Media representation and gender bias in science

2021 ◽  
Vol 2 (1) ◽  
pp. 7-15
Author(s):  
Catherine Macdonald
Keyword(s):  
Gender Bias ◽  
Gender Stereotypes ◽  
Role Models ◽  
Cultural Beliefs ◽  
White Men ◽  
Media Representations ◽  
Women In Science ◽  
Working Environments ◽  
And Gender ◽  
And Mathematics

Research on gender bias in science has often focused on the effects of gender stereotypes or a lack of female role models on the recruitment and retention of women in science, technology, engineering and mathematics fields, or on the discrimination women scientists face. Systemic bias fuels, and is cyclically reinforced by, media representations of scientists (who are most often presented as white men). While many proposed interventions to address gender inequality in science focus on changing women’s beliefs or behaviour to help them succeed, more inclusive representation of scientists could meaningfully contribute to reshaping the cultural beliefs that act on both genders to deny women opportunities and produce inhospitable learning and working environments.

scholarly journals Ethnic minority and majority female academic staff members perspectives on women in stem in Serbia

Sociologija ◽  
2021 ◽  
Vol 63 (1) ◽  
pp. 143-165
Author(s):  
Karolina Lendák-Kabók
Keyword(s):  
Ethnic Minority ◽  
Inclusive Education ◽  
Gender Stereotypes ◽  
Role Models ◽  
Academic Staff ◽  
Women In Stem ◽  
Structured Interviews ◽  
Staff Members ◽  
Social Sciences And Humanities ◽  
And Mathematics

The paper aims to fill the gap in the scholarly literature regarding the way in which the intersection of ethnicity, gender and scientific fields shapes women?s narratives about science, technology, engineering and mathematics (STEM) fields in a multiethnic environment in Serbia. A qualitative study was conducted, capitalizing on in-depth, semi-structured of twenty semi-structured interviews conducted with university professors from ethnic minority and majority comminties, working in STEM and social sciences and humanities (SSH) field of studies in two state universiteis in Serbia. The findings indicate that ethnic minority female professors from STEM are less open to female students and colleagues in their domains and do not see the need for more women in STEM. This attitude can be traced back to these women having to overcome a ?double jeopardy? and ?symbolic violence? in a very male-dominated field, as they belong to ethnic minority and hat to deal with the lack of or with the denial of recources within institutions. Equal abilities of men and women in STEM was a topic occurring mostly in the narratives of the majority women who mostly adopted a masculine patterns of behavior and tried to become ?one of the boys?. Both minority and majority women agreed that deeply rooted gender stereotypes prevent women from choosing a career in STEM. The research identified the need for more inclusive education programs on all levels and for female role models to steer more women towards STEM.

scholarly journals Do Family Privileges Bring Gender Equality? Instrumentalism and (De) Stereotyping of STEM Career Aspiration among Chinese Adolescents

Social Forces ◽  
2019 ◽  
Vol 99 (1) ◽  
pp. 230-254
Author(s):  
Ran Liu
Keyword(s):  
Gender Stereotypes ◽  
Parental Education ◽  
Women In Science ◽  
Career Aspiration ◽  
Motivation To Learn ◽  
Economic Returns ◽  
Engineering Technology ◽  
Nationally Representative ◽  
And Mathematics ◽  
At Home

Abstract When studying the persistent underrepresentation of a women in science, engineering, technology, and mathematics (STEM) fields across different countries, some evidence shows a paradox of affluence: gender differences in STEM aspirations and outcomes are found to be more pronounced in more developed, postindustrial countries and among students from more affluent families. The argument of “indulging gendered selves” provides an explanation: students in more affluent settings are less compelled to pursue lucrative STEM careers and more encouraged to indulge gendered passions as a form of self-expression. Extending this argument, this paper uses nationally representative data from China to examine the effect of family privileges on adolescents’ STEM aspirations. Two distinct mechanisms are identified: instrumentalism, which considers the instrumental calculation of material security and economic returns in developing career aspirations, and (de) stereotyping, which considers whether family privileges cultivate or alleviate gender stereotypes. Findings show that less privileged girls such as ethnic minorities and those having rural hukou tend to have higher instrumental motivation to learn math, indicating an instrumentalism mechanism; on the other hand, girls with privileges such as higher parental education and more books at home enjoy more gender-egalitarian values, indicating a de-stereotyping mechanism. Moreover, Internet access at home as a privilege can foster gender stereotypes and decrease students’ motivation to learn math, and the latter association is stronger for girls than boys. Results suggest the importance of distinguishing the instrumentalism and (de) stereotyping mechanisms and the need for educational programs to refute gender stereotypes.

scholarly journals Calculating Queer Acceptance and Visibility: A Literature Synthesis on Queer Identity in Mathematics

2020 ◽  
Author(s):  
Matthew Voigt ◽  
Daniel L. Reinholz
Keyword(s):  
Identity Formation ◽  
Coming Out ◽  
Role Models ◽  
Secondary Mathematics ◽  
Mathematics Students ◽  
Queer Identity ◽  
Race And Gender ◽  
Unique Nature ◽  
And Gender ◽  
And Mathematics

Research, programs, and policies to support queer students in secondary mathematics environments remain largely underdeveloped and undertheorized. Mathematics education research has attended more closely to how race and gender are linked with dominant discourses of participation and mathematical performance. In this synthesis, we conducted a broad search of literature, resulting in 81 articles, related to queer student experience in all STEM environments to highlight potential practices to support inclusive environments specifically in secondary mathematics. Drawing on a queer stem identity framework (Mattheis, Arellano, Yoder, 2019) we highlight the unique nature of queer identity (e.g., the potential for one’s queer identity to be invisible) that positions queerness as unseen and irrelevant to the pursuit of STEM. The perceived masculine and heteronormative nature of mathematics environment impacts queer students when defining their queer identity and coming out in the classroom, creating a cognitively stressful experience, and leading to less robust mathematical identity formation. In order to help promote queer students in navigating these settings we document how role models and curriculum allow for a reconstruction of the nature and mathematics by promoting a connected, inclusive, and social discipline. We conclude by highlighting the need for future studies and implications for practices in order to create environments that promote the development and visibility of queer mathematics students.

scholarly journals Mathematics and Gender Stereotypes in One Jewish and One Druze Grade 5 Classroom in Israel

2011 ◽  
Vol 2011 ◽  
pp. 1-10 ◽  
Author(s):  
David Mittelberg ◽  
Osnat Rozner ◽  
Helen Forgasz
Keyword(s):  
Gender Stereotypes ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Qualitative Case Studies ◽  
Theoretical Perspectives ◽  
Gender Biases ◽  
Grade 5 ◽  
Gendered Patterns ◽  
And Gender ◽  
And Mathematics

We report findings from qualitative case studies of two grade 5 classrooms in Israel, one Jewish and one Druze. The aim was to identify classroom factors contributing to the differences in the gendered patterns of mathematics outcomes for Jewish and Arab Israeli students. Marked differences were found in the teachers' gender-related interactions with students, and their beliefs and expectations of boys' and girls' mathematical capabilities. The Jewish teacher held conventional gender-stereotyped beliefs of male mathematical superiority. The Druze teacher believed that girls required affirmative action to overcome implied gender biases in favour of males in the Druze community. The findings support earlier research and theoretical perspectives on gender-related issues in the mathematics classroom. In particular, when teachers hold gender-biased beliefs and expectations, students' classroom experiences and mathematics learning outcomes are impacted along gender lines.

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 Negotiating Love and Gender Stereotypes among Youn People: Prevalence of “Amor Ludens” and Television Preferences Rooted in Hegemonic Masculinity

2019 ◽  
Vol 8 (1) ◽  
pp. 1 ◽  
Author(s):  
Maddalena Fedele ◽  
Maria-Jose Masanet ◽  
Rafael Ventura
Keyword(s):  
University Students ◽  
Qualitative Analysis ◽  
Gender Stereotypes ◽  
Hegemonic Masculinity ◽  
Media Representations ◽  
First Year ◽  
Present Moment ◽  
The Media ◽  
And Gender ◽  
First Year University

This study was carried out in three Iberian-American countries, Colombia, Spain and Venezuela, to identify the stereotypes of love and gender professed among youth and compare them to those they prefer in television fiction series, i.e., those able to influence their identities and values. From an interdisciplinary perspective, the study involved a survey of 485 first-year university students, and a qualitative analysis of the media representations preferred by them. The results showed a preference for "amor ludens", based on enjoyment and the present moment, and a gap between the cognitive and emotional spheres of some youth who consider themselves distant from stereotypical, heteronormative and patriarchal models, but who choose media representations that match these models and the traditional gender portrayals.

scholarly journals Quality and quantity : gender representation in teacher discourse and kindergarten math curriculum

2021 ◽  
Author(s):  
◽  
Alexandria Otis
Keyword(s):  
Teacher Perceptions ◽  
Gender Bias ◽  
Gender Stereotypes ◽  
Mathematics Classroom ◽  
Instructional Materials ◽  
Curriculum Materials ◽  
Teacher Interviews ◽  
Intended Curriculum ◽  
Diversity And Inclusion ◽  
And Gender

We know that women are underrepresented in math-intensive fields despite marginal gender differences in mathematical performance. Some researchers believe that societal factors contribute to this problem and have called for more nuanced methodologies to examine why underrepresentation and gender stereotypes about math continue to persist. The purpose of this study was to examine what messages teachers and instructional materials convey in a kindergarten mathematics classroom through discourse analysis of the intended curriculum and teacher perceptions guided by the following research questions: (1) How does the Everyday Mathematics kindergarten curriculum and supplemental curriculum materials position and write about girls in comparison to boys? and (2) How do teachers describe girls in comparison to boys and position them when discussing their beliefs about mathematics instruction and equity in the kindergarten classroom? Findings from the intended curriculum and teacher interviews include: (1) teachers and curriculum predominantly use inclusive and non-gendered language, (2) teachers and curriculum represent girls and boys similarly; however, subtle gender bias in language and illustrations persists. Further examination of subtle gender bias revealed that boys are privileged in language and illustrations, and that intentional non-stereotypical representations of girls are more prevalent than non-stereotypical representations of boys. In conclusion, teachers and curriculum materials represent girls and boys more equitably than found in previous studies; however, subtle gender bias persists. These findings extend conversations of diversity and inclusion currently conducted at the study site by intentionally focusing on gender in addition to other identities. In turn, curriculum developers could consider less privileging of boys in language and illustrations, and teachers and curriculum writers could more intentionally represent both girls and boys more frequently in non-stereotypical roles and ways.

scholarly journals The influence of early experiences and university environment for female students choosing geoscience programs: a case study at Universidad de Chile

2020 ◽  
Vol 53 ◽  
pp. 227-244
Author(s):  
Tania Villaseñor ◽  
Sergio Celis ◽  
Juan Pablo Queupil ◽  
Luisa Pinto ◽  
Maisa Rojas
Keyword(s):  
Undergraduate Students ◽  
Early Period ◽  
Female Students ◽  
Women In Science ◽  
Female Representation ◽  
Undergraduate Enrollment ◽  
Gender Based ◽  
And Gender ◽  
And Mathematics

Abstract. This case study addresses the experiences of female undergraduate students in the geology and geophysics programs at Universidad de Chile. These majors are part of the Faculty of Physical Sciences and Mathematics (FCFM) and have a relatively large proportion of female representation compared to the other engineering and science majors at FCFM that are dominated by male students. We interviewed 12 female students in geoscience majors to understand (a) the reasons for choosing geoscience as a major and (b) their experiences both at FCFM and in geoscience in an institution with a strong masculine environment that aims to increase women's undergraduate enrollment. We found that the decision to pursue a geoscience career was made during high school, and they maintained this decision during the first years of college, which is heavily focused on mathematics and physics, with no geoscience-related courses. During this early period in college, known as the common core program, students perceived a hostile environment due to high academic demands and gender-based discrimination. Their experiences had a positive shift once they started the geoscience courses in their fifth or sixth semester. The relatively large proportion of female students in the geoscience majors at FCFM creates a positive environment in which the participants developed a sense of belonging in the geoscience community. Students also felt that the feminist movement during 2018 in Chile positively influenced their perspectives on their path at FCFM. These findings give insights for developing strategies to increase early interest, participation, and satisfaction of women in science, technology, engineering, and mathematics (STEM) disciplines at various educational levels.

scholarly journals ‘It Is Time to Operate Like a Woman’: A Corpus Based Study of Representation of Women in STEM Fields in Social Media

2019 ◽  
Vol 9 (5) ◽  
pp. 217
Author(s):  
Reem Alkhammash
Keyword(s):  
Social Media ◽  
Gender Stereotypes ◽  
Women In Science ◽  
Women In Stem ◽  
Stem Fields ◽  
Representation Of Women ◽  
Gender Biases ◽  
Twitter Users ◽  
And Mathematics ◽  
And Function

This study explores the discourse of women in science, technology, engineering and mathematics or medicine (STEM) fields produced by Twitter users on social media, with a particular focus on language usage and function in this discourse. The exploration of the women in STEM discourse was achieved by collecting a body of tweets using popular hashtags addressing women in STEM from the last week of October 2017. Following a corpus-based approach, this study analyzes the most frequent evaluative adjectives and 4-grams. Results from the analysis of evaluative adjectives show that Twitter users represent women in STEM fields positively by using positive adjectives such as great, amazing, inspirational etc. Furthermore, the analysis of the most frequent 4-grams reveals that Twitter users employ hashtags such as #ilooklikeasurgeon and #womeninSTEM to promote the work of women in STEM fields, show their appreciation of women working and studying in STEM and challenge prevalent gender stereotypes of STEM professions. It was found that the production of women in STEM discourse by most Twitter users has contributed to increasing the strength of women in the STEM community in social media, evidenced by their practices of advocacy, networking and challenging gender biases online. The discourse of women in STEM in social media is an example of discursive activism that focuses on the larger dialogue of women in STEM and highlights dominant forms of sexism and gendered stereotypes of women’s work in male dominated professions.

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