Despite gains in baccalaureate and master’s degree attainment, women continue to earn lower shares of doctor of philosophy degrees (PhDs) in many fields, a pattern that is often pronounced in science, technology, engineering, and math (STEM). This article uses comparative case study to understand organizational trajectories toward gender parity achieved in two STEM PhD programs—chemistry and civil engineering—in which women have earned significantly higher shares of PhDs than is typical in their fields. Our analysis uncovered a surprising pattern of progress toward parity occurring as an unintended consequence of other changes. Structural reforms implemented to maintain these departments’ relevance and stature in changing disciplinary fields had ripple effects that included reducing their gender enrollment gaps in graduate programs. Their trajectories differed, however, and comparing them affirmed the potential of mindful organizational learning as a means of achieving sustainable progress toward equity.

中文翻译：

---

博士教育性别平等的组织途径：化学与土木工程比较

尽管获得学士学位和硕士学位的人数有所增加，但女性在许多领域获得哲学博士学位 (PhD) 的比例仍然较低，这种模式在科学、技术、工程和数学 (STEM) 中经常很明显。本文使用比较案例研究来了解在两个 STEM 博士项目（化学和土木工程）中实现性别均等的组织轨迹，在这些项目中，女性获得的博士份额明显高于各自领域的典型水平。我们的分析揭示了一种令人惊讶的平等进展模式，这是其他变化的意外结果。为保持这些部门在不断变化的学科领域中的相关性和地位而实施的结构改革产生了连锁反应，包括缩小研究生课程中的性别入学差距。