scholarly journals Quality of evidence revealing subtle gender biases in science is in the eye of the beholder

2015 ◽  
Vol 112 (43) ◽  
pp. 13201-13206 ◽  
Author(s):  
Ian M. Handley ◽  
Elizabeth R. Brown ◽  
Corinne A. Moss-Racusin ◽  
Jessi L. Smith
Keyword(s):  
Gender Bias ◽  
Stem Fields ◽  
Double Blind ◽  
Science Technology ◽  
Gender Biases ◽  
Culture Of Science ◽  
Stem Faculty ◽  
And Mathematics ◽  
Abstract Reporting

Scientists are trained to evaluate and interpret evidence without bias or subjectivity. Thus, growing evidence revealing a gender bias against women—or favoring men—within science, technology, engineering, and mathematics (STEM) settings is provocative and raises questions about the extent to which gender bias may contribute to women’s underrepresentation within STEM fields. To the extent that research illustrating gender bias in STEM is viewed as convincing, the culture of science can begin to address the bias. However, are men and women equally receptive to this type of experimental evidence? This question was tested with three randomized, double-blind experiments—two involving samples from the general public (n = 205 and 303, respectively) and one involving a sample of university STEM and non-STEM faculty (n = 205). In all experiments, participants read an actual journal abstract reporting gender bias in a STEM context (or an altered abstract reporting no gender bias in experiment 3) and evaluated the overall quality of the research. Results across experiments showed that men evaluate the gender-bias research less favorably than women, and, of concern, this gender difference was especially prominent among STEM faculty (experiment 2). These results suggest a relative reluctance among men, especially faculty men within STEM, to accept evidence of gender biases in STEM. This finding is problematic because broadening the participation of underrepresented people in STEM, including women, necessarily requires a widespread willingness (particularly by those in the majority) to acknowledge that bias exists before transformation is possible.

scholarly journals Maybe She Is Relatable

2018 ◽  
Vol 42 (2) ◽  
pp. 192-219 ◽  
Author(s):  
Evava S. Pietri ◽  
India R. Johnson ◽  
Ezgi Ozgumus ◽  
Alison I. Young
Keyword(s):  
Gender Bias ◽  
Harmful Effect ◽  
Women Scientists ◽  
Woman Scientist ◽  
Stem Fields ◽  
Female Scientist ◽  
Control Information ◽  
Women College Students ◽  
Science Technology ◽  
And Mathematics

In the current research, we explored whether informing women about gender bias in science, technology, engineering, and mathematics (STEM) would enhance their identification with a female scientist and whether this increased identification would in turn protect women from any adverse effects of gender bias information. We found that, relative to a control information condition, gender bias information promoted beliefs that a successful woman (but not a man) scientist had encountered bias and encouraged identification with that woman scientist. Feelings of empathic concern was an important mechanism underlying this increased identification (Experiments 2 and 3). Moreover, when presented with a man scientist, information about gender bias in STEM decreased female participants’ anticipated belonging and trust in a STEM environment, compared to participants in a control information condition (Experiment 1a and 1b). However, identifying with a woman scientist after learning about sexism in STEM fields alleviated this harmful effect. Finally, compared to those in the control condition, women college students who learned about gender bias reported greater interest in interacting with a woman STEM professor at their university (Experiment 3). Our results suggest that interventions that teach women about gender bias in STEM will help women identify with women scientists. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684317752643 .

scholarly journals Perceptions of stereotypes applied to women who publicly communicate their STEM work

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Merryn McKinnon ◽  
Christine O’Connell
Keyword(s):  
Institutional Change ◽  
Role Models ◽  
Stem Fields ◽  
Cultural Backgrounds ◽  
Negative Stereotypes ◽  
Science Technology ◽  
Gender Biases ◽  
Academic Settings ◽  
Predominantly Female ◽  
And Mathematics

AbstractGender biases and stereotypes are prevalent in science, technology, engineering and mathematics (STEM) fields, which can create obstacles for the attraction, retention and progression of girls and women to STEM studies and careers. There are many initiatives which are used to attempt to address these biases and stereotypes, including the use of visible role models. This study explores the perceptions of the stereotypes applied to female STEM professionals who publicly speak about their work in both academic and non-academic settings. Using workshops with over 300 participants, predominantly female STEM professionals, from over 25 different cultural backgrounds, the results showed women who publicly communicate their work are likely to be stereotyped as ‘bitchy’, ‘bossy’, and ‘emotional’—often by their own gender. These findings suggest that women may be in a more vulnerable position when communicating publicly about their work, which could have implications for them participating fully in their careers. It may also have implications for programs which use role models to address prevailing STEM stereotypes. Systematic cultural and institutional change is needed in STEM fields to address the underlying bias and negative stereotypes facing women. However, it should be ensured that the intended solutions to facilitate this change are not compounding the problem.

Using Video to Increase Gender Bias Literacy Toward Women in Science

2016 ◽  
Vol 41 (2) ◽  
pp. 175-196 ◽  
Author(s):  
Evava S. Pietri ◽  
Corinne A. Moss-Racusin ◽  
John F. Dovidio ◽  
Dipika Guha ◽  
Gina Roussos ◽  
...  
Keyword(s):  
Gender Bias ◽  
Women In Science ◽  
Mathematics Interventions ◽  
Gender Inequity ◽  
Unfair Treatment ◽  
Science Technology ◽  
Gender Biases ◽  
Expert Interview ◽  
Underrepresentation Of Women ◽  
And Mathematics

Despite evidence that gender biases contribute to the persistent underrepresentation of women in science, technology, engineering, and mathematics, interventions that enhance gender bias literacy about these fields remain rare. The current research tested the effectiveness of two theoretically grounded sets of videos at increasing gender bias literacy as characterized by (a) awareness of bias, (b) knowledge of gender inequity, (c) feelings of efficacy at being able to notice bias, and (d) recognition and confrontation of bias across situations. The narrative videos utilized entertaining stories to illustrate gender bias, while the expert interview videos discussed the same bias during an interview with a psychology professor. The narrative videos increased participants’ immersion in the story and identification with characters, whereas the expert interviews promoted logical thinking and perceptions of being knowledgeable about gender bias facts. Compared with control videos, the narrative and expert interview videos increased awareness of bias (Experiments 1 and 2) and influenced knowledge of gender inequity, self-efficacy beliefs, and the recognition of bias in everyday situations (Experiment 2). However, only the expert interview videos affected participants’ intentions to confront unfair treatment. Additional online materials for this article are available to PWQ subscribers on PWQ’s website at http://pwq.sagepub.com/supplemental

scholarly journals A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life Scientists

2016 ◽  
Vol 15 (3) ◽  
pp. ar29 ◽  
Author(s):  
Corinne A. Moss-Racusin ◽  
Jojanneke van der Toorn ◽  
John F. Dovidio ◽  
Victoria L. Brescoll ◽  
Mark J. Graham ◽  
...  
Keyword(s):  
Gender Bias ◽  
Life Sciences ◽  
Women In Science ◽  
Summer Institute ◽  
Science Technology ◽  
Gender Biases ◽  
Participation Of Women ◽  
Underrepresentation Of Women ◽  
And Mathematics ◽  
Science Instructors

Mounting experimental evidence suggests that subtle gender biases favoring men contribute to the underrepresentation of women in science, technology, engineering, and mathematics (STEM), including many subfields of the life sciences. However, there are relatively few evaluations of diversity interventions designed to reduce gender biases within the STEM community. Because gender biases distort the meritocratic evaluation and advancement of students, interventions targeting instructors’ biases are particularly needed. We evaluated one such intervention, a workshop called “Scientific Diversity” that was consistent with an established framework guiding the development of diversity interventions designed to reduce biases and was administered to a sample of life science instructors (N = 126) at several sessions of the National Academies Summer Institute for Undergraduate Education held nationwide. Evidence emerged indicating the efficacy of the “Scientific Diversity” workshop, such that participants were more aware of gender bias, expressed less gender bias, and were more willing to engage in actions to reduce gender bias 2 weeks after participating in the intervention compared with 2 weeks before the intervention. Implications for diversity interventions aimed at reducing gender bias and broadening the participation of women in the life sciences are discussed.

To Pursue or Not to Pursue STEM? Faculty Behavior Enhances Student Involvement in STEM Roles by Signaling Role-Specific Support

2021 ◽  
pp. 194855062110350
Author(s):  
Jasmine B. Norman ◽  
Melissa A. Fuesting ◽  
Danielle M. Geerling ◽  
Jacqueline M. Chen ◽  
Shelly L. Gable ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Student Involvement ◽  
Stem Fields ◽  
Science Technology ◽  
Faculty Behavior ◽  
Specific Support ◽  
Stem Students ◽  
Stem Faculty ◽  
And Mathematics ◽  
Student Relationship

Four studies examine the faculty–student relationship as a mechanism through which students ascertain their place in science, technology, engineering, and mathematics (STEM) fields. Studies 1 and 2 use experimental methods to demonstrate STEM faculty who behave communally, relative to independently, increase undergraduates’ belonging and interest in STEM roles through anticipation of greater role-specific support (i.e., support that emphasizes guiding students through structures and activities of field-specific roles). Study 3 then examined the consequences of role-specific support for undergraduates’ belonging and interest in STEM. Students anticipated more belonging and interest in STEM roles when faculty provided high levels of role-specific support. Finally, STEM doctoral students’ perception of role-specific support from faculty related to their belonging and future identification in STEM fields (Study 4). Taken together, these studies demonstrate the importance of students’ construals of role-specific support from faculty, and how faculty behavior signals role-specific support, with benefits for student involvement in STEM.

scholarly journals Gender Differences in Academic Efficacy across STEM Fields

2021 ◽  
pp. 073112142110286
Author(s):  
Jennifer Ashlock ◽  
Miodrag Stojnic ◽  
Zeynep Tufekci
Keyword(s):  
Gender Differences ◽  
Gender Gap ◽  
Meaning Making ◽  
Stem Fields ◽  
Data Set ◽  
Science Technology ◽  
Middle Schoolers ◽  
Self Assessments ◽  
Math Grades ◽  
And Mathematics

Cultural processes can reduce self-selection into math and science fields, but it remains unclear how confidence in computer science develops, where women are currently the least represented in STEM (science, technology, engineering, and mathematics). Few studies evaluate both computer skills and self-assessments of skill. In this paper, we evaluate gender differences in efficacy across three STEM fields using a data set of middle schoolers, a particularly consequential period for academic pathways. Even though girls and boys do not significantly differ in terms of math grades and have similar levels of computer skill, the gender gap in computer efficacy is twice as large as the gap for math. We offer support for disaggregation of STEM fields, so the unique meaning making around computing can be addressed.

scholarly journals Supervising Students in Scientific Writing for Peer Review & Possible Publication

2020 ◽  
Vol 82 (3) ◽  
pp. 158-161
Author(s):  
Diyora Abdukhakimova ◽  
Yingqiu Xie
Keyword(s):  
Learning Outcomes ◽  
Early Career ◽  
Impact Factor Journal ◽  
Course Assessment ◽  
Science Technology ◽  
Biology Learning ◽  
And Mathematics ◽  
Number Of Citations ◽  
Journal Impact

Innovation in assessment of STEM (science, technology, engineering, and mathematics) courses in subjects such as biology and biochemistry is a widely discussed topic. We report the use of a novel, research-integrated course assessment designed to increase students' self-motivation and improve their learning outcomes. We encouraged submissions to peer-reviewed journals, supported by stepwise supervision on writing by the instructor, which led to possible publication of some student-written articles. We compared the results from two classes in 2015 and 2016, assessing the quality of the published articles on the basis of journal impact factor, journal Scopus score, and number of citations of each article, using supervised assignments to fulfill this goal. Assessment of research-integrated biology learning via potential publishing may motivate students to actively learn a biochemistry topic and encourage early-career professional development.

Navigating the Landscape of the STEM Professoriate

2019 ◽  
pp. 22-65
Author(s):  
Pamela M. Leggett-Robinson ◽  
Brandi Campbell Villa
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Women Of Color ◽  
Institutional Racism ◽  
Stem Fields ◽  
Self Presentation ◽  
Science Technology ◽  
Trade Magazines ◽  
And Mathematics ◽  
Theses And Dissertations

In 1976, the challenges faced by women of color who pursue careers in science, technology, engineering, and mathematics (STEM) fields were first brought to national attention. Forty-two years later, the authors re-examine the challenges, barriers, and successes of women of color in STEM higher education. This chapter examines the landscape of the STEM professoriate through a literature review (journals, trade magazines, theses, and dissertations) and reflective shorts and quotes from women of color navigating the STEM professoriate. The literature review spans a 10-year period (2008-2018). Both the review and the reflections focus on the areas of STEM belonging, self-presentation, stereotyping, institutional racism, discrimination, and tokenism as challenges faced by women of color in the STEM professoriate. Additionally, mechanisms used by women of color to navigate and succeed despite these barriers, such as mentoring, are explored throughout.

scholarly journals Breaking Down Silos Working Meeting: An Approach to Fostering Cross-Disciplinary STEM–DBER Collaborations through Working Meetings

2019 ◽  
Vol 18 (3) ◽  
pp. mr3
Author(s):  
Daniel L. Reinholz ◽  
Tessa C. Andrews
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Stem Education ◽  
Research Priorities ◽  
Deep Understanding ◽  
Institutional Transformation ◽  
Stem Fields ◽  
Professional Societies ◽  
Science Technology ◽  
And Mathematics

There has been a recent push for greater collaboration across the science, technology, engineering, and mathematics (STEM) fields in discipline-based education research (DBER). The DBER fields are unique in that they require a deep understanding of both disciplinary content and educational research. DBER scholars are generally trained and hold professional positions in discipline-specific departments. The professional societies with which DBER scholars are most closely aligned are also often discipline specific. This frequently results in DBER researchers working in silos. At the same time, there are many cross-cutting issues across DBER research in higher education, and DBER researchers across disciplines can benefit greatly from cross-disciplinary collaborations. This report describes the Breaking Down Silos working meeting, which was a short, focused meeting intentionally designed to foster such collaborations. The focus of Breaking Down Silos was institutional transformation in STEM education, but we describe the ways the overall meeting design and structure could be a useful model for fostering cross-­disciplinary collaborations around other research priorities of the DBER community. We describe our approach to meeting recruitment, premeeting work, and inclusive meeting design. We also highlight early outcomes from our perspective and the perspectives of the meeting participants.

Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas

2020 ◽  
pp. 153819272091836
Author(s):  
Elsa Gonzalez ◽  
Cecilia Contreras Aguirre ◽  
Joenie Myers
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Resilience Theory ◽  
Stem Fields ◽  
Higher Education Institution ◽  
Stem Majors ◽  
Latina Students ◽  
Science Technology ◽  
Tier 1 ◽  
And Mathematics

This study examined the success and persistence of Latina students in the complex environment of science, technology, engineering, and mathematics (STEM) fields at a Tier 1 Research higher education institution in Texas. For this qualitative study, 10 Latina students pursuing STEM majors were interviewed within a framework focusing on Greene’s resilience theory. Results of this study suggest a strong likelihood for Latinas to succeed in STEM fields because of their development of resilience.

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