society of Japan□The Iron and Steel Institute of Japan□The Electrochemical Society of Japan□The Institute of Electronics, Information and Communication Engineers□The Astronomical Society of Japan□The Japanese Society of Carbohydrate Research□The Zoological Society of Japan138

Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire□Japanese Society of Soil Science and Plant Nutrition□Japan Society of Civil Engineers□The Ornithological Society of Japan□The Japan Endocrine Society□Japan Society of Endocrine Disruptors Research□Japan Society of Civil Engineers□The Japan Society of Tropical Ecology□Combustion Society of Japan□Japan Society for Bioscience, Biotechnology, and Agrochemistry□Bioimaging Society□Japanese Society for Bioinformatics□Japanese Society of Developmental Biologists□The Society for Reproduction and Development□The Japan Society for Comparative Endocrinology□The Japan Society of Vacuum and Surface Science□The Physical Society of Japan□The Japan Society of Plasma Science and Nuclear Fusion Research□The Molecular Biology Society of Japan□The Japan Society for Analytical Chemistry□The Japanese Society for Synchrotron Radiation Research□The Japanese Radiation Research Society□The Japan Wood Research Society□The Pharmaceutical Society of Japan□Association of Wildlife and Human Society□The Japan Society of Fluid Mechanics□Primate Society of Japan□Others ()

Q7. What is your current employment status? (Required) * If you are a JSPS Research Fellow, select“Employed”.
□Employed □Unemployed (between jobs) □Unemployed (retired) □Entrepreneur, proprietor, etc.
□Student (If student, answer Q7.1 and go to Q8. Student)
Q7.1 What is your area of specialization? Choose the closest one from the categories below (If you
are unemployed, answer Q7.1 thru Q18 about your most recent occupation). (Required)□Mathematics □Electronics and Information □Physics □Chemical and Material Engineering □Life science and Biology □Civil Engineering □Mechanical Engineering □Earth and Planetary
Science □Agriculture □Medicine, Dentistry and Pharmacology □Health and Nursing □Others
Q7.2 What type of organization are you affiliated with? (If affiliated with multiple organizations, checkthe primary one) (Required)□Corporation (Go to Q8. Corporation) □National university (Go to Q8. University/TechnicalCollege)□Public university (municipal) (Go to Q8. University/Technical College) □Private university (Goto Q8. University/Technical College)

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Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire□Technical College (Go to Q8. University/Technical College) □Other educational institutions(Go to Q8. University/Technical College)□Government (Go to Q8. Government)□Public research institution (including national research and development agencies) (Go to Q8.
Research Institution)□Other research institutions (Go to Q8. Research Institution) □Others (Go to Q9)Q8. What is your current title (position)? (Check all that apply) (Required) If the name differs, checkthe closest title or position.
Corporation:□General staff □Group leader or equivalent □Manager or equivalent □Senior manager or equivalent□General manager or equivalent □Executive director and above or equivalent □Others
University/Technical College:□Researcher □Research technician □Research associate □Assistant professor □Lecturer □Associate professor □Professor □Executive (Dean and above or equivalent) □Others
Government:□Chief □(Deputy) Unit Chief □(Deputy) Assistant Section Manager □Director □Deputy Director
General □Director General or higher □Others
Research Institution:□Researcher □Research technician □Senior researcher □Group lab chief □Division head □Director □Others
Student:□Associate degree student □Graduate student (non-degree) □Undergraduate student □Graduate
student (master’s) □Graduate student (doctoral) □Research student □Others(If you are a student, go to Q19 regardless of choice)Q8.1 Indicate the number of staff you have. If at a university, include the number of people you
conduct research with or that you supervise (excluding undergraduate students). (Required)[]Q8.2 What is the amount of research/development expenses (yen) allocated to you or earned by you
in FY2020? (Required)□Not applicable □0 □Less than 500 thousand □500 thousand - Less than 1 million □1 million Less than 5 million □5 million - Less than 20 million □20 million - Less than 50 million □50 million- Less than 100 million □100 million or more
Q9. Choose the category that best describes your current occupation. (Required)□Research/Education □Technical Specialist (including Technology Development) □Sales □Others
Q10. What is your approximate annual salary (yen) including tax?
□0 □Less than 1 million □1 million - Less than 2 million □2 million - Less than 3 million □3 million Less than 4 million □4 million - Less than 5 million □5 million - Less than 6 million □6 million - Less
than 7 million □7 million - Less than 8 million □8 million - Less than 9 million □9 million - Less than
10 million □10 million - Less than 12 million□12 million or more

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Q11. Tell us about your current employment.
Q11.1 How did you find your current employment?
□Open recruitment □Referred to by academic advisor □Referred to by upperclassman □Referred
to by friend/acquaintance □Found on my own□Others (Specify) ()

Q11.2 What is your current employment status?
□Limited-term (Including appointed, part-time, limited-term researcher, contract employee,
temporary staff) (Go to Q12)
□No-term (Including regular employment, self-employment) (Go to Q13)
Q12. For those who are currently on limited-term employment, answer the following.
Q12.1 How long is the term? [ ] years[] years (Enter integer)
Q12.2 Is it a tenure track employment? (After completing the term, you are allowed undergo review
and switch to a no-term employment.)□Yes □No □Unsure
Q12.3 Can employment be renewed?
□Yes □No □Only a limited number of times □Unsure
Q12.4 How many years have you worked as a limited-term employee (exclude leave of absence andturnover periods)?
[ ] years (Enter integer)
Q12.5 How many times did your affiliation change during your limited-term employment (exclude
reorganization)?
[ ] number of times (Enter integer)
Q12.6 Are you enrolled in your organization’s insurance plans? (Check all that apply)□No □Health plan (or short-term mutual aid) □Pension plan (or long-term mutual aid)
□Employment insurance □Others □Unsure
Q12.7 Are you allowed to take childcare leave?
□Yes □No (Reason:) □UnsureQ12.8 After maternity/childcare leave, is your employment term extended according to the length ofleave?
□Yes □No □Unsure
Q12.9 Would you like to be employed in a no-term job?
□Yes □No □Unsure (Go to Q14 regardless of choice)Q13. For those who are currently on “no-term employment”, answer the following.
Q13.1 How long have you been with your current job?
[ ] years (Enter integer)
Q13.2 How many total years did you spend as a limited-term employee before your current job(exclude leave of absence and turnover periods)?
[ ] years (Enter integer)
Q13.3 How many times did your affiliation change while you were on limited-term employment(exclude reorganization)?
[ ] number of times (Enter integer)

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Q14. Have you ever changed jobs, relocated or left/lost a job, regardless of the term of employment orcontract period? (Check all that apply)□Changed workplace for new occupation (Go to Q15)
□Changed workplace without changing occupation (Go to Q15)
□Changed occupation without changing workplace (Go to Q15)
□Left/lost job (Go to Q15)
□Never (Go to Q16)
Q15. For those who have changed jobs, relocated or left/lost a job, answer the following.
Q15.1 How many times have it occurred?
[ ] times (Enter integer)
Q15.2 What was (were) the reason(s)? (Check all that apply)□Further my career □Change in job content (or research topic) □Better income □Avoid relocation
required by employer □Job relocation of family member □Workplace location □End of contract □Marriage □Caring for children □Caring for sick family member □Concern for future □Gender
discrimination □Difficulty with personal relations □Unhappy with previous workplace□Laid-off or dismissed □Bankruptcy □Others ()

Q16. Tell us about your working hours.
Q16.1 Tell us about the working hours system in your employment contract. *See below for details oneach system.
□Not applicable □Fixed working hours system □Variable working hours system□Flextime system □Off-site discretionary labor system□Discretionary labor system for professional work
□Discretionary labor system for management-related work □Unsure
Q16.2 What is your contracted working hours per week?
[ ] hours (Enter integer) □Unsure
Q16.3 Tell us about your current work style.
□Working from home or remote location is not allowed (Answer Q16.4 to Q16.7)□Working from home or remote location is allowed (Go to Q17)
□Working from home or remote location is allowed with conditions (Go to Q17)
Q16.4 How many hours per week do you work at your workplace?
[ ] hours (Enter integer)
Q16.5 How many of the above hours are spent on R&D?
[ ] hours (Enter integer) □Not applicable
Q16.6 How many hours per week do you work outside the workplace? *Outside: Home or working
space (excluding business trip locations)[ ] hours (Enter integer)
Q16.7 How many of the above hours are spent on R&D?
[ ] hours (Enter integer) □Not applicable (Go to Q18)

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Q17. For those who are allowed to work from home or remote location, answer the following.
Q17.1 How many hours per week do you work at your workplace? If you only work from home or
remote location, enter “0”.
[ ] hours (Enter integer)
Q17.2 How many of the above hours are spent on R&D?
[ ] hours (Enter integer) □Not applicable
Q17.3 How many hours per week do you work at home or remote location?
[ ] hours (Enter integer)
Q17.4 How many of the above hours are spent on R&D?
[ ] hours (Enter integer) □Not applicable
Q18. How much time (average per day) do you spend on housework, childcare, nursing care, etc.
□0 hours □Less than 1 hour □1 - Less than 2 hours □2 - Less than 3 hours □3 - Less than 4 hours□4 - Less than 5 hours □ 5 hours or more
Q19. Tell us about your future career path (If you are unemployed, respond as you would have in yourmost recent occupation). In the future, what type of position do you wish to be in (If you wish tocontinue in your present position, respond as such)? (Check all that apply)□Work in an academic or research institution lab □Leader of an academic or research institution lab□Work in academic or research institution administration □Academic or research institution work otherthan the above □R&D work in private sector □Leader of R&D in private sector □Work as a technician
in the private sector □Work in business management □Other jobs in private sector □Work in
education □Work in local government□Be an entrepreneur □Work as a science and technology journalist □Unsure □Others ( )Q20. What influenced you to choose the field of science and technology during your elementary, juniorhigh, and high school years? (Check all that apply)□ Interests since childhood □ Proficient/Non-Proficient in subjects □ Course content at school □Teachers at school (including club activities)□Teachers outside school (cram school, etc.) □Family, relatives □Friends and acquaintances □School initiatives □Extracurricular activities at school□Experiment classes and events held outside of school □Books and TV programs □Internet/SNS□ Others ()

Q21. Tell us about your overseas (other than your home country) research activities and work.
Q21.1 What do you think is the impact of overseas research activities and work on careerdevelopment?
□Very positive □Somewhat positive □Both positive and negative □Negative □Unsure
Q21.2 Do you have overseas research activity and work experience lasting more than 6 months?
□Yes (with post in home country) □Yes (without post in home country) □None

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Q22. Tell us about the limited-term researcher system and career development at universities / research
institutes.
Q22.1 Compared to regular teachers and researchers, what do you think are the benefits of a limitedterm researcher? (Check all that apply)□Can concentrate on research □Opportunities to undertake new research □Can take part in alarge-scale project □Job changes and re-employment is easier □Easier to balance work andpersonal life □No advantages □Unsure □Others ( )Q22.2 What do you think are the problems with a limited-term researcher? (Check all that apply)□Outlook is difficult since term is affected by research funding□Fixed term prevents work on large or consistent topic□Few positions available after the term ends □Age limit □Salary is low□Significant salary gap depending on employment status □Suffer loss of social security □Difficult
to receive childcare leave□Forced to transfer away from family □Harassment problems □No problems □Unsure □Others( )Q22.3 What do you think are the necessary approaches for ensuring career path for a limited-term
researcher? (Check all that apply)□Expand full-time positions allowing independent research in academic and research institutions□Establish full-time positions to allow continuation of research without going independent □Eliminate age limit for limited-term researcher □Eliminate age limit when hiring for academic andresearch institutions □Provide opportunities to interact with other industries □Expand professions
involved with science and technology administration □Employ mid-high teachers using special
licensing □Create and expand research administrator positions □Establish a system to support
entrepreneurship □Education on science and society in graduate school □Establish and expand
career centers in academic and research institutions □Support activities necessary for careerdevelopment (participation in academic societies and training unrelated to the assigned project) □Unsure □Others ( )(You are now halfway through the questionnaire. Please continue and answer the remaining questions.)
Q23. Do you have a spouse or a domestic partner?
□Yes (Go to Q23.1) □No (Go to Q26)
Q23.1 What is your spouse’s or domestic partner’s occupation?
□Full-time homemaker (Go to Q23.3) □Company employee (research/technical) □Company
employee (non-research/non-technical)□Academic or research institution employee (research/technical) □Academic or research
institution employee (non-research/non-technical) □Government employee □Self-employed□Student (Go to Q23.3) □Others
Q23.2 Is your spouse’s or domestic partner’s occupation limited-term?
□Limited-term (Including appointed, part-time, limited-term researcher, contract employee,
temporary staff)□No-term (Including regular employment, self-employment)
Q23.3 Do you or your spouse / domestic partner have experience living separately from the family due
to work or education?
□Yes (Go to Q24) □No (Go to Q25)

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Q24. For those who have experience living separately, answer the following.
Q24.1 How many total years did you spend living separately?
[ ] years (Enter integer)
Q24.2 When faced with the circumstance of living separately, did you or your spouse / domestic
partner consider relocating or switching jobs to avoid it?
□Consideration was made, and separation was resolved □Consideration was made, but
separation was not resolved □Did not consider
Q25. Tell us about programs that provide aid when your spouse or domestic partner faces relocation.
Q25.1 Does your employer provide Dual Career Support Program? If yes, check those that closely
match the available program(s). (Check all that apply)□Relocation to commutable area □Temporary leave □No relocation for several years after
marriage □Others ( ) □No support program □Unsure
Q25.2 If your employer, the nation or a public agency provides Dual Career Support Program, would
you use the program?
□Yes□No (Reason(s) (Check all that apply): □Cannot relocate due to work matters □Cannot relocate
due to family matters □Stability is highly questionable even after relocation □Others( ) □Unsure
Q26. Do you have children?
□Yes□No (Go to Q33)
Q26.1 How many children do you have?
[ ] (Enter integer)
Q26.2 What are their age groups? (Check all that apply)□Pre-school □Elementary school □Middle school □High school □College □Adult □Others ()

Q26.3 Who was the primary caregiver (including secondary childcare) during working hours for yourchildren before they entered elementary school? (Check all that apply)□Self □Spouse or domestic partner □Family member living together □Family member not living
together/friend □Day-care center □Babysitter □Others ( )Q26.4 When your children were in elementary school, who was the primary caregiver (including
secondary childcare) after school hours? (Check all that apply)□Not applicable □Self □Spouse or domestic partner □Family member living together □Family
member not living together/friend □After-school day-care center □Sitter□Cramschool/enrichment lessons □Left home alone □Others ( )Q26.5 Who is the main caregiver when going on business trips or attending academic society
functions? (Check all that apply)□Self □Spouse or domestic partner □Family member living together □Family member not living
together/friend □Babysitter you hired □Childcare service provided by academic society □Others( )Q27. Tell us about your childcare leave.
□Took leave as requested (Go to Q28) □Took leave, but not as requested (Go to Q28 then Q29)
□Did not take leave (Go to Q29) □Others () (Go to Q30)

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Q28. For those who have taken childcare leave, answer the following.
Q28.1 How long was the leave (average per child excluding maternity leave)?
About [ ] week(s) or about [ ] month(s) (Fill in one or the other) (Enter integer)
Q28.2 What was your working condition after returning from childcare leave?
□Returned to same duties □Requested change of duties □Requested change of department □Assigned new duties □Assigned to new department □Promotion/advancement was delayed □Lost job □Retired□Others (If you took leave, but not as requested, go to Q29. If you took leave as requested,
go to Q30)
Q29. If your childcare leave was not as requested or you did not take childcare leave, what was thereason? (Check all that apply)□Leave was unnecessary □Did not wish to take leave □Home environment □Workplaceenvironment □No provision for leave existed□Provision existed, but term of office was inadequate to qualify □Could not enter daycare as desired□Others ( )Q30. Tell us about your spouse’s or domestic partner’s childcare leave.
□Took leave as requested (Go to Q31) □Took leave, but not as requested (Go to Q31 then Q32)
□Did not take leave (Go to Q32) □Others () (Go to Q33)

Q31. For those whose spouse or domestic partner have taken childcare leave, answer the following.
How long was the leave (average per child excluding maternity leave)?
About [ ] week(s) or about [ ] month(s) (Fill in one or the other) (If leave was taken as requested,
go to Q33. If leave was not as requested, go to Q32)
Q32. If childcare leave was not as requested or childcare leave was not taken, what was the reason?
(Check all that apply)□Leave was unnecessary □Did not wish to take leave □Home environment□Workplace environment □No provision for leave existed□Provision existed, but term of office was inadequate to qualify □Could not enter daycare as desired□Others ()

Q33. What do you think is the ideal number of children to have?
Q33.1 Ideal number: [] (Enter integer)

Q33.2 If the number of children you have (or plan to have) is less than ideal, what is the reason?
(Check all that apply)□Not applicable (not less than ideal) □Financial □Physical/Health □Job stability□No chance to meet potential partner □Did not meet the right partner□Spouse or domestic partner does not want children □Spouse or domestic partner did not want
children□Balance between fertility treatment and work □Balance between career and childcare □Noprovision for childcare leave□Provision for childcare leave did not exist □Term of office is inadequate to qualify for childcare
leave□Term of office was inadequate to qualify for childcare leave □Spouse’s or domestic partner’s
cooperation in child caring

146

Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire□Understanding of workplace □Social environment for children to grow □Others ()

Q34. Tell us about nursing care.
Q34.1 Do you currently have or in the past had a family member that require(d) nursing care?
□Yes □No
Q34.2 Are you aware of nursing-care leave program?
□Yes (Go to Q34.3) □No (Go to Q35) □Unsure (Go to Q35)
Q34.3 If you answered “yes” above, does your or your spouse’s / domestic partner’s workplace have anursing-care leave program?
□Yes □No □Unsure
Q35. What do you think are required to maintain balance between work and child/nursing care? (Check
all that apply)【Awareness Reform】□Changes in "work as center" concept □Changes in awareness of male and female roles□Workplace atmosphere □Understanding from supervisor□Relationship with child and nursing care service providers □Others ()

【Program Reform】□Shorter working hours □Work support □Variety of provisions for leave of absence □Alternate
staffing while on leave□Provision for working at home while on leave □Work sharing □Flexible working hours□Improve employment system □Provision for working from home □Various ways of working andcareer paths□Others ( )【Financial Support】□Financial support for child and nursing care □Public subsidies for employer of person on leave□Financial support for long distance care (such as care allowance, transportation discount, etc.)□Others ()

【Facility and Service Improvement】□Expanded child-care facilities and services □Sick child care □Expanded after-school care forchildren□Expanded nursing-care facilities and services (including home) □Expanded municipal childrearing
support □Unsure□Others ()

Q36. What sort of environment and opportunities are necessary for furthering R&D? (Check all that
apply)□Not applicable □R&D time □R&D assistant □R&D funds (including maintenance) □ Joint
researcher □R&D freedom □Streamline or separate administrative and odd jobs □Opportunity topresent results □Understanding from supervisor □Understanding from management □Environment
for long-term research □Common purpose/communication within the research group □Appropriate
evaluation of the performance and capabilities □Guidance from supervisors □Opportunity to educate
students □Expectations from the surrounding □Others ( )147Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire

Q37. Tell us what you think about the ratio of women in the workplace.
Q37.1 Why do you think there are fewer women than men in science and technology fields? (Check
all that apply)□Educational environment □Home environment □Workplace environment □Social bias □Female with masculine quality is preferred □Social division of labor between males and females □Lack of role models □Less hiring compared to males □Lack of consideration for child and familycare in performance evaluation □Male-oriented mindset □Difference in male and female abilities□Difference in male and female qualifications □Ratio of males is higher □Research/technical work
cannot be imagined □Image of research/technical workplace is not good □Outlook is uncertain □Salary is low compared to males □Working hour is long □Achieving managerial position is difficult□Cross appointment system □Balancing family and work is difficult □Returning after child/nursing
care leave is difficult □Lack of information while a student □Others ( )Q37.2 What do you think is (are) the reason(s) for the low proportion of women in leadership positionsin science and technology fields? (Check all that apply)□Balancing family and work is difficult □Frequent early retirement or leave of absence □Females
do not seek promotion as much as males □Lack of role models □Lack of consideration for childand family care in performance evaluation □Age restriction on research funding □Evaluators tend
to give priority to males □Consciousness of being at the same level / peer pressure □Differencein male and female abilities/qualifications □Insufficient female performance □Female supervisors
not desired □Female ratio is low for the generation currently in leadership position □Others ( )Q37.3 Which of the following do you think is (are) necessary in improving the proportion of women inscience and technology fields? (Check all that apply)□Aggressive hiring □Promotion to managerial positions □Facilitate promotions/salary increases□Increase R&D funds □Employ research assistants □Consideration of life events in performance
evaluations □Relaxation of age restrictions for research funding applications □Reduce nonresearch/non-primary workload □Provide opportunities for domestic and overseas studies □Increase opportunities to participate in conferences as speakers, chairs or organizers □Increase
opportunities for receiving awards □Provide leadership training □Cross appointment system□”Gender equality measures” □Others ( )Q38. Are you familiar with any of the following laws or basic plans and related programs? (Check allthat apply)□The Act on Promotion of Women’s Participation and Advancement in the Workplace (Effective April
1, 2016)□6th Science, Technology, and Innovation Basic Plan (Cabinet Approval March 26, 2021)□Fifth Basic Plan for Gender Equality (Cabinet Approval December 25, 2020)□Leading Initiative for Excellent Young Researchers (Formulated March 2016)□Comprehensive Package for Strengthening Research Capabilities and Supporting Young
Researchers (Formulated January 2020)□Do not know148

Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire

Q39. Tell us what you think about the national policies and support programs currently underway forfemale researchers. Check the applicable boxes.
Meaningful

Uncertain

Notmeaningful

Unaware(1) Restart Support after Childbirth/Childcare(Japan Society for the Promotion of Science
RPD Program) (2006 - )

□

□

□

□

(2) JST “Science Course Selection Support for
Middle and High School Females” (2006 - )

□

□

□

□

(3) JST “Initiative for Realizing Diversity in the
Research Environment (Formerly Supporting
Activities for Female Researchers)” (2011 - )

□

□

□

□

(4) Childbirth and Childcare Consideration in
Scientific Research Grants (Applications
accepted several times per year/relaxation ofage limit)

□

□

□

□

(5) JST “Strategic Basic Research Programs(CREST, PRESTO, ACT-X, etc.)” forconsidering childbirth and child-caring(Research interruption / extension allowed,
comeback support, etc.)

□

□

□

□

(6) JST “FOREST (Fusion Oriented REsearchfor disruptive Science and Technology)” forconsidering childbirth and child-caring (5-year
extension, etc.)

□

□

□

□

(7) Gender Equality Bureau of the Cabinet
Office “Challenge Campaign – Science andEngineering Field Selection for Female
Students”

□

□

□

□

Q40. Although the Fourth Basic Plan for Gender Equality and the 5th Science and Technology Basic
Plan set a target for the hiring of new female researchers, it was not achieved and was postponed.
Do you think it is necessary to accelerate efforts to improve this situation?
□Accelerate existing initiatives (introduce penalties)□Introduce new initiatives (add new initiatives such as a quota system)□Improve existing initiatives over time □No need to improve □Do not know □Others ( )149Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire

Q41. In the Fifth Basic Plan for Gender Equality (approved by the Cabinet on December 25, 2020) andthe 6th Basic Plan for Science, Technology, and Innovation (approved by the Cabinet on March 26,2021), a target has again been specified for the hiring new female researchers (Note 1). In addition,
new targets (Notes 2 and 3) for the ratio of female faculty members were also specified.
(Note 1) By fiscal 2025, the proportion of newly hired female researchers at universities shall be 20%
for science, 15% for engineering, 30% for agriculture, 30% for medicine, dentistry andpharmacy, 45% for cultural science, and 30% for social sciences.
(Note 2) By 2025, the percentage of women faculties (lecturers and above) in university science andengineering shall be 12% in science and 9% in engineering.
(Note 3) Increase the percentage of female professors (president, vice president, professors) to 20%
as soon as possible, and to 23% by 2025.
Q41.1 Are you aware of this numerical target?
□Well aware □Somewhat aware □Did not know
Q41.2 What do you think is the significance of adopting a numerical target?
□Meaningful □Should be expanded and promoted □Has room for improvement □Not meaningful□Will have adverse effect □Uncertain □Others ( )Q41.3 Is there a numerical target for hiring of female researchers in your organization?
□Yes (Go to Q41.4) □No (Go to Q41.5) □Uncertain (Go to Q42)
Q41.4 If there is a numerical target, is it made public?
□Yes □No □Uncertain (Go to Q42 regardless of choice)Q41.5 If there is no numerical target, do you think it is necessary to set a target?
□Necessary □Unnecessary □Uncertain
Q42. Do you think the laws, basic plans and programs mentioned above, have helped progress genderequality in science and technology fields since the fourth questionnaire survey (November 2016)?
Q42.1 In your affiliated organization:□Progressing gradually □No change □Progressing backwards □Uncertain
Q42.2 In you affiliated academic society:□Progressing gradually □No change □Progressing backwards □Uncertain
Q42.3 In the world as a whole:□Progressing gradually □No change □Progressing backwards □Uncertain
Q42.4 Do you feel an increase in the number of female researchers/engineers around you and an
improvement in their promotion and treatment?
□Progressing gradually □No change □Progressing backwards □Uncertain
Q43. What do you think is required in the future to promote gender equality? (Check all that apply)□Reform female awareness □Reform male awareness □Overcome (eliminate) insensible biases□
Increase male participation in housework and childcare □Separate surnames for married couples □Improve work environment□Give females priority during certain periods □Introduce hiring quotas □Eliminate various age limits□Improve evaluation system □Encourage supervisor understanding □Expand types of working
arrangements □Expand remote work
□Expand support of child and nursing care □Introduce limited-term employment □Improve limitedterm employment □Eliminate limited-term employment □Form a female researchers/engineers
network □Comparative studies and policies to meet international standards □Clarification of national

150

Appendix 1 Contents of Fifth Large-Scale Survey Questionnaire

policies □More leadership from the heads of the nation and institutions□Funding for policies □Expanded promotion by national/local government or employers □Expansion of social security system□More education pertaining to gender equality □Others ( ) □Nothing required
Q44. Please feel free to describe, in 100 words or less, any opinions you have regarding gender equality
in science and technology fields.
［］
This concludes the questionnaire. Please make sure to click the “Send” button.
Thank you for your time and cooperation.

151

Appendix 2 The Data of Each Scientific Society Attended

Appendix 2 The Data of Each Scientific Society Attended
Official Names (of societies)
Japanese Society of Breeding
The Genetics Society of Japan
Japanese Society for Biological Sciences in Space
The Japanese Society for Hygiene
The Japan Society of Medical Entomology andZoology
The Institute of Image Information and Television
Engineers
The Japanese Liquid Crystal Society
The Japanese Society for Horticultural Science
The Japan Society for Industrial and Applied
Mathematics
The Japan Society of Applied Physics
The Japanese Association of Anatomists
The Oceanographic Society of JapanThe Chemical Society of Japan
Japan Society for Science Education
The Society of Chemical Engineers, JapanThe Japan Scientists’ Association
Japan Association for Fire Science and Engineering
Particle Accelerator Society of JapanThe Japan Society of Mechanical Engineers
The Institution of Professional Engineers, JapanThe Japanese Society of Fish Pathology
The Ichthyological Society of JapanThe Japan Institute of Metals and Materials
The Society of Instrument and Control Engineers
The Japan Institute of Light Metals
The Crystallographic Society of JapanThe Japanese Society of Health and Human Ecology
Atomic Energy Society of Japan
Architectural Institute of JapanThe Japan Society for Aeronautical and Space
Sciences
The Japanese Society of Hypertension
The Society of Polymer Science, Japan
Japan Association for Global HealthJapan Society of Computer Aided Surgery
Japan Society of Coordination Chemistry
The Japanese Society of Sericultural Science
Japanese Association for Oral Biology
The Magnetics Society of Japan
Japan Society for Lipid Nutrition
The Mass Spectrometry Society of Japan
Society of Automotive Engineers of JapanThe Japanese Geotechnical Society
The Japanese Society of Veterinary Science
The Society for the Study of Species Biology
The Japanese Society for Food Science andTechnology
The Botanical Society of JapanThe Japanese Society for Chemical Regulation of
PlantsThe Japanese Society of Plant Physiologists
Japanese Society for Plant Biotechnology
The Phytopathological Society of JapanThe Society of Japanese Women Scientists
Japanese Women Engineers Forum
Information Processing Society of Japan
Society of Evolutionary Studies, Japan

Number of Respondents

Number of Members
Males

Females

Total

FemaleRatio

Response
Ratio

Males

Females

Total

Female
Ratio

267
137
20
59

94
80
16
37

363
218
36
96

25.9%
36.7%
44.4%
38.5%

1129
600
151
900

264
161
57
461

1393
761
208
1361

19.0%
21.2%
27.4%
33.9%

26.1%
28.6%
17.3%
7.1%

17

9

26

34.6%

264

63

327

19.3%

8.0%

42

4

46

8.7%

2309

80

2389

3.3%

1.9%

27
276

5
109

32
389

15.6%
28.0%

614
1508

63
406

677
1914

9.3%
21.2%

4.7%
20.3%

120

18

139

12.9%

1296

89

1385

6.4%

10.0%

711
150
285
970
87
407
37
14
79
506
1749
37
144
462
183
223
162
57
186
624

144
82
64
232
31
74
12
2
10
56
104
6
12
62
25
29
35
48
37
308

859
234
352
1211
119
485
49
16
92
565
1859
43
156
526
209
252
200
105
226
933

16.8%
35.0%
18.2%
19.2%
26.1%
15.3%
24.5%
12.5%
10.9%
9.9%
5.6%
14.0%
7.7%
11.8%
12.0%
11.5%
17.5%
45.7%
16.4%
33.0%

18075
1734
1248
19275
1136
5957
2738
1086
906
32083
18437
282
1067
4494
4721
1745
905
204
5705
29567

1305
415
152
2578
258
670
362
51
36
1146
517
47
85
282
162
88
127
281
322
5681

19380
2149
1400
21853
1394
6627
3100
1137
942
33229
18954
329
1152
4776
4883
1833
1032
485
6027
35248

6.7%
19.3%
10.9%
11.8%
18.5%
10.1%
11.7%
4.5%
3.8%
3.4%
2.7%
14.3%
7.4%
5.9%
3.3%
4.8%
12.3%
57.9%
5.3%
16.1%

4.4%
10.9%
25.1%
5.5%
8.5%
7.3%
1.6%
1.4%
9.8%
1.7%
9.8%
13.1%
13.5%
11.0%
4.3%
13.7%
19.4%
21.6%
3.7%
2.6%

61

7

68

10.3%

11
501
25
16
104
27
44
69
16
51
75
120
213
67

6
136
61
2
17
16
34
10
19
40
3
17
131
35

17
638
86
18
121
44
80
79
35
92
79
138
346
103

35.3%
21.3%
70.9%
11.1%
14.0%
36.4%
42.5%
12.7%
54.3%
43.5%
3.8%
12.3%
37.9%
34.0%

3827
6799
367
615
927
340

1231
998
661
45
120
80

5058
7797
1028
660
1047
420

24.3%
12.8%
64.3%
6.8%
11.5%
19.0%

0.3%
8.2%
8.4%
2.7%
11.6%
10.5%

189

128

317

40.4%

11.0%

7159
2408
236

406
771
87

7565
3179
323

5.4%
24.3%
26.9%

1.8%
10.9%
31.9%

218

111

330

33.6%

1731

593

2324

25.5%

14.2%

314

163

479

34.0%

1287

433

1720

25.2%

27.8%

70

23

94

24.5%

364
123
82
0
0
235
161

168
58
42
81
20
54
53

537
183
124
81
20
291
215

31.3%
31.7%
33.9%
100.0%
100.0%
18.6%
24.7%

1482
608
1385
4
3
17848
963

467
188
307
259
110
1910
239

1949
796
1692
263
113
19758
1202

24.0%
23.6%
18.1%
98.5%
97.3%
9.7%
19.9%

27.6%
23.0%
7.3%
30.8%
17.7%
1.5%
17.9%

152

Appendix 2 The Data of Each Scientific Society Attended

Official Names (of societies)
The Japan Neuroscience Society
The Japanese Society for Neurochemistry
Japanese Society of Nephrology
The Japanese Forest Society
The Japanese Society of Fisheries Science
Japanese Society for Aquaculture Research
The Mathematical Society of Japan
Japan Society for Symbolic and Algebraic
Computation
The Japanese Biochemical Society
The Ecological Society of JapanThe Society of Eco-Engineering
The Biophysical Society of JapanThe Japan Society for Precision Engineering
The Physiological Society of JapanThe Japan Petroleum Institute
The Ceramic Society of Japan
Japan Society Histochemistry and Cytochemistry
Japanese Society of Physical Fitness and Sports
Medicine
Protein Science Society of Japan
Society of Geomagnetism and Earth, Planetary andSpace Sciences
Japan Geoscience Union
Japanese Society of Animal Science
Japanese Geomorphological Union
The Geological Society of JapanThe Japanese Society for Neutron Science
Japanese Society of Gout and Uric & Nucleic Acids
Japanese Society for DNA Polymorphism Research
The Database Society of JapanThe Iron and Steel Institute of JapanThe Electrochemical Society of JapanThe Institute of Electronics, Information andCommunication Engineers
The Astronomical Society of JapanThe Japanese Society of Carbohydrate Research
The Zoological Society of Japan
Japanese Society of Soil Science and Plant Nutrition
Japan Society of Civil Engineers
The Ornithological Society of JapanThe Japan Endocrine Society
Japan Society of Endocrine Disruptors Research
Japan Society of Civil Engineers
The Japan Society of Tropical Ecology
Combustion Society of Japan
Japan Society for Bioscience, Biotechnology, andAgrochemistry
Bioimaging Society
Japanese Society for Bioinformatics
Japanese Society of Developmental Biologists
The Society for Reproduction and Development
The Japan Society for Comparative Endocrinology
The Japan Society of Vacuum and Surface Science
The Physical Society of JapanThe Japan Society of Plasma Science and Nuclear
Fusion Research
The Molecular Biology Society of JapanThe Japan Society for Analytical Chemistry
The Japanese Society for Synchrotron Radiation
Research
The Japanese Radiation Research Society
The Japan Wood Research Society
The Pharmaceutical Society of Japan

Number of Respondents

Number of Members

Males

Females

Total

649
114
20
189
755
142
494

310
61
16
78
116
11
75

971
177
36
269
874
153
575

Female
Ratio
31.9%
34.5%
44.4%
29.0%
13.3%
7.2%
13.0%

27

1

28

502
536
38
421
49
482
52
108
58

204
231
11
114
9
175
8
16
36

713
774
49
538
58
664
60
124
94

Response
Ratio

Males

Females

Total

4413
886
8162
1790
2561
675
4701

1396
310
3179
434
406
28
338

5809
1196
11341
2224
2967
703
5039

Female
Ratio
24.0%
25.9%
28.0%
19.5%
13.7%
4.0%
6.7%

3.6%

351

0

351

0.0%

8.0%

28.6%
29.8%
22.4%
21.2%
15.5%
26.4%
13.3%
12.9%
38.3%

5764
2968
345
2314

1676
956
52
407

7440
3924
397
2721

22.5%
24.4%
13.1%
15.0%

9.6%
19.7%
12.3%
19.8%

2006
2532
3573
492

574
126
334
184

2580
2658
3907
676

22.2%
4.7%
8.5%
27.2%

25.7%
2.3%
3.2%
13.9%

16.7%
14.8%
0.3%
12.1%
29.5%
21.8%
11.4%

233

93

326

28.5%

2924

863

3787

22.8%

8.6%

192

53

247

21.5%

1028

226

1254

18.0%

19.7%

36

16

53

30.2%

627

81

708

11.4%

7.5%

303
262
25
100
86
6
24
59
177
146

142
92
9
35
11
5
10
13
18
25

447
357
34
135
97
11
34
73
196
171

31.8%
25.8%
26.5%
25.9%
11.3%
45.5%
29.4%
17.8%
9.2%
14.6%

6122
1346
344
2966
558
465
335

2560
331
38
318
43
88
103

8682
1677
382
3284
601
553
438

29.5%
19.7%
9.9%
9.7%
7.2%
15.9%
23.5%

5.1%
21.3%
8.9%
4.1%
16.1%
2.0%
7.8%

7981

284

8265

3.4%

2.4%

251

36

289

12.5%

108
57
314
78
525
61
81
9
38
34
15

27
35
138
42
70
30
26
8
23
22
1

137
92
457
123
597
91
108
18
62
56
16

19.7%
38.0%
30.2%
34.1%
11.7%
33.0%
24.1%
44.4%
37.1%
39.3%
6.3%

2825
648
1574
1519
35437
937
6135
314
602

396
194
409
377
2142
222
2980
84
168

12.3%
23.0%
20.6%
19.9%
5.7%
19.2%
32.7%
21.1%
21.8%

872

10

3221
842
1983
1896
37579
1159
9115
398
770
369
882

1.1%

4.3%
10.9%
23.0%
6.5%
1.6%
7.9%
1.2%
4.5%
8.1%
15.2%
1.8%

709

267

982

27.2%

7341

2536

9877

25.7%

9.9%

44
69
164
48
71
160
1683

22
27
92
26
21
34
233

66
97
260
75
92
194
1937

33.3%
27.8%
35.4%
34.7%
22.8%
17.5%
12.0%

190
713

51
101

241
814

21.2%
12.4%

27.4%
11.9%

579
291
1534
14798

188
46
105
1020

767
337
1639
15818

24.5%
13.6%
6.4%
6.4%

9.8%
27.3%
11.8%
12.2%

91

10

102

9.8%

1400

53

1453

3.6%

7.0%

934
121

516
62

1461
183

35.3%
33.9%

8815

3162

11977

26.4%

12.2%

167

27

194

13.9%

1097

85

1182

7.2%

16.4%

63
159
279

35
56
145

100
216
428

35.0%
25.9%
33.9%

628
1397
11651

180
374
4443

808
1771
16094

22.3%
21.1%
27.6%

12.4%
12.2%
2.7%

153

Appendix 2 The Data of Each Scientific Society Attended

Official Names (of societies)

Number of Respondents

Number of Members

Males

Females

Total

Association of Wildlife and Human Society
The Japan Society of Fluid Mechanics
Primate Society of Japan
Unassociated
Others ( )

45
112
33
921
3019

15
10
31
454
1253

61
122
64
1393
4296

Female
Ratio
24.6%
8.2%
48.4%
32.6%
29.2%

Total

27753

8840

36841

24.0%

Males

Females

Total

361
982
359

121
27
110

482
1009
469

Female
Ratio
25.1%
2.7%
23.5%

Response
Ratio
12.7%
12.1%
13.6%

Note: The number of society members were obtained from EPMEWSE's study of "Female Ratio of the AffiliatedSocieties in 2021."[https://djrenrakukai.org/doc_pdf/2021_ratio/2021ratio_table_202110120a.pdf] (Japanese)154