Gender and the self-presentation of academic achievement

Insights and strategies for improving equity in graduate school admissions

Applying to graduate school can be particularly challenging for students from historically minoritized backgrounds due to a hidden curriculum in the graduate admissions process. To address this issue, a team of volunteer STEM trainees established the Científico Latino Graduate Student Mentorship Initiative (CL-GSMI) in 2019 to support applicants from historically minoritized backgrounds. CL-GSMI is designed to improve access to critical resources, including information, mentorship, and financial support, and has assisted 443 students in applying and matriculating to graduate school. Using program evaluation data from 2020 to 2021, we highlight areas in graduate school admissions that can be improved to promote equity and inclusion.

Backlash Effect on Highly Skilled North African Males Seeking Professional Advancement in France

Abstract. This study was carried out within the context of an assessment for promotion to a high-status position. It aimed to determine the conditions in which the backlash effect occurs in a group characterized by negative stereotypes owing to their ethnicity: North African males in France. One hundred twenty-eight recruitment professionals assessed the probability of promoting one of eight fictitious male applicants with different causal attributions (internal or external) and levels of technical competence (high or average), and of different ethnicities (European or North African). Internal attribution, one of the dimensions of self-promotion, was regarded as a counterstereotypical behavior for a North African applicant compared with a European applicant. Backlash was only observed in a high-threat context.

Opt-out choice framing attenuates gender differences in the decision to compete in the laboratory and in the field

How can we close the gender gap in high-level positions in organizations? Interventions such as unconscious bias training or the “lean in” approach have been largely ineffective. This article suggests, and experimentally tests, a “nudge” intervention, altering the choice architecture around the decision to apply for top positions from an “opt in” to an “opt out” default. Evidence from the laboratory and the field shows that a choice architecture in which applicants must opt out from competition reduces gender differences in competition. Opt-out framing thus seems to remove some of the bias inherent in current promotion systems, which favor those who are overconfident or like to compete. Importantly, we show that such an intervention is feasible and effective in the field.

Research shows that women are less likely to enter competitions than men. This disparity may translate into a gender imbalance in holding leadership positions or ascending in organizations. We provide both laboratory and field experimental evidence that this difference can be attenuated with a default nudge—changing the choice to enter a competitive task from a default in which applicants must actively choose to compete to a default in which applicants are automatically enrolled in competition but can choose to opt out. Changing the default affects the perception of prevailing social norms about gender and competition as well as perceptions of the performance or ability threshold at which to apply. We do not find associated negative effects for performance or wellbeing. These results suggest that organizations could make use of opt-out promotion schemes to reduce the gender gap in competition and support the ascension of women to leadership positions.

Distinguishing left from right: A large-scale investigation of left-right confusion in healthy individuals

The ability to distinguish left from right has been shown to vary substantially within healthy individuals, yet its characteristics and mechanisms are poorly understood. In three experiments, we focused on a detailed description of the ability to distinguish left from right and the role of individual differences, and further explored the potential underlying mechanisms. In Experiment 1, a questionnaire concerning self-reported left-right identification (LRI) and strategy use was administered. Objective assessment was used in Experiment 2 by means of vocal responses to line drawings of a figure, with the participants' hands in a spatially neutral position. In Experiment 3, the arm positions and visibility of the hands were manipulated to assess whether bodily posture influences left-right decisions. Results indicate that 14.6% of the general population reported insufficient LRI and that 42.9% of individuals use a hand-related strategy. Furthermore, we found that spatial alignment of the participants' arms with the stimuli increased performance, in particular with a hand-related strategy and females. Performance was affected only by the layout of the stimuli, not by the position of the participant during the experiment. Taken together, confusion about left and right occurs within healthy population to a limited extent, and a hand-related strategy affects LRI. Moreover, the process involved appears to make use of a stored body representation and not bottom-up sensory input. Therefore, we suggest a top-down body representation is the key mechanism in determining left and right, even when this is not explicitly part of the task.

Patient Satisfaction Ratings of Male and Female Residents Across Subspecialties

BACKGROUND

Females currently comprise approximately 50% of incoming medical students yet continue to be underrepresented in certain medical subspecialties.

OBJECTIVE

To assess whether gender plays a role in patients' perception of physician competency among different specialties.

METHODS

We administered surveys at 2 academic medical centers to patients who were stable, cognitively aware, and indicated English as their primary language. Survey questions evaluated communication, medical expertise, and quality of care.

RESULTS

A total of 4222 surveys were collected. Females comprised around half (n = 2133, 50.7%) of evaluated residents. First-year (n = 1647, 39%) and second-year (n = 1416, 33.5%) residents were assessed most frequently. Internal medicine conducted the most surveys (n = 1111, 23.6%), whereas head and neck surgery conducted the least (n = 137, 3.24%). There was no statistically significant difference between patients' perception of male and female residents of the same year in overall communication skills, medical expertise, and quality of medical care. Female residents outperformed their male counterparts on specific questions evaluating the communication of treatment plans, patient education, and patient satisfaction (P < .001, P = .03, P = .04, respectively). Unsurprisingly, patients' perceptions of residents' overall communication skills, medical expertise, and quality of medical care significantly improved when comparing more experienced residents to newer residents.

CONCLUSION

There is no difference between overall communication, medical expertise, and quality of care between sexes, and across subspecialties. Though gender inequalities currently exist most starkly in practitioners in surgical subspecialties, women in surgical residencies were much better communicators than their male counterparts, but still perceived to have similar levels of medical expertise and quality of care.

Gender differences in how scientists present the importance of their research: observational study

OBJECTIVES

Women remain underrepresented on faculties of medicine and the life sciences more broadly. Whether gender differences in self presentation of clinical research exist and may contribute to this gender gap has been challenging to explore empirically. The objective of this study was to analyze whether men and women differ in how positively they frame their research findings and to analyze whether the positive framing of research is associated with higher downstream citations.

DESIGN

Retrospective observational study.

DATA SOURCES

Titles and abstracts from 101 720 clinical research articles and approximately 6.2 million general life science articles indexed in PubMed and published between 2002 and 2017.

MAIN OUTCOME MEASURES

Analysis of article titles and abstracts to determine whether men and women differ in how positively they present their research through use of terms such as "novel" or "excellent." For a set of 25 positive terms, we estimated the relative probability of positive framing as a function of the gender composition of the first and last authors, adjusting for scientific journal, year of publication, journal impact, and scientific field.

RESULTS

Articles in which both the first and last author were women used at least one of the 25 positive terms in 10.9% of titles or abstracts versus 12.2% for articles involving a male first or last author, corresponding to a 12.3% relative difference (95% CI 5.7% to 18.9%). Gender differences in positive presentation were greatest in high impact clinical journals (impact factor >10), in which women were 21.4% less likely to present research positively. Across all clinical journals, positive presentation was associated with 9.4% (6.6% to 12.2%) higher subsequent citations, and in high impact clinical journals 13.0% (9.5% to 16.5%) higher citations. Results were similar when broadened to general life science articles published in journals indexed by PubMed, suggesting that gender differences in positive word use generalize to broader samples.

CONCLUSIONS

Clinical articles involving a male first or last author were more likely to present research findings positively in titles and abstracts compared with articles in which both the first and last author were women, particularly in the highest impact journals. Positive presentation of research findings was associated with higher downstream citations.

A new innovative method to measure the demographic representation of scientists via Google Scholar

Many countries around the globe have seen increases in the enrollment of female and visible minorities in postsecondary education. Therefore, it is critical to evaluate whether recent demographic changes at the postsecondary institution have translated to employment opportunities in scientific fields for women and previously underrepresented groups. Instead of relying on algorithm indices, surveys, or anonymous census data, this study is the first research to utilize an innovative approach to report the demographic representation of top-ranking scientists from around the world. The recently developed Google Scholar profile platform, university ranking system, and the search engine are the main methods that allowed this study to identify and categorize the top scientists from countries in which English is one of the official languages, or where English is used as the language of instruction in higher education. Overall, findings reveal that at top-ranking universities in which the majority of the population is Caucasian, women and minorities are severely underrepresented in all areas of science, capturing 7.3% and 6.4% of the total citations, respectively. Each country’s highest concentration of scientists in each field, based on citation and percentage of researchers, is highlighted. There are recommendations offered to help make scientific advancement more favorable to underrepresented groups, and also to encourage institutions of higher education to adapt and build new capacities.

Informed consent learning: Needs and preferences in medical clerkship environments

Purpose

Limited information exists regarding students’ routine educational needs in support of ethics and professionalism practices faced in real clinical practice. As such the authors aimed to explore medical students learning needs and preferences for informed consent and relevant ethical issues in the clerkship environments.

Materials and methods

A cross-sectional study using a self-administered, printed survey distributed to final year clinical clerks.

Results

84% completed the survey. Students indicated the need for more attention to all topics related to informed consent (mean = 7.1 on a scale of 0 to 9; ±1.2). Most additional instructional attention was requested for topics raised in discussions with patients concerning the risks, benefits and alternatives to recommended treatments (7.3 ±1.4). The cohort expressed the need for education in the care of vulnerable patients (7.2 ±1.2) with a maximum score for the care of abused children. Women perceived greater need for education concerning informed consent than male respondents (p>0.05). There were significant differences between students who scored high or low on the item “being treated in professional manner” and “endorsement of educational needs for care of adolescents” (p = 0.05).

Conclusion

There was heightened perception among final year medical students of the need for greater attention to be paid to informed consent education.

How Do People Share Their Positive Events?

Abstract. Research suggests that sharing positive events with others is beneficial for well-being, yet little is known about how positive events are shared with others and who is most likely to share their positive events. The current study expanded on previous research by investigating how positive events are shared and individual differences in how people share these events. Participants (N = 251) reported on their likelihood to share positive events in three ways: capitalizing (sharing with close others), bragging (sharing with someone who may become jealous or upset), and mass-sharing (sharing with many people at once using communication technology) across a range of positive scenarios. Using cluster analysis, five meaningful profiles of sharing patterns emerged. These profiles were associated with gender, Big Five personality traits, narcissism, and empathy. Individuals who tended to brag when they shared their positive events were more likely to be men, reported less agreeableness, less conscientiousness, and less empathy, whereas those who tended to brag and mass-share reported the highest levels of narcissism. These results have important theoretical and practical implications for the growing body of research on sharing positive events.

Gender Differences in Seff-Perceptions: Convergent Evidence from Three Measures of Accuracy and Bias

This research assessed gender differences in the accuracy of self-perceptions. Do males and females with equal ability have similar self-perceptions of their ability? Three measures of accuracy were used: accuracy of self-evaluations, calibration for individual questions, and response bias. As hypothesized, for a masculine task, significant gender differences were found for all three measures: Females' self-evaluations of performance were inaccurately low, their confidence statements for individual questions were less wel calibrated than males; and their response bias was more conservative than males'. None of these gender differences were found for feminine and neutral tasks. As hypothesized, strong self-consistency tendencies were found. Expectancies emerged as an important predictor of self-evaluations of performance for both genders and could account for females' inaccurately low self-evaluations on the masculine task. How females' inaccurate self-perceptions might negatively affect achievement behavior and curtail their participation in masculine domains is discussed.

When Social Role Salience Leads to Social Role Rejection: Modest Self-Presentation among Women and Men in Two Cultures

Resistance to the traditional gender role expectation for modest self-presentation among women was examined in a pair of studies. In the first-which included U. S. and Polish college students of both sexes-making traditional gender role expectations explicitly salient led to a significant reversal of traditional modest responding only among American women. A second study supported a role rejection account of this finding by demonstrating that (a) U.S. women reacted much more negatively to the traditional gender role expectations for modesty than did comparable men, and (b) those women who reacted most negatively also evidenced the greatest role-inconsistent intentions. The possibility is discussed that seemingly ambivalent role behavior may not be a result of role conflict but instead to the presence or absence of salient role-related stimuli.

Women and Salary Negotiation: The Costs of Self-Advocacy

Introducing the concepts of self- and other-advocacy should prove useful as a means of understanding the different contexts in which women and men can effectively and comfortably exert power and influence when making requests. In this conceptual paper, social psychological research is reviewed demonstrating that women can advocate effectively on behalf of others without incurring costs, but gender-linked stereotypes, roles, and norms constrain them from advocating as freely and effectively for themselves. It is argued that women do not frequently make requests for themselves, because they have learned that they may ultimately lose more than they gain. This gendered difference has implications for ongoing pay and promotion inequities.

Satisfaction and gender issues in otolaryngology residency

OBJECTIVE: To evaluate the otolaryngology residency experience with attention to operative experience, career guidance, and gender.

STUDY DESIGN AND SETTING: Otolaryngology residents were anonymously surveyed by mail about their residency experience. The 22-item survey was scored on a 5-point ordinal Likert scale. Responses were analyzed with respect to gender and postgraduate year (PGY) level.

RESULTS: Complete surveys were returned by 261 otolaryngology residents (24% female). PGY level correlated with confidence that surgical skills were appropriate ( P = 0.003), establishment of solid career network ( P = 0.003), and confidence that surgical abilities are adequate for practice ( P = 0.028). Female residents reported less confidence that surgical skills were appropriate ( P = 0.050) and that surgical abilities were adequate for postresidency practice ( P = 0.035). Women were encouraged to enter private practice more often ( P = 0.012), were less likely to have a solid career network ( P = 0.025), and were less confident about being able to run their own practice ( P = 0.036)

CONCLUSIONS: Significant differences exist for several questions regarding surgical confidence and career issues, even after correction for PGY level.

Confirmatory Factor Analysis and Alternate Test Models for Impression Management in SMEs

It is not an uncommon trend in the present times that the number of women entrepreneurs continues to increase steadily. It is also found that women enter entrepreneurship majorly due to necessity than opportunity orientation. If that is the case does entrepreneurial impression management differ for both the gender? How does the necessity based entrepreneur face the increased competitive approaches of opportunity based entrepreneurs? This study attempts to find out the difference between impression management techniques and different social competencies employed by women and male entrepreneurs. Data was collected by means of questionnaire to new ventures and a total of hundred and seventeen observations were collected, from fifty seven females and sixty male entrepreneurs. It was observed that impression management techniques employed by women are different from that of males. In contrast to the sex role typing of females it was seen that women use assertion oriented techniques than compared to males. The results provide evidence that the potential for developing social competence and impression management techniques and promoting the abilities needed for a free and self-determined career has not been exhausted by any means.

An implicit theory of self-esteem: the consequences of perceived self-esteem for romantic desirability

The provision of information appears to be an important property of self-esteem as evidenced by previous research concerning the status-tracking and status-signaling models of self-esteem. The present studies examine whether there is an implicit theory of self-esteem that leads individuals to assume targets with higher levels of self-esteem possess more desirable characteristics than those with lower levels of self-esteem. Across 6 studies, targets with ostensibly higher levels of self-esteem were generally rated as more attractive and as more desirable relationship partners than those with lower levels of self- esteem. It is important to note, however, that this general trend did not consistently emerge for female targets. Rather, female targets with high self-esteem were often evaluated less positively than those with more moderate levels of self-esteem. The present findings are discussed in the context of an extended informational model of self-esteem consisting of both the status-tracking and status-signaling properties of self-esteem.

Disruptions in Women's Self-Promotion: The Backlash Avoidance Model

Women experience social and economic penalties (i.e., backlash) for self-promotion, a behavior that violates female gender stereotypes yet is necessary for professional success. However, it is unknown whether and how the threat of backlash interferes with women's ability to self-promote. The present research examined the effects of fear of backlash and self-regulatory mode on women's self-promotion success by testing the backlash avoidance model (BAM), a model designed to account for disruptions in women's self-promotion. Two studies employing U.S. undergraduate samples examined self-promotion both in a live interview and written context. Results supported the BAM's predictions that self-promoting women's fear of backlash inhibits activation of a goal-focused, locomotive regulatory mode, which subsequently interferes with self-promotion success. This process was not evident for self-promoting men (Study 1) or peer-promoting women (Study 2), groups who demonstrated reliably more promotion success than self-promoting women. The influence of women's endorsement of communal stereotypes and their perceived entitlement were also investigated. Implications for women's self-promotion, gender stereotyping, and workplace parity are discussed.

Influences on self-evaluation during a clinical skills programme for nurses

Education has moved from teacher to student-centred practices. Increasing emphasis is placed on 'life-long' learning in the context of a rapidly changing knowledge base. Self-evaluation is seen as one strategy to facilitate student-centred continuous professional development. The literature, however, suggests that learners' ability to self-assess is mixed, and little is known regarding how students perform self-assessment. This study focussed on senior nurses undertaking a scenario-based clinical skills course. Learners were asked to self-evaluate several times during the course. This research explored the influences on using the self-evaluation exercise. The study drew upon grounded theory methodology and was influenced by constructionist and postmodernist theories. Three methods of data collection were used: semi-structured interviews, observation of supervision sessions and recording of the numerical self-evaluation ratings. Multiple interviews with students (n = 14) and the educational supervisor (n = 1) were conducted. Thematic analysis and data collection were conducted iteratively. The study found that feeling confident and stating that confidence were not necessarily the same. Feeling confident was complex, influenced by changing perceptions of clinical skills and credibility. Changing frames of reference were used to judge feelings of confidence. Stating confidence appeared to be socially negotiated, influenced by social acceptability considerations such as modesty and the need to show progress over time. The discourses of empowerment and surveillance were influential and self-evaluation is discussed using Foucault's theory of governmentality, illustrating how learners can be both empowered and controlled through self-evaluation. Further consideration of the socially constructed nature of self-evaluations would benefit both educational practice and future research.

What's good for the goose may not be as good for the gander: the benefits of self-monitoring for men and women in task groups and dyadic conflicts

The authors posit that women can rely on self-monitoring to overcome negative gender stereotypes in certain performance contexts. In a study of mixed-sex task groups, the authors found that female group members who were high self-monitors were considered more influential and more valuable contributors than women who were low self-monitors. Men benefited relatively less from self-monitoring behavior. In an experimental study of dyadic negotiations, the authors found that women who were high self-monitors performed better than women who were low self-monitors, particularly when they were negotiating over a fixed pool of resources, whereas men did not benefit as much from self-monitoring. Further analyses suggest that high self-monitoring women altered their behavior in these negotiations--when their partner behaved assertively, they increased their level of assertiveness, whereas men and low self-monitoring women did not alter their behavior.

Role congruity theory of prejudice toward female leaders

A role congruity theory of prejudice toward female leaders proposes that perceived incongruity between the female gender role and leadership roles leads to 2 forms of prejudice: (a) perceiving women less favorably than men as potential occupants of leadership roles and (b) evaluating behavior that fulfills the prescriptions of a leader role less favorably when it is enacted by a woman. One consequence is that attitudes are less positive toward female than male leaders and potential leaders. Other consequences are that it is more difficult for women to become leaders and to achieve success in leadership roles. Evidence from varied research paradigms substantiates that these consequences occur, especially in situations that heighten perceptions of incongruity between the female gender role and leadership roles.

Competency-based student self-assessment on a surgery rotation

BACKGROUND

Although self-assessment is an essential component of self-directed adult learning, few data exist regarding the ability of medical students to perform this important task. Therefore, the purpose of this study was to evaluate the ability of medical students to perform self-assessment during a third-year surgery clerkship.

METHODS

Sixty-eight (34 male, 34 female) third-year medical students assessed their progress at the midpoint of an 8-week surgery clerkship using an 11-item, competency-based evaluation. Students compared perceptions of their performance with a faculty member's assessment using the identical evaluation form.

RESULTS

Male students tended to overestimate their midclerkship performance compared with faculty formative and summative evaluations (3.31 +/- 0.03 vs 3.23 +/- 0.03 and 3.28 +/- 0.03) although this did not reach statistical significance. Female students significantly underestimated their midclerkship performance compared with faculty formative and summative evaluations (3.06 +/- 0.03 vs 3.40 +/- 0.03 and 3.45 +/- 0.03, P < 0.05 vs faculty evaluations). Preclerkship academic performance (first- and second-year grade point averages and NBME Part 1 scores) was not predictive of student self-assessment. Finally, women statistically outperformed men on the surgery clerkship (86.6% +/- 0.75 vs 83.2% +/- 1.20, P < 0.05 vs male students).

CONCLUSIONS

Female students tend to underestimate their midclerkship performance compared with male students on a surgery rotation. Despite lower self-assessment, female students actually outperform male students. Women may underreport their capabilities when compared with men as a result of gender differences in socialization. These gender differences in self-assessment may be important to recognize when faculty provide feedback to students.

Over-Confidence and under-Performance: Men's Perceived Accuracy and Actual Performance in a Course

The confidence and actual performance of 121 undergraduates in general social psychological knowledge was examined in an applied setting on a pretest measure and first examination score. Men indicated higher confidence in their performance on the pretest measure than women. Men overestimated and women underestimated their performance, although men's and women's scores were not different. However, women scored higher than men on the class examination. The results are discussed in terms of how they differ from those of laboratory experiments.