Academic Motherhood: "Silver Linings and Clouds"
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Historically speaking, men dominated the university sphere and women were not typically present in academic positions (Ward & Wolf-Wendel, 2012). The dominance of male academics lead to gendered norms and expectations that influence academic life presently (Jakubiec, 2015). Today, more women are entering into higher education as students and as professors; however, sexism and gendered notions about women have not been eradicated (Rhoads & Rhoads, 2012). Further, it is especially difficult for women who are mothers to succeed, get promoted, and achieve tenure. For example, women (more so than men) have reported that parenthood and childbearing are main barriers in their attainment of full professorship (Sanders, Willemson, & Millar, 2009). In fact, Dryfhout and Estes (2010) found that professors who were women were 30% less likely to have attained tenured faculty positions, and were also more likely to have intentions to leave the academic profession. Thus, the impacts of having children on an academic career may be greater for women then it is for men. Thus, what can be said for the state of academic motherhood in Atlantic Canadian universities?
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it