Moving.

Examples of realized scientific careers can provide ideas and inspiration for others aiming to pursue such careers. Here I recount in brief the story of my long career in primatology (1973 to the present), focusing on one enduring theme in my research: the nature and genesis of goal-directed action (evident in movement). The story begins in graduate school, passes through developing my own laboratory, on to pursuing a spectrum of studies with mentees and collaborators, developing a theoretical explanatory framework for goal-directed action that I think holds promise for the field as a whole, and ends with an exciting field project that seems a suitable finale to my career. I mention the value to me, the field, and society of participation in scientific societies, including the American Society of Primatologists, throughout my career.

Outstanding women psychologists mainly from Europe - What helped and what limited them in their scientific careers? Guidelines for gender equity programs in academia.

The manuscript is based on a series of structured interviews with female scientists from around the world who have made significant contributions to psychology and have an impact on their cultural areas. The authors interviewed female scientists and researchers from a similar age group, but from different regions of the world, to capture the factors influencing careers of interlocutors from a similar period and enabling cultural inference. Both the universal and the cultural barriers faced by female scientists/researchers in career development and the factors that have contributed to success in psychology are discussed. Universal and cultural factors served in this manuscript as a guideline for gender equality programs in academia to overcome gender stereotypes, support early career development, support women in reaching leadership positions, and enhance women's visibility.

Scientific career tracks and publication performance - relationships discovered in the Hungarian academic promotion system.

The paper aims to investigate the research patterns of Hungarian university full professors and career pathways in various disciplines. Hungary has a so-called 'multi-stage' formalized hierarchy that clearly defines the steps leading to achieve the appointment of full professor. Following the theoretical chapter in which different career scenarios - such as 'Top Researcher', 'Outstanding Lecturer' and 'Local Manager' are presented, an empirical analysis is carried out. The sample consists of a group of 327 professors. Our results point out that there are different research patterns and a significant gap can be observed between disciplines rather preferring international publication (scored by SJR) and the ones opting for publishing monographs. As far as career paths concerned, it was found that the number of years until reaching the PhD degree ranges between 6-13 years, 15.5-22 years are needed on average to achieve habilitation, while the time needed for getting the title of full professor ranges between 22-27 years. It is clearly perceivable that the gap in the number of years converges until reaching full professorship in each and every discipline.

Institutional-level drivers of gender-inequitable scientific career progression in sub-Saharan Africa.

BACKGROUND: This study sought to determine how institutional environments, including values, policies, and their implementation, shape inequities in scientific career progression for women and men, and their disadvantages in relation to their multiple social identities in sub-Saharan Africa (SSA). The findings are drawn from a wider research study that was aimed at gaining an in-depth understanding of the barriers and enablers of gender-equitable scientific career progression for researchers in SSA. This was nested within the context of the Developing Excellence in Leadership, Training and Science in Africa (DELTAS Africa) programme-a health-based scientific research capacity-strengthening initiative. METHODS: The study adopted an exploratory qualitative cross-sectional study design. In-depth interviews (IDIs) with trainees/research fellows at various career stages supported and/or affiliated to three purposively selected DELTAS Africa Research Consortia were the main method of data collection. In addition, key informant interviews (KIIs) with consortia research leaders/directors, co-investigators, and the consortia management team were also conducted to corroborate information gathered from the IDIs, and also to provide additional insights on the drivers of intersectional gender-inequitable career progression. In total, 58 IDIs (32 female and 26 male) and 20 KIIs (4 female and 16 male) were conducted. The interviews were carried out in English between May and December 2018. The data were analysed inductively based on emergent themes. RESULTS: Three interrelated themes were identified: first, characterization of the institutional environment as highly complex and competitive with regard to advancement opportunities and funding structure; second, inequitable access to support systems within institutions; third, informal rules-everyday experiences of negative practices and culture at the workplace, characterized by negative stereotypical attitudes, gender biases, sexual harassment, and bullying and intimidation. CONCLUSIONS: We contend that understanding and addressing the social power relations at the meso-institutional environment and macro-level contexts could benefit career progression of both female and male researchers by improving work culture and practices, resource allocation, and better rules and policies, thus fostering positive avenues for systemic and structural policy changes.

An intersectional gender analysis of familial and socio-cultural drivers of inequitable scientific career progression of researchers in Sub-Saharan Africa.

BACKGROUND: Sub-Saharan Africa (SSA) suffers from a dearth of concrete information on the causes of women's under-representation in scientific research workforce particularly at higher levels compared with the wealth of information that exists in the global north. The goal of this study was to illuminate familial and socio-cultural drivers that contribute to intersectional gender inequities in scientific career progression in SSA to inform strategies that could promote career equity for African scientific researchers. METHODS: This study was nested within the context of 'Developing Excellence in Leadership, Training and Science in Africa' (DELTAS Africa)-a health-based scientific research capacity strengthening initiative. It adopted an exploratory qualitative cross-sectional study design. In-depth interviews were conducted among 58 (32 Female and 26 Male) trainees/research fellows at various career stages, affiliated to three purposively selected African Research Consortia. The interviews were conducted between May and December 2018 in English. The data were analysed inductively based on emergent themes. RESULTS: The study participants were nationals of thirteen SSA countries. More female than male participants had young children. Four themes were identified. They illustrate women's and men's characterisation of the normative career pathway and progression requirements which calls for significant 'time' commitments (theme 1), and how social power relations of gender within the family and wider society shapes their participation in scientific research activities (theme 2). This culminates in researchers'' differential experiences of navigating between the 'two different lives'-family and career, and the resultant implications for their career progression and personal well-being (theme 3). Women researchers made different and conscious trade-offs for navigating the 'two different lives' by utilising various metaphors such as the 'biological clock and career clock', the 'glass ball and rubber ball', and the concept of 'sacrifice' (theme 4). CONCLUSIONS: This study is the first of its kind to demonstrate how intersectional gender analysis through use of qualitative research methods may provide novel insights into the hidden familial and socio-cultural drivers of gender inequitable scientific research career progression. It offers important policy and practice measures and approaches for fostering career equity for women and men scientists within research capacity strengthening initiatives in SSA.

Del aula al laboratorio, tres mujeres científicas en la historia de la psicología argentina / Da sala de aula ao laboratório, três mulheres cientistas na história da psicologia argentina / From the classroom to the laboratory, three women scientists in the history of Argentinian Psychology

Se describe la integración de tres mujeres argentinas a la carrera científica durante la década de 1960 desde sus estudios doctorales en un laboratorio extranjero. Se analizan los auspicios personales y los apoyos en políticas públicas que les otorgaron oportunidades para producir y gestionar ciencia. Se trata de Hermelinda Fogliatto, Rosalía Paiva y Ana María Insúa quienes comenzaron su actividad profesional en el ámbito educativo accediendo a la Psicología. Cuando en el país no existía tradición de promover doctorados en esa disciplina, ellas lo lograron en el Laboratorio de Psicometría de la Universidad de Loyola (Chicago) bajo la dirección de Horacio Rimoldi, quien las impulsó en su carrera. Desde modelos factoriales, condujeron investigaciones sobre procesos de pensamiento para la resolución de problemas que se convirtieron en referencia internacional. Las tres mujeres se desempeñaron en instituciones de Estados Unidos con financiamiento de agencias oficiales de salud y educación. Dos de ellas regresaron a Argentina donde ingresaron al Consejo Nacional de Investigaciones Científicas y Técnicas. Se discute el rol de dicha institución en la promoción de la investigación en psicología, el lugar de la misma en las carreras universitarias y su incidencia en el perfil de psicólogo.(AU)

O processo de integração de três mulheres argentinas na carreira científica é descrito a partir do momento em que eles obtiveram um doutorado em psicologia enquanto estavam trabalhando em um laboratório estrangeiro durante a década de 1960. A trajetória de Hermelinda Fogliatto, Rosalía Paiva e Ana María Insúa é retratada revelando sua chegada da educação ao campo da psicologia. Enquanto não havia tradição de promover o doutorado em psicologia na Argentina, eles conseguiram nesse objetivo sob a direção de Horacio Rimoldi no Laboratório Psicométrico da Universidade de Loyola (Chicago), que as encorajou em suas carreiras. Eles realizaram pesquisas sobre o processo de pensamento para resolução de problemas, com o modelo fatorial, consideradas como referência internacional. Trabalharam para organizações apoiadas pelas agências de Saúde e Educação dos Estados Unidos. Duas delas retornaram à Argentina onde trabalharam para o Consejo Nacional de Investigaciones Científicas y Técnicas. Discute-se o papel desta instituição na promoção da pesquisa psicológica bem como o lugar da pesquisa no treinamento e perfil dos psicólogos.(AU)

The integration of three Argentine women in the scientific career is described from the time they obtained a PhD in Psychology while working at a foreign laboratory in the 60's. The auspices under which they were integrated in the scientific career and the public policies which supported them are analyzed to understand how they took advantage from the opportunities they had to produce and manage science. The paths of Hermelinda Fogliatto, Rosalía Paiva and Ana María Insúa are portrayed revealing their arrival from education to the field of psychology. While there was no tradition of promoting PHDs on psychology in Argentina, they achieved this goal at the Psychometric Laboratory of Loyola University (Chicago) under the direction of Horacio Rimoldi, who encouraged their careers. Applying factorial models, they conducted research on the thinking process for problem solving, which was considered work of international reference. These women worked for organizations supported by Health and Education agencies of the United States. Two of them returned to Argentina where they worked for the National Council of Scientific and Technical Research. The role of this institution for the promotion of psychology research is discussed, as well as the place research had in psychologists training and profiles.(AU)

ERA-EDTA fellowship, a 'bonne opportunité': the scientific and human experience of a fellow.

As a fellow of the ERA-EDTA long-term fellowship programme, I spent two fantastic years as a post-doc in Prof. D. Eladari's laboratory at Inserm U970, Paris-Cardiovascular Research Centre. It was a highly formative and productive scientific experience. On a personal level, immersion into the French society and the international environment of the laboratory were added bonuses that enriched my experience. I am honoured to report my experience here from the ERA-EDTA fellowship programme. I hope this will inspire young fellows to apply for such a programme and pursue their career in science. Good mentorship, a passion for scientific investigation and determination are required.