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This study aims to showcase the effect of gender in the field of library and information science.

Research and review articles published from 2005 through 2014 in The Electronic Library, a prominent journal in the field of Library and Information Science, were examined from the perspective of authors’ gender. Influence of gender was assessed with respect to at individual and collaborative levels, quality in terms of citedness and citation count, and receipt of research grants.

There has been an increase in the proportion of male authors over the years with a resulting decline in female authors. Male authors are more productive as teachers, while females contribute more as working professionals or while they peruse their academic/research programmes. Though the productivity in collaborative works has increased in all gender combinations, it is more prominent when authors of opposite gender team up. No significant difference is observed in the number of national or international works produced in different collaborative authorship patterns. There is no difference in the number of male and female authors in male–female collaborative works. Works sponsored by grants are produced more frequently in groups comprising male–female or male–male members. No significant difference is observed in the number of cited or uncited works produced in different authorship patterns. The number of citations to works is independent of the nature of gender-wise authorship patterns.

The study examines the status of women in research, specifically in the field of library and information science. The findings of the study are based on the contribution of the authors involved with the journal, “The Electronic Library”. Readers are encouraged to expand the study by including authors that contribute to other library and information science journals.

The study is first of its kind to highlight the involvement and observe the influence of female authors in the field of library and information science research.

This paper aims to explore gender disparities in the production of tourism knowledge with particular reference to academic journals.

Authorship and co-authorship analyses were conducted of data extracted from articles and research notes published between 1965 and 2016 in 25 hospitality and tourism journals.

Gender imbalances are evident in the production of knowledge, though the disparities appear to be decreasing. While heterophilic research collaborations (those between men and women) show some evidence of higher productivity, homophilic collaborations (between males) have greater impact. The findings highlight gender imbalances in international collaborations, in SSCI listed journals, in first authoring and by country. There is evidence of higher collaborative levels among male authors and the differences have increased over time. The positioning of men and women within tourism scholarly networks shows no marked differences.

This data-driven analysis provides decision makers and policymakers with evidence to support well-targeted programs that advance female contributions in hospitality and tourism research collaborations. For example, senior academics and University administrators might offer support for female researchers to become more actively involved in hospitality and tourism research groups and projects. Universities or schools might also seek to encourage collaborations between male and female researchers in their performance indicators.

This study is one of the first to examine gender disparities and positioning in collaborative hospitality and tourism research.

Since the 1970s, gender has been a research focus in the field of comparative and international education (CIE) (Unterhalter, 2014). The extensive work on the issue of gender and access to education by academics and practitioners has proven instrumental in elevating the issue to the forefront of global educational policies (Assié-Lumumba, N. & Sutton, M. (2004). Global trends in comparative research on gender and education. Comparative Education Review, 48(4), 345–352). More recently with the goal of increased enrollment achieved and global improvements in gender parity, the focus has shifted from access to agency and empowerment (Assié-Lumumba, N. & Sutton, M. (2004). Global trends in comparative research on gender and education. Comparative Education Review, 48(4), 345–352). From policy to practice, CIE appears to advocate for inclusiveness, interdisciplinarity, and contextualization in research and practice. This chapter interrogates the assumption that CIE promotes these same concepts of gender equality, empowerment, and inclusiveness in the field itself. Through the use of data published in leading CIE journals, the following questions are addressed: How are issues of gender and power manifested and addressed within CIE-related research? Is research published in the field of CIE shifting and adjusting to changing societal gender norms? A critical examination of the role of gender in CIE scholarship and practice challenges the assumption that CIE professionals and researchers lead by example. In other words, although CIE professionals and researchers “talk the talk”, do they really “walk the walk” when it comes to gender and education?

The purpose of this paper is to provide an overall picture of women's participation in Iranian scientific production.

A sample of 7,846 articles was obtained from the three ISI databases: Science Citation Index (SCI), Social Science Citation Index (SSCI), and Arts and Humanities Citation Index (AHCI) for the study period 2005‐2010. The articles were broken down by gender. Then for the scope of this study, research productivity, collaboration pattern, scientific‐disciplinary, and research impact were investigated.

A chi‐square test showed that there is a significant difference between the male and female research output in the three databases. Females accounted for 13 percent of the articles indexed in ISI databases during the study period. There is a gap of approximately 87 percent in research productivity between males and females in Iran. Iranian women are more active in the areas of chemistry, clinical medicine and general social sciences.

The paper highlights the role of women in science and the gap of research productivity between men and women; it may help illuminate policy decisions to promote female research in the country.

This study explores faculty members' outputs and citations by gender and academic rank in Israeli academia. The study focuses on the connection between research productivity and underrepresentation of women in academia. To this end, four fields were chosen, each representing a different discipline: Psychology (social sciences), Public Health (health sciences), Linguistics (humanities), and Chemistry (Exact sciences).

The name, the rank and the gender of the researchers were collected from the researchers' websites and those of their departments. The number of publications and citations were retrieved from Scopus.

Findings revealed that there is a significant difference between the median number of men and women in Chemistry concerning publications and citations and in Psychology concerning citations. Moreover, in all four disciplines, females' average number of publications was lower than that of males', and that in three out of the four disciplines (Psychology, Public Health and Chemistry), men published more in top journals (the top 5%) than females, while the reverse was true of Linguistics. Furthermore, in three disciplines (Public Health, Linguistics and Chemistry), there is an increase in the average citations per female researchers between 2015 and 2019. Further, in all disciplines, women collaborated more than men.

As only a few studies in Israel have explored faculty members' outputs and citations, this study contributes and enlarges the Israeli research concerning this topic.

By studying four public universities in Egypt, the author of this paper aims to identify how male faculty perceive the representation and status of their female colleagues.

The author employed a qualitative research method via semi-structured interviews with 40 male academics in addition to five focus group discussions with an additional 20 male academics. The author subsequently used thematic analysis to determine the main ideas in the transcripts.

The findings confirmed that women faculty are not under-represented at professorial levels, but they are denied administrative academic positions, such as rectors and deans in universities. The author also discovered that the social norms shaping both national and organizational culture in Egypt create a cultural bias against women faculty.

To the best of the author's knowledge, this study is the first of its kind in the context of a developing nation to focus on the status and representation of women faculty from the perspective of male colleagues, and subsequently, it is the first to address the higher education sector in one of the leading developing nations in Africa and the Middle East. This paper contributes by filling a gap in HR management and higher education, in which empirical studies that address male faculty to identify their perceptions of the status and representation of their female colleagues have been limited so far.

This paper presents a co-authorship study of authors who published in Digital Humanities journals and examines the apparent influence of gender, or more specifically, the quantitatively detectable influence of gender in the networks they form.

This study applied co-authorship network analysis. Data has been collected from three canonical Digital Humanities journals over 52 years (1966–2017) and analysed.

The results are presented as visualised networks and suggest that female scholars in Digital Humanities play more central roles and act as the main bridges of collaborative networks even though overall female authors are fewer in number than male authors in the network.

This is the first co-authorship network study in Digital Humanities to examine the role that gender appears to play in these co-authorship networks using statistical analysis and visualisation.

The purpose of this paper is to test if there are biases in lexical sentiment analysis accuracy between reviews authored by males and females.

This paper uses data sets of TripAdvisor reviews of hotels and restaurants in the UK written by UK residents to contrast the accuracy of lexical sentiment analysis for males and females.

Male sentiment is harder to detect because it is less explicit. There was no evidence that this problem could be solved by gender-specific lexical sentiment analysis.

Only one lexical sentiment analysis algorithm was used.

Care should be taken when drawing conclusions about gender differences from automatic sentiment analysis results. When comparing opinions for product aspects that appeal differently to men and women, female sentiments are likely to be overrepresented, biasing the results.

This is the first evidence that lexical sentiment analysis is less able to detect the opinions of one gender than another.

The purpose of this paper is to analyse popular YouTube science video channels for evidence of attractiveness to a female audience.

The influence of presenter gender and commenter sentiment towards males and females is investigated for 50 YouTube science channels with a combined view-count approaching ten billion. This is cross-referenced with commenter gender as a proxy for audience gender.

The ratio of male to female commenters varies between 1 and 39 to 1, but the low proportions of females seem to be due to the topic or presentation style rather than the gender of the presenter or the attitudes of the commenters. Although male commenters were more hostile to other males than to females, a few posted inappropriate sexual references that may alienate females.

Comments reflect a tiny and biased sample of YouTube science channel viewers and so their analysis provides weak evidence.

Sexist behaviour in YouTube commenting needs to be combatted but the data suggest that gender balance in online science presenters should not be the primary concern of channel owners.

This is the largest scale analysis of gender in YouTube science communication.

Using bibliometrics to examine eight core journals in the year 2000 for the disciplines of higher education and library science, characteristics of the authors were determined, including gender or sex; Carnegie Classification or institutional affiliation; and position of the authors. Characteristics of the articles were also examined, including the research methods used such as descriptive statistics, inferential statistics, or qualitative analysis. A content analysis of each article was performed to determine the subjects discussed in each literature. For both disciplines, it was learned that males publish more, the highest Carnegie Classification, extensive research institutions, were represented the most, and authors came from academic departments other than their own disciplines. In higher education, inferential statistics were used frequently; in library and information descriptive statistics were used frequently; both disciplines failed to use research methodologies regularly. From these findings, it appears that both disciplines are still emerging and are in their early stages of development.