Investor Preference for Director Characteristics: Portfolio Choice with Gender Bias

2019 ◽  
Vol 95 (5) ◽  
pp. 117-147
Author(s):  
Henry L. Friedman
Keyword(s):  
Gender Bias ◽  
Portfolio Choice ◽  
Female Directors ◽  
Gender Biases ◽  
Potential Channels ◽  
And Performance ◽  
And Gender ◽  
Using Data ◽  
Director Characteristics ◽  
Investor Preference

ABSTRACT This study examines whether investor-level preferences for director characteristics influence portfolio choices, using data on the U.S. holdings of non-U.S. funds. Consistent with bias-based preferences influencing portfolio allocations, funds from countries with greater gender inequality invest less and hold smaller stakes in firms with more female directors. Since variation in funds' home country gender biases are plausibly unrelated to the selection and performance of female directors in U.S. firms, the empirical strategy mitigates endogeneity concerns arising from estimates based on associations between market performance and gender demographics. The study contributes by linking investments to measured gender biases and by providing evidence, through additional analysis, of potential channels through which gender bias may affect portfolio choice. JEL Classifications: G11; J16; M10.

scholarly journals Questioning Racial and Gender Bias in AI-based Recommendations: Do Espoused National Cultural Values Matter?

2021 ◽  
Author(s):  
Manjul Gupta ◽  
Carlos M. Parra ◽  
Denis Dennehy
Keyword(s):  
United States ◽  
Cultural Values ◽  
Gender Bias ◽  
The United States ◽  
Compelling Evidence ◽  
Research Attention ◽  
Academic Literature ◽  
Gender Biases ◽  
Significant Research ◽  
And Gender

AbstractOne realm of AI, recommender systems have attracted significant research attention due to concerns about its devastating effects to society’s most vulnerable and marginalised communities. Both media press and academic literature provide compelling evidence that AI-based recommendations help to perpetuate and exacerbate racial and gender biases. Yet, there is limited knowledge about the extent to which individuals might question AI-based recommendations when perceived as biased. To address this gap in knowledge, we investigate the effects of espoused national cultural values on AI questionability, by examining how individuals might question AI-based recommendations due to perceived racial or gender bias. Data collected from 387 survey respondents in the United States indicate that individuals with espoused national cultural values associated to collectivism, masculinity and uncertainty avoidance are more likely to question biased AI-based recommendations. This study advances understanding of how cultural values affect AI questionability due to perceived bias and it contributes to current academic discourse about the need to hold AI accountable.

Ethnic and Gender Biases in Clinical Performance Assessment (CPA) in Healthcare Education: A Systematic Review

2019 ◽  
Author(s):  
Iris C.I. Chao ◽  
Efrem Violato ◽  
Brendan Concannon ◽  
Charlotte McCartan ◽  
Katarzyna Nicpon ◽  
...  
Keyword(s):  
Systematic Review ◽  
Gender Bias ◽  
Critical Review ◽  
Clinical Performance ◽  
Quality Criteria ◽  
Current Evidence ◽  
Gender Biases ◽  
Study Results ◽  
Frame Of Reference Training ◽  
And Gender

Abstract Background: Several forms of bias, including ethnic and gender bias, are thought to impact evaluations on Clinical Performance Assessments (CPAs). Unfairness may influence student learning attitudes if a loss of trust causes a lack of engagement in learning. Understanding the biases occurring in CPAs can lead to well-designed examiner training to ensure equality and fairness. The purpose of this systematic review is to determine the current evidence in the literature for ethnic and/or gender bias by examiners evaluating pre-licensure healthcare students in CPAs using standardized patients (SPs). Methods: Literature was systematically searched in CINAHL, PubMed and Medline from inception to February 2019, and no date range was set. Studies related to the investigation of ethnic and/or gender biases occurring in CPAs using SPs for examining health professions students were selected. A systematic review was conducted to assess the methodological quality and strength of evidence of relevant research and to identify if any potential ethnic and/or gender bias occurred in CPAs. The Guidelines for Critical Review were used to appraise the selected studies. Results: Nine studies published from 2003 to 2017 were retrieved for review. Three studies met all the Guidelines for Critical Review quality criteria, indicating stronger evidence of their outcomes, two of the studies reported ethnic and/or gender bias existing in the CPAs. Overall, four studies found ethnic and/or gender bias in CPAs, but all study results had small effect sizes. Conclusions: No systematic and consistent bias was found across the studies; nonetheless, the possibility of ethnic or gender bias by some examiners cannot be ignored. To minimize potential examiner bias, the investigation of Frame of Reference training, multiple examiners per station, and combination assessments in CPAs is recommended.

Obstetrics and birth: effects of experiences and gender bias on student test scores

2021 ◽  
Vol 11 (1) ◽  
pp. 27-33
Author(s):  
Glen Keating ◽  
Amy Marsh ◽  
Adisack Nhouyvanisvong ◽  
Steven Mountfort ◽  
Ron Lawler
Keyword(s):  
Gender Bias ◽  
Test Scores ◽  
Female Students ◽  
Sex Bias ◽  
Individual Student ◽  
Male And Female ◽  
Skills Laboratory ◽  
Minimal Difference ◽  
And Gender ◽  
Using Data

Objectives: Paramedic education requires all students have the experience of attending childbirth. Obstetric (OB) experiences are limited for students in hospitals and even more so in the field. Gender bias may exist in hospital OB rotations for paramedic students but research on this is limited. This study is intended to examine whether a sex bias exists in field or hospital placements and if that bias correlates to OB test scores. Methods: Using data from Fisdap, numbers of OB experiences were analysed and compared to individual student sex and experience type (hospital clinical, field or skills laboratory). The number of experiences were compared to that student's score on the OB section of the Fisdap paramedic readiness examinations version 3 (PRE3) or version 4 (PRE4). Results: Of 12 090 paramedic students, male (n=5625) and female (n=2682) students who took the PRE3 had equal average scores of 0.76 and male (n=2498) and female (n=1285) students who took the PRE4 had average scores of 0.77 and 0.79 respectively. Students who took the PRE3 saw a mean of 4.32 births, a majority of which were in hospital (3.68); there was minimal difference in experiences between male and female students in field or skills laboratory settings, but women saw more births in hospital settings (3.92) than men (3.43). Students who took the PRE4 saw a mean of 4.54 births, a majority of which were in hospital (3.8) and there was minimal difference in experiences between male and female students in field or laboratory settings but women students saw more births in hospital (4.06) than men (3.54). Conclusions There is no correlation between the number of OB emergency encounters by paramedic students and their OB test scores. However, a potential gender bias exists as female students tend to have more labour and birth experiences in hospital settings than their male counterparts, while number of experiences in lab and field settings were similar.

Even Today, a Western and Gendered Social Science: Persistent Geographic and Gender Biases in Undergraduate IR Teaching

2019 ◽  
Vol 20 (3) ◽  
pp. 203-225 ◽  
Author(s):  
Sarah Cleeland Knight
Keyword(s):  
United States ◽  
Social Science ◽  
International Relations ◽  
Gender Bias ◽  
The United States ◽  
Female Faculty ◽  
First Finding ◽  
Original Dataset ◽  
Gender Biases ◽  
And Gender

Abstract A perennial critique of international relations is that the field focuses disproportionately on the United States and Europe and contains a gender bias in terms of ignoring issues of particular concern to women. The field is also infamous for how difficult it is for female scholars to publish and have their publications cited. This study evaluates these claims of bias in the area of undergraduate international relations teaching by analyzing an original dataset of 48 introduction to international relations syllabi from ten countries. The study analyzes the authors of required readings and the theories and empirical topics taught, and finds that the geographic and gender biases are both firmly in place. The first finding is that courses assign readings predominantly from US-resident, US-trained, male authors, even those courses taught outside the United States and those taught by female faculty. A second finding is that assigned readings focus overwhelmingly on the United States more than any other country or region, and only 1 percent of readings focus specifically on gender-related issues.

Why Young Boys Stumble: Early Tracking, Age and Gender Bias in the German School System

2011 ◽  
Vol 12 (4) ◽  
pp. 371-394 ◽  
Author(s):  
Hendrik Jürges ◽  
Kerstin Schneider
Keyword(s):  
Primary School ◽  
Gender Bias ◽  
Grade Retention ◽  
Later Life ◽  
Convincing Evidence ◽  
Life Outcomes ◽  
German School ◽  
Actual Choice ◽  
And Gender ◽  
Using Data

AbstractAfter primary school, German pupils are given a secondary school track recommendation. This recommendation and the actual track choice are strongly associated with later life outcomes. Using data from the German PISA 2000 extension study, we analyze the effect of relative age on track recommendations and actual choice. Younger pupils and boys are less likely to be recommended to and enrolled in the academic track (Gymnasium), the most attractive track in terms of later life outcomes. Flexible enrollment and grade retention partly offset these effects. We find no convincing evidence that postponing the recommendation by lengthening primary school by 2 years reduces the age or gender bias.

scholarly journals Sexist Expressions in Nyakyusa

2020 ◽  
Vol 9 (1) ◽  
pp. 144-154
Author(s):  
Musa Saimon
Keyword(s):  
Gender Bias ◽  
Language Use ◽  
Applied Linguistics ◽  
Social Practices ◽  
Community Members ◽  
Language And Gender ◽  
Speech Communities ◽  
The Social ◽  
And Gender ◽  
Using Data

The way people use language determines and (or) reflects their experience in their social context; the use of everyday language becomes a lens through which people behave and see their world and at other time it is the social practices that influence certain choices of language used by community members. For that reason research on how languages affect women’s image in different speech communities is highly needed for the sake of saving women’s face. This brought to the attention the concept of language and gender in applied linguistics whose focus is on how language use and labelling is associated with gender differences. And those language forms that show gender bias are known as sexist expressions. Drawing on the above scenario, the present study explores sexist expressions in Nyakyusa language using data collected from four Nyakyusa speaking people as key informants through mobile phone interviews. Data were analysed thematically in which I generated themes from coded and categorised data. Findings show that Nyakyusa exhibits elements of sexism through five forms of sexist expressions namely referential gender, social gender, lexical gender, proverbs and idioms and agreements. The researcher calls for creation of awareness among Nyakyusa speech communities for reformation of sexist expressions.

Gender matters: From L1 grammar to L2 semantics

2016 ◽  
Vol 21 (1) ◽  
pp. 13-31 ◽  
Author(s):  
SVETLANA V. COOK
Keyword(s):  
Language Learning ◽  
Gender Bias ◽  
Grammatical Gender ◽  
Sex And Gender ◽  
Gender Assignment ◽  
Gendered Language ◽  
Bilingual Speakers ◽  
Gender Biases ◽  
Bilingual Processing ◽  
And Gender

The study investigates the effects of grammatical gender on bilingual processing. Native speakers of Russian (a gendered language) learning English and monolingual English controls performed a self-paced reading task in English (a non-gendered language). As predicted, bilingual speakers showed delayed latencies to gendered pronouns (he or she) that were incongruent with the noun's grammatical gender in Russian, indicating that first language (L1) grammatical gender assignment can be interpreted as biological gender in nonnative (L2) processing. The L1 gender bias was only found in sentences containing animate, but not inanimate, nouns. These results speak against the syntactic mechanism being solely responsible for gender biases, but rather support a semantic transfer account due to coactivation of linguistic and conceptual features as proposed in the sex and gender hypothesis (SAGH, Vigliocco, Vinson, Paganelli & Dworzynski, 2005). Overall, the study provides clear evidence for the L1 grammatical gender bias in bilingual processing, albeit constrained by animacy.

scholarly journals Double-blind reviewing and gender biases at EvoLang conferences: An update

2019 ◽  
Author(s):  
Christine Cuskley ◽  
Seán G Roberts ◽  
Stephen Politzer-Ahles ◽  
Tessa Verhoef
Keyword(s):  
Gender Bias ◽  
Evaluation Process ◽  
Evolution Of Language ◽  
Double Blind ◽  
Blind Review ◽  
Female Authors ◽  
Gender Biases ◽  
Significant Difference ◽  
Comprehensive Picture ◽  
And Gender

Abstract A previous study of reviewing at the Evolution of Language conferences found effects that suggested that gender bias against female authors was alleviated under double-blind review at EvoLang 11. We update this analysis in two specific ways. First, we add data from the most recent EvoLang 12 conference, providing a comprehensive picture of the conference over five iterations. Like EvoLang 11, EvoLang 12 used double-blind review, but EvoLang 12 showed no significant difference in review scores between genders. We discuss potential explanations for why there was a strong effect in EvoLang 11, which is largely absent in EvoLang 12. These include testing whether readability differs between genders, though we find no evidence to support this. Although gender differences seem to have declined for EvoLang 12, we suggest that double-blind review provides a more equitable evaluation process.

The Self-Description Questionnaire-1: A Lithuanian Application

1995 ◽  
Vol 11 (1) ◽  
pp. 41-51 ◽  
Author(s):  
David Watkins ◽  
Anne McCreary Juhasz ◽  
Aldona Walker ◽  
Nijole Janvlaitiene
Keyword(s):  
Eastern Europe ◽  
Factor Structure ◽  
Response Bias ◽  
Internal Consistency ◽  
Self Esteem ◽  
Cultural Dimensions ◽  
The Self ◽  
Nigerian Children ◽  
Gender Biases ◽  
And Gender

Analysis of the responses of 139 male and 83 female Lithuanian 12-14 year-olds to a translation of the Self-Description Questionnaire-1 (SDQ-1; Marsh, 1988 ) supported the internal consistency and factor structure of this instrument. Some evidence of a “positivity” response bias was found, however. Comparison of the Lithuanian responses to those of like-aged Australian, Chinese, Filipino, Nepalese, and Nigerian children indicated the Lithuanians tended to report rather lower self-esteem. The Lithuanian males also tended to report lower self-esteem than their female peers. Interpretation of the results are considered in terms of reactions to the recent upheavals in Eastern Europe, stable cultural dimensions, and possible cultural and gender biases in the items of the SDQ-1.

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