From Interactions to Identity: Linking Communicative Experiences to Academic Career Intentions of Female Early Career Researchers

• Applicants: Professorin Fabiola Gerpott, Ph.D.; Dr. Clara Sofie Hemshorn de Sánchez; Professorin Dr. Nale Lehmann-Willenbrock
• Subject Area: Social Psychology, Industrial and Organisational Psychology
• Term: since 2025
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 571990668

The doctoral phase is crucial in determining whether and how emphatically early-career researchers develop an identity as a researcher and feel confident about pursuing a career in academia. Female doctoral candidates face particular challenges in this regard. As explanatory mechanisms for gender differences in this critical early career phase, this project examines challenges at the micro-level of social interactions. Our approach draws on sociological research that views interactions as the space in which gender differences emerge and are reinforced. We investigate to what extent social interactions in academic contexts are shaped by either a promotion- or prevention-orientation and how these orientations lead to gender-specific inequalities in behavior towards doctoral candidates. An accumulation of seemingly small incidents in which doctoral candidates feel challenged or overlooked can significantly shape their perception of academic identity, the academic system, and their personal fit within that system. In sum, such negative micro-experiences—which female doctoral candidates may be more frequently exposed to than male candidates—can lead to women feeling more alienated from academia and more likely to consider exiting the field. Building on our previous collaboration, we propose three field studies aimed at identifying gender-specific behavioral mechanisms in the context of conversation dynamics in academia (Studies 1 and 2), as well as testing a micro-intervention strategy to promote behavioral change, with the goal of fostering the academic identity of doctoral candidates and leading to more positive career assessments (Study 3). Specifically, in Study 1, we examine the conversation dynamics of typical panel discussions and expert roundtables for early-career researchers at conferences, investigating to what extent these discussions are influenced by a promotion- or prevention-focus and whether they could potentially discourage female early-career researchers. Study 2 analyzes conversation patterns in regular one-on-one meetings between professors and doctoral candidates, exploring whether these patterns take on gender-specific forms and influence the academic identity and career plans of female and male doctoral candidates. Finally, Study 3 develops a mini-intervention to promote career-related proactive behavior, expecting positive impacts on the academic identity and career intentions of doctoral candidates. These studies provide necessary empirical nuances to the discussion of subtle discrimination experiences and identify specific, actionable behavioral levers for gender equality and equal opportunities in academia.

• DFG Programme: Research Grants