Science for whom? The influence of the regional academic circuit on gender inequalities in Latin America
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
Abstract The Latin‐American scientific community has achieved significant progress towards gender parity, with nearly equal representation of women and men scientists. Nevertheless, women continue to be underrepresented in scholarly communication. Throughout the 20th century, Latin America established its academic circuit, focusing on research topics of regional significance. Through an analysis of scientific publications, this article explores the relationship between gender inequalities in science and the integration of Latin‐American researchers into the regional and global academic circuits between 1993 and 2022. We find that women are more likely to engage in the regional circuit, while men are more active within the global circuit. This trend is attributed to a thematic alignment between women's research interests and issues specific to Latin America. Furthermore, our results reveal that the mechanisms contributing to gender differences in symbolic capital accumulation vary between circuits. Women's work achieves equal or greater recognition compared to men's within the regional circuit, but generally garners less attention in the global circuit. Our findings suggest that policies aimed at strengthening the regional academic circuit would encourage scientists to address locally relevant topics while simultaneously fostering gender equality in science.
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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 | 0.006 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 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