cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.3886/e81671v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81680v1
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81680v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.5517/ccdc.csd.ccv5h6p
title: CCDC 779842: Experimental Crystal Structure Determination

description: Related Article: Moisés Ramírez-Osuna, Oscar F. Narvaez-Garayzar, Ratnasamy Somanathan, Gerardo Aguirre|2011|J.Mex.Chem.Soc.|55|57|
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.3886/e81591v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81689v1
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81689v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81698v1
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81698v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81707v1
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81707v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81716v1
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81716v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.5517/ccdc.csd.cc1lg406
title: CCDC 1473337: Experimental Crystal Structure Determination

description: Related Article: Yang Yang, Haobing Wang, Haiyan Ma|2016|Polyhedron|117|569|doi:10.1016/j.poly.2016.06.036
description: An entry from the Cambridge Structural Database, the world’s repository for small molecule crystal structures. The entry contains experimental data from a crystal diffraction study. The deposited dataset for this entry is freely available from the CCDC and typically includes 3D coordinates, cell parameters, space group, experimental conditions and quality measures.
DOI: 10.3886/e81539v1
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.
DOI: 10.3886/e81539v2
title: Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France (2016)

description: Discrimination against women is seen as one of the possible causes behind their underrepresentation in certain STEM (Science, Technology, Engineering, and Mathematics) subjects. We show that this is not the case for the competitive exams used to recruit almost all French secondary and postsecondary teachers and professors. Comparisons of oral non gender-blind tests with written gender-blind tests for about 100,000 individuals observed in 11 different fields over the period 2006-2013 reveal a bias in favor of women that is strongly increasing with the extent of a field’s male-domination. This bias turns from 3 to 5 percentile ranks for men in literature and foreign languages to about 10 percentile ranks for women in math, physics or philosophy. These findings have implications for the debate over what interventions are appropriate to increase the representation of women in fields in which they are currently underrepresented. When citing our data, please cite the French Ministry of Education as provider of the initial data from which our data is generated. On 2016-08-20, the openICPSR web site was moved to new software. In the migration process, some projects were not published in the new system because the decisions made in the old site did not map easily to the new setup. This project is temporarily available as restricted data while ICPSR verifies that all files were migrated correctly.