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Haber AS, Kumar SC, Leech KA, Corriveau KH. How does caregiver-child conversation during a scientific storybook reading impact children's mindset beliefs and persistence? Child Dev 2024. [PMID: 38698731 DOI: 10.1111/cdev.14107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/05/2024]
Abstract
This study explores how caregiver-child scientific conversation during storybook reading focusing on the challenges or achievements of famous female scientists impacts preschoolers' mindset, beliefs about success, and persistence. Caregiver-child dyads (N = 202, 100 female, 35% non-White, aged 4-5, ƒ = .15) were assigned to one of three storybook conditions, highlighting the female scientist's achievements, effort, or, in a baseline condition, neither. Children were asked about their mindset, presented with a persistence task, and asked about their understanding of effort and success. Findings demonstrate that storybooks highlighting effort are associated with growth mindset, attribution of success to hard work, and increased persistence. Caregiver language echoed language from the assigned storybook, showing the importance of reading storybooks emphasizing hard work.
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Affiliation(s)
- Amanda S Haber
- Boston University, Boston, Massachusetts, USA
- Fairfield University, Fairfield, Connecticut, USA
| | - Sona C Kumar
- Boston University, Boston, Massachusetts, USA
- Purdue University, West Lafayette, Indiana, USA
| | - Kathryn A Leech
- The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
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Wachtell L, Gardiner A, Sievers M, Dickinson K, Dy GEC, Glenski EH, Mukerji J, Theobald E, Tran ET, Velasco V, Freeman S. Measuring undergraduates' understanding of the culture of scientific research as an outcome variable in research on CUREs. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00187-22. [PMID: 38107994 PMCID: PMC10720405 DOI: 10.1128/jmbe.00187-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/07/2022] [Accepted: 07/18/2023] [Indexed: 12/19/2023]
Abstract
Researchers who work on course-based undergraduate research experiences (CUREs) and issues related to science, technology, engineering, and math (STEM) retention have begun exploring changes in student thinking about what it means to be a scientist. To support this effort, we developed rubrics to score answers to three open-response prompts: What does it mean to think like a scientist? What does it mean to do science? and Did you do real research in your coursename labs? The rubric development process was iterative and was based on input from the literature, experienced researchers, and early-career undergraduates. A post hoc analysis showed that the rubric elements map to 27 of 31 statements in the Culture of Scientific Research (CSR) framework, suggesting that scored responses to the three prompts can assess how well students understand what being a science professional entails. Scores on responses from over 400 students who were starting an introductory biology course for majors furnish baseline data from the rubrics and suggest that (i) undergraduates at this level have, as expected, a novice-level understanding of CSR, and (ii) level of understanding in novice students does not vary as a function of demography or academic preparation. Researchers and instructors are encouraged to add CSR to their list of learning objectives for CUREs and consider assessing it using the rubrics provided here.
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Affiliation(s)
- Lexi Wachtell
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Amanda Gardiner
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Matt Sievers
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Katie Dickinson
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Grace E. C. Dy
- Department of Biology, University of Washington, Seattle, Washington, USA
| | | | - Joya Mukerji
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Elli Theobald
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Elisa T. Tran
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Vicente Velasco
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Scott Freeman
- Department of Biology, University of Washington, Seattle, Washington, USA
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Rosenfeld DL, Brannon TN, Tomiyama AJ. Racialized Perceptions of Vegetarianism: Stereotypical Associations That Undermine Inclusion in Eating Behaviors. PERSONALITY AND SOCIAL PSYCHOLOGY BULLETIN 2023; 49:1601-1614. [PMID: 35796506 PMCID: PMC10517590 DOI: 10.1177/01461672221099392] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Accepted: 04/18/2022] [Indexed: 11/17/2022]
Abstract
Shifting societal eating patterns toward a vegetarian diet offers promise for improving public health and environmental sustainability. Yet concerns exist about racial disparities in inclusion, as some sentiments suggest that vegetarianism is stereotypically associated with Whiteness. Through four studies (total N = 3,234), we investigated associations U.S. adults hold between race and vegetarianism, along with implications for behavior change and belongingness among Black individuals. Participants, across racial backgrounds, strongly associated vegetarianism with Whiteness, both explicitly and implicitly. A race prime led Black participants to report lower interest in becoming a vegetarian, whereas a prime of race-vegetarianism associations decreased Black participants' feelings of belongingness in the vegetarian community. Exposure to racially inclusive messaging about vegetarianism, meanwhile, increased belongingness among Black participants. These findings provide the first quantitative insights into racial stereotypes about vegetarianism and pose future directions for theory, research, and practice at the intersections of race and eating behavior.
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Moulaei K, Moulaei R, Bahaadinbeigy K. Barriers and facilitators of using health information technologies by women: a scoping review. BMC Med Inform Decis Mak 2023; 23:176. [PMID: 37670281 PMCID: PMC10478440 DOI: 10.1186/s12911-023-02280-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2023] [Accepted: 08/31/2023] [Indexed: 09/07/2023] Open
Abstract
BACKGROUND AND AIM Health information technologies play a vital role in addressing diverse health needs among women, offering a wide array of services tailored to their specific requirements. Despite the potential benefits, the widespread utilization of these technologies by women faces numerous barriers and challenges. These barriers can cause women to either reduce their usage of health technologies or refrain from using them altogether. Therefore, this review was done with the aim of identifying and classifying barriers and facilitators. METHODS Some databases, including PubMed, Web of Sciences, and Scopus were searched using related keywords. Then, according to the inclusion and exclusion criteria, the articles were evaluated and selected. Finally, the barriers and facilitators were identified and classified. RESULTS Out of 14,399 articles, finally 35 articles were included in the review. In general, 375 barriers (232 items) and facilitators (143 items) were extracted from the studies. After merging similar items, 121 barriers (51 items) and facilitators (70 items) identified were organized into five main themes (management, technological, legal and regulatory, personal, and data and information management). The most important barriers were "privacy, confidentiality, and security concerns" (n = 24), "deficiencies and limitations of infrastructure, software, hardware, and network" (n = 19), "sociocultural challenges" (n = 15), and "poor economic status" (n = 15). Moreover, the most important facilitators were "increasing awareness, skills and continuous education of women" (n = 17, in personal theme), "providing training services" (n = 14, in management theme), "simple, usable, and user-friendly design of technologies" (n = 14, in technological theme), and "providing financial or non-financial incentives (motivation) for women" (n = 14, in personal theme). CONCLUSION This review showed that in order to use technologies, women face many barriers, either specific to women (such as gender inequality) or general (such as lack of technical skills). To overcome these barriers, policymakers, managers of organizations and medical centers, and designers of health systems can consider the facilitators identified in this review.
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Affiliation(s)
- Khadijeh Moulaei
- Department of Health Information Technology, Faculty of Paramedical, Ilam University of Medical Sciences, Ilam, Iran
| | - Reza Moulaei
- School of medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Kambiz Bahaadinbeigy
- Medical Informatics Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran.
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Hernández-Matías L, Díaz-Muñoz G, Guerrero-Medina G. Seeds of Success: Empowering Latina STEM Girl Ambassadors Through Role Models, Leadership, and STEM-Related Experiences. JOURNAL OF STEM OUTREACH 2023; 6:https://www.jstemoutreach.org/article/88349-seeds-of-success-empowering-latina-stem-girl-ambassadors-through-role-models-leadership-and-stem-related-experiences. [PMID: 37885462 PMCID: PMC10601408] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Figures] [Subscribe] [Scholar Register] [Indexed: 10/28/2023]
Abstract
Gender stereotypes and lack of access to relatable role models, mentors, and STEM opportunities have been suggested to deter middle school girls and students from underrepresented backgrounds away from STEM. Seeds of Success, an out-of-school program, is designed to inspire girls to consider STEM careers by countering gender stereotypes through relatable role models, promoting STEM confidence through STEM workshops and hands-on activities, and encouraging alignment between cultural and STEM identities through community-based STEM projects that develop leadership skills. Since 2015, the program has impacted 453 students who in turn have reached more than 42,777 people in Puerto Rico through their STEM Ambassadors projects. A robust mix-method evaluation of the 2020 and 2021 cohorts demonstrates significant improvements in participants' STEM attitudes and science identity, as well as in their self-perception as a leader, confidence in their ability to succeed in science, knowledge about STEM careers and opportunities, and access to STEM role models. Moreover, 95% of participants intend to continue participating in STEM activities after the program and overall scores for the entire survey were significantly higher after the program than before. We discuss lessons learned for other programs seeking to empower girls from historically underserved backgrounds in STEM.
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Affiliation(s)
| | | | - Giovanna Guerrero-Medina
- Ciencia Puerto Rico, San Juan, PR
- Office of Diversity, Equity and Inclusion, Yale School of Medicine, New Haven, CT
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Sebastián-Tirado A, Félix-Esbrí S, Forn C, Sanchis-Segura C. Are gender-science stereotypes barriers for women in science, technology, engineering, and mathematics? Exploring when, how, and to whom in an experimentally-controlled setting. Front Psychol 2023; 14:1219012. [PMID: 37621930 PMCID: PMC10445161 DOI: 10.3389/fpsyg.2023.1219012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Accepted: 07/25/2023] [Indexed: 08/26/2023] Open
Abstract
Based on Social Cognitive Career Theory principles, the present study sought to investigate whether stereotype threat experiences could act as a barrier and reduce the persistence of women in math-intensive activities. More specifically, we assessed whether the experimental activation of stereotypes about women's lower math capabilities affected the performance, persistence, and self-selected difficulty of engineering students in a math task which required sustained effort. We also evaluated the relationships between these effects and the participants' pre-testing gender-science stereotypes and math self-concept. A sample of 340 engineering students (175 and 165 self-identified as males and females, respectively) were recruited and randomly assigned to a control (Con) or stereotype threat (StA) condition to form four similarly sized groups. All participants rated their self-concept in four academic domains (math, chemistry, physics, and coding), completed the gender-science Implicit Association Test, and a "reading comprehension task" that served to promote the stereotype threat manipulation immediately before facing a modified version of the Math Effort Task (M-MET). We observed that, in the control condition, M-MET performance, self-selected difficulty, and persistence were similar in female and male participants, independent of their gender-science implicit stereotypes but correlated to their math self-concept scores. In contrast, the StA condition triggered opposite effects in female and male students, so they showed decreased/enhanced M-MET performance and self-selected difficulty, respectively. This experimental condition also resulted in enhanced persistence of the male students without affecting the number of trials completed by female students. These effects were correlated with the strength of the participants' gender-science implicit stereotypes but not with their math self-concept scores. In fact, as revealed by finer-grain analyses, stereotype threat only had a significant impact on individuals harboring stereotypical gender-science implicit associations. Therefore, it is concluded that: (1) stereotypes can promote differences between male and female engineering students in their performance, self-confidence, and persistence in math-related activities; (2) These effects seem to be more prominent in individuals implicitly perceiving science as a masculine domain. The relevance of these findings to explain women's enhanced abandonment rates of math-intensive studies is discussed.
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7
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Dou R, Cian H, Hazari Z, Sonnert G, Sadler PM. Childhood experiences and undergraduate student interest in STEM disciplines: Attending to setting and activity type. Ann N Y Acad Sci 2023; 1526:138-147. [PMID: 37283240 DOI: 10.1111/nyas.15013] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Informal STEM learning experiences (ISLEs), such as participating in science, computing, and engineering clubs and camps, have been associated with the development of youth's science, technology, engineering, and mathematics interests and career aspirations. However, research on ISLEs predominantly focuses on institutional settings such as museums and science centers, which are often discursively inaccessible to youth who identify with minoritized demographic groups. Using latent class analysis, we identify five general profiles (i.e., classes) of childhood participation in ISLEs from data reported by a nationally representative sample of college students (N = 15,579). Results show that childhood participation in specific typologies of ISLEs (i.e., setting and activity type) is associated with youth's disciplinary interests at the end of high school. Participation in outdoor activities that invite observation is more often reported by female respondents and is negatively associated with interest in computing and mathematics. Participation in indoor activities that invite object manipulation is more often reported by male respondents and is positively associated with interest in computing and engineering. However, frequent participation in multiple ISLEs is positively associated with interest in "science." These results elucidate stereotypical discourses that reinforce the exclusion of minoritized students and expose critical areas needing reform.
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Affiliation(s)
- Remy Dou
- Department of Teaching & Learning, Florida International University, Miami, Florida, USA
- STEM Transformation Institute, Florida International University, Miami, Florida, USA
| | | | - Zahra Hazari
- Department of Teaching & Learning, Florida International University, Miami, Florida, USA
- STEM Transformation Institute, Florida International University, Miami, Florida, USA
- Department of Physics, Florida International University, Miami, Florida, USA
| | - Gerhard Sonnert
- Science Education Department, Harvard-Smithsonian Center for Astrophysics, Cambridge, Massachusetts, USA
| | - Philip M Sadler
- Science Education Department, Harvard-Smithsonian Center for Astrophysics, Cambridge, Massachusetts, USA
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Pártay LB, Teich EG, Cersonsky RK. Not yet defect-free: the current landscape for women in computational materials research. NPJ COMPUTATIONAL MATERIALS 2023; 9:98. [PMID: 37305611 PMCID: PMC10238779 DOI: 10.1038/s41524-023-01054-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/20/2023] [Accepted: 05/17/2023] [Indexed: 06/13/2023]
Affiliation(s)
- Livia B. Pártay
- Department of Chemistry, University of Warwick, Coventry, CV4 7AL United Kingdom
| | - Erin G. Teich
- Department of Physics, Wellesley College, 106 Central Street, Wellesley, 02481 MA USA
| | - Rose K. Cersonsky
- Department of Chemical and Biological Engineering, University of Wisconsin - Madison, 1415 Engineering Drive, Madison, 53706 WI USA
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9
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Rippon G. Mind the gender gap: The social neuroscience of belonging. Front Hum Neurosci 2023; 17:1094830. [PMID: 37091814 PMCID: PMC10116861 DOI: 10.3389/fnhum.2023.1094830] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Accepted: 03/20/2023] [Indexed: 04/08/2023] Open
Abstract
Gender gaps persist in the 21st century, in many aspects of society and in many types of organisation. There are earnings gaps in almost all domains, reports of glass ceilings and the “missing middle” in business, finance, law and politics, and dramatic under-representation of women in many branches of science, even in the most “gender equal” countries. This is despite decades of effort to address them, including targeted legislation and many Diversity and Inclusion initiatives. Early essentialist, competence-based explanations for the existence of gender gaps have been largely discredited at the research level, although their persistence in the public consciousness and at the level of education and training can still negatively bias both individual self-belief and organisational processes. Contemporary essentialist explanations are now emerging, with claims that such gaps are the manifestations of the presence or absence of endogenous, brain-based characteristics underpinning career progression or career preferences. The focus remains on the individual as the source of gender imbalances. Less attention has been paid to the contextual aspects of organisations where gender gaps are evident, to inclusion (or the lack of it), or the availability of unbiased reward and progression pathways. Advances in 21st century social cognitive neuroscience are revealing the importance of external organisational processes as powerful brain-changing forces, with their potentially negative impact on self-belief and a sense of belonging. Key research is demonstrating the cortical and behavioural consequences of negative social experiences, with the activation of core inhibitory pathways associated with low self-esteem, lack of engagement, and eventual withdrawal. This paper will argue that reference to such research will provide better explanations for the persistence of gender gaps, and offer evidence-based insights into addressing gender gap issues. Importantly, this is not a rejection of an endogenous, brain-based explanation for gender gaps but the elaboration of a better-informed 21st century model, flagging up the need to take factors such as cultural stereotyping and organisational bias into account in any drive toward true gender equity, or genuinely levelled playing fields.
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Kumar SC, Haber AS, Ghossainy ME, Barbero S, Corriveau KH. The impact of visualizing the group on children's persistence in and perceptions of STEM. Acta Psychol (Amst) 2023; 233:103845. [PMID: 36706700 DOI: 10.1016/j.actpsy.2023.103845] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2022] [Revised: 12/23/2022] [Accepted: 01/20/2023] [Indexed: 01/26/2023] Open
Abstract
Women are underrepresented in STEM fields across the world. We investigate a perceptual mechanism that may contribute to this gender disparity beginning in early childhood. We explore how visual information about the gender composition of a group of scientists impacts children's persistence on a STEM task and their evaluations of group members. One hundred sixty-six 4- to 6-year-old children viewed one of four groups of scientists: all-male, all-female, a lone female among all-males, or a lone male among all-females. Whereas children's persistence on a STEM task did not change across conditions, their trait judgments did. Children judged the all-male and all-female group scientists as "hardworking," but judged the lone female scientist as "smart." However, they were as likely to judge the lone male scientist as "smart" as to judge him "hardworking." The role of group visualization as a learning mechanism impacting children's perceptions of scientists as early as the preschool years is discussed.
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Affiliation(s)
- Sona C Kumar
- Boston University, 621 Commonwealth Avenue, Boston, MA 02215, United States of America.
| | - Amanda S Haber
- Boston University, 621 Commonwealth Avenue, Boston, MA 02215, United States of America.
| | - Maliki E Ghossainy
- Boston University, 621 Commonwealth Avenue, Boston, MA 02215, United States of America.
| | - Samantha Barbero
- Boston University, 621 Commonwealth Avenue, Boston, MA 02215, United States of America
| | - Kathleen H Corriveau
- Boston University, 621 Commonwealth Avenue, Boston, MA 02215, United States of America.
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11
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Gender bias in teaching evaluations: the causal role of department gender composition. Proc Natl Acad Sci U S A 2023; 120:e2118466120. [PMID: 36649402 PMCID: PMC9942858 DOI: 10.1073/pnas.2118466120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023] Open
Abstract
Women are underrepresented in academia's higher ranks. Promotion oftentimes requires positive student-provided course evaluations. At a U.S. university, both an archival and an experimental investigation uncovered gender discrimination that affected both men and women. A department's gender composition and the course levels being taught interacted to predict biases in evaluations. However, women were disproportionately impacted because women were more often in the gender minority. A subsequent audit of the university's promotion guidelines suggested a disproportionate impact on women's career trajectories. Our framework was guided by role congruity theory, which poses that workplace positions are gendered by the ratios of men and women who fill them. We hypothesized that students would expect educators in a department's gender majority to fill more so essential positions of teaching upper-level courses and those in the minority to fill more so supportive positions of teaching lower-level courses. Consistent with role congruity theory when an educator's gender violated expected gendered roles, we generally found discrimination in the form of lower evaluation scores. A follow-up experiment demonstrated that it was possible to change students' expectations about which gender would teach their courses. When we assigned students randomly to picture themselves as students in a male-dominated, female-dominated, or gender-parity department, we shifted their expectations of whether men or women would teach upper- and lower-level courses. Violating students' expectations created negative biases in teaching evaluations. This provided a causal link between department gender composition and discrimination. The importance of gender representation and ameliorating strategies are discussed.
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Gormally C, Heil A. A Vision for University Biology Education for Non-science Majors. CBE LIFE SCIENCES EDUCATION 2022; 21:es5. [PMID: 36112623 PMCID: PMC9727605 DOI: 10.1187/cbe.21-12-0338] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Revised: 07/26/2022] [Accepted: 08/04/2022] [Indexed: 06/01/2023]
Abstract
As college science educators, we must prepare all future college graduates to be engaged, science-literate citizens. Yet data suggest that most college biology classes as currently taught do little to make science truly useful for students' lives and provide few opportunities for students to practice skills needed to be key decision makers in their communities. This is especially important for our non-science majors, as they represent the vast majority (82%) of college students. In this essay, we identify three critical aspects of useful college science education to prepare science literate non-science majors: prioritize local socioscientific issues; highlight communal opportunities in science that impact students' communities; and provide students with opportunities to practice skills necessary to engage with science beyond the classroom.
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Affiliation(s)
- Cara Gormally
- School of Science, Technology, Accessibility, Mathematics, and Public Health, Gallaudet University, 800 Florida Avenue NE, Washington, DC 20002
| | - Austin Heil
- Marine Extension and Georgia Sea Grant, University of Georgia, Savannah, GA 31411
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13
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Tang Y, Sansone C. Weighing interest relative to performance in hiring decisions: Important but free? JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2022. [DOI: 10.1111/jasp.12939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Affiliation(s)
- Yun Tang
- Department of Psychology University of Utah Salt Lake City Utah USA
| | - Carol Sansone
- Department of Psychology University of Utah Salt Lake City Utah USA
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Starr CR, Leaper C. Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations. GROUP PROCESSES & INTERGROUP RELATIONS 2022. [DOI: 10.1177/13684302221128235] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Women and underrepresented minoritized (URM) persons remain marginalized in physical science, technology, engineering, and math (pSTEM). Relative to non-URM men, URM women may experience a double disadvantage based on their gender and race whereby they observe few same-gender and few same-race role models in pSTEM while additionally internalizing stereotypes linking pSTEM with non-URM men. Our hypothesized model was partly supported in a sample of undergraduates ( N = 1,068; 68% women, 44% URM). First, perceiving same-gender or same-race pSTEM role models predicted lower explicit stereotypes among women and URM individuals regarding gender and race, respectively. Second, explicit and implicit associations linking pSTEM with men and White/Asian persons predicted (a) lower pSTEM identity among women and URM students and (b) higher identity among men and non-URM students. Finally, both implicit and explicit pSTEM identity positively predicted expectancy–value beliefs.
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Gender Stereotypes and Peer Selection in STEM Domains Among Children and Adolescents. SEX ROLES 2022; 87:455-470. [DOI: 10.1007/s11199-022-01327-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/16/2022] [Indexed: 11/06/2022]
Abstract
AbstractGender stereotypes are harmful for girls’ enrollment and performance in science and mathematics. So far, less is known about children’s and adolescents’ stereotypes regarding technology and engineering. In the current study, participants’ (N = 1,206, girls n = 623; 5–17-years-old, M = 8.63, SD = 2.81) gender stereotypes for each of the STEM (science, technology, engineering, and mathematics) domains were assessed along with the relation between these stereotypes and a peer selection task in a STEM context. Participants reported beliefs that boys are usually more skilled than are girls in the domains of engineering and technology; however, participants did not report gender differences in ability/performance in science and mathematics. Responses to the stereotype measures in favor of one’s in-group were greater for younger participants than older participants for both boys and girls. Perceptions that boys are usually better than girls at science were related to a greater likelihood of selecting a boy for help with a science question. These findings document the importance of domain specificity, even within STEM, in attempts to measure and challenge gender stereotypes in childhood and adolescence.
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Soylu Yalcinkaya N, Adams G. Expressing the self or achieving security through academic choices: Implications for gender gaps in STEM pursuit. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09736-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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17
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Shachnai R, Kushnir T, Bian L. Walking in Her Shoes: Pretending to Be a Female Role Model Increases Young Girls' Persistence in Science. Psychol Sci 2022; 33:1818-1827. [PMID: 36170452 DOI: 10.1177/09567976221119393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Pretend play is a ubiquitous learning tool in early childhood, enabling children to explore possibilities outside of their current reality. Here, we demonstrate how pretend play can be leveraged to empower girls in scientific domains. American children ages 4 to 7 years (N = 240) played a challenging science activity in one of three conditions. Children in the exposure condition heard about a successful gender-matched scientist, children in the roleplay condition pretended to be that scientist, and children in the baseline condition did not receive information about the scientist. Girls in the roleplay condition, but not in the exposure condition, persisted longer in the science activity than girls in the baseline condition. Pretending to be the scientist equated girls' persistence to that of boys. These findings suggest that pretend play of role models motivates young girls in science and may help reduce gender gaps from their roots.
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Affiliation(s)
| | - Tamar Kushnir
- Department of Psychology and Neuroscience, Duke University
| | - Lin Bian
- Department of Psychology, University of Chicago
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Simon S, Hoyt CL, Fattorusso S. Stereotypic beliefs contribute to gender disparities in the field of economics. THE JOURNAL OF SOCIAL PSYCHOLOGY 2022; 163:145-157. [PMID: 35942701 DOI: 10.1080/00224545.2022.2110030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Abstract
Why are women under-represented in the field of economics relative to men? We propose that stereotypes associated with economists contribute to women's interest in the field. We test the predictions that economists are stereotypically associated with low levels of communion and high levels of agency and that this type of stereotype content is associated with women's lower interest in the field. In Study 1 (N = 883), stereotypes associated with people in the field of economics were masculine, characterized with low levels of communion and high levels of agency. In Study 2 (N = 182), undergraduate women were less interested than men in majoring in fields that share the same pattern of stereotyping found for economists in Study 1. The results from this study have important implications for increasing young women's interest and representation in the field of economics.
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19
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Humor and Stereotypes in Computing: An Equity-focused Approach to Institutional Accountability. Comput Support Coop Work 2022. [DOI: 10.1007/s10606-022-09440-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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20
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Musso P, Ligorio MB, Ibe E, Annese S, Semeraro C, Cassibba R. STEM-Gender Stereotypes: Associations With School Empowerment and School Engagement Among Italian and Nigerian Adolescents. Front Psychol 2022; 13:879178. [PMID: 35874338 PMCID: PMC9296858 DOI: 10.3389/fpsyg.2022.879178] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Accepted: 05/30/2022] [Indexed: 11/15/2022] Open
Abstract
While many sociocultural, contextual, biological, behavioral, and psychological variables may contribute to the widespread under-representation of girls and women in the science, technology, engineering, and mathematics (STEM) field, this study focused on STEM-gender stereotypes, school experiences, and adolescence as critical factors in driving students' interest and motivation in STEM. Based on this, the study (a) investigated differences by gender and national context (Italy vs. Nigeria) in adolescents' STEM-gender stereotypes, school empowerment, and school engagement in a preliminary step, and (b) simultaneously examined how adolescents' STEM-gender stereotypes were related to school empowerment and school engagement as well as to socioeconomic status (SES). These latter relations were considered within the context of the potential moderating role of gender and national context. Participants included 213 Italian adolescents (Mage = 13.91; 52.1% girls) and 214 Nigerian adolescents (Mage = 13.92; 60.3% girls), who completed measures of school empowerment and engagement, STEM-gender stereotypes, and SES. A multivariate analysis of covariance showed that Nigerian girls and boys reported significantly higher levels of school empowerment, school engagement, and STEM-gender stereotypes than their Italian peers. Moreover, regardless of the national context, boys scored significantly higher on school empowerment and STEM-gender stereotypes than girls. Furthermore, a multiple-group path analysis revealed how higher school empowerment was related to lower STEM-gender stereotypes in both Italian and Nigerian girls' groups, while higher school engagement was associated with lower STEM-gender stereotypes only in the Nigerian groups. Regardless of gender and nationality, higher SES was linked to lower STEM-gender stereotypes. These findings particularly suggest that school empowerment and school engagement can be relevant dimensions to be studied and to develop strategies to counteract STEM-gender stereotypes in adolescence. Nonetheless, gender and national context are key factors to be considered. Limitations, strengths, future research, and educational implications are discussed.
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Affiliation(s)
- Pasquale Musso
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Maria Beatrice Ligorio
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Ebere Ibe
- Department of Science Education, University of Nigeria, Nsukka, Nigeria
| | - Susanna Annese
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Cristina Semeraro
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
| | - Rosalinda Cassibba
- Department of Educational Sciences, Psychology, Communication, University of Studies of Bari Aldo Moro, Bari, Italy
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21
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Stringer LR, Lee KM, Sturm S, Giacaman N. A systematic review of primary school teachers' experiences with digital technologies curricula. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:12585-12607. [PMID: 35676939 PMCID: PMC9164183 DOI: 10.1007/s10639-022-11127-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Accepted: 05/19/2022] [Indexed: 06/15/2023]
Abstract
Many countries around the world have now introduced Digital Technology concepts and pedagogical practices to their primary school curricula to ensure students develop the understanding, competences and values that will enable them to contribute to and benefit from their future labour market and society. This study aimed to explore teachers' experiences with these curricula in order to understand how teachers can be supported to raise their implementation efforts. An analysis of twenty-three studies across eleven countries was undertaken and found there was a lack of consensus of an appropriate age and approach to introducing Digital Technology concepts within primary schools. Teachers' Digital Technology self-efficacy, Digital Technology self-esteem/ Digital Technology confidence was seen to greatly influence their implementation, and many challenges to implementation were discussed. Professional Learning and Development was raised as a solution to boost teachers' confidence and overcome common implementation barriers.
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Affiliation(s)
- Lynley Rose Stringer
- Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand
| | - Kerry Maree Lee
- Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand
| | - Sean Sturm
- Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand
| | - Nasser Giacaman
- Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand
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22
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Zhao S, Setoh P, Storage D, Cimpian A. The acquisition of the gender-brilliance stereotype: Age trajectory, relation to parents' stereotypes, and intersections with race/ethnicity. Child Dev 2022; 93:e581-e597. [PMID: 35635042 PMCID: PMC9545489 DOI: 10.1111/cdev.13809] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Past research has explored children's gender stereotypes about specific intellectual domains, such as mathematics and science, but less is known about the acquisition of domain‐general stereotypes about the intellectual abilities of women and men. During 2017 and 2018, the authors administered Implicit Association Tests to Chinese Singaporean adults and 8‐ to 12‐year‐olds (N = 731; 58% female) to examine the gender stereotype that portrays exceptional intellectual ability (e.g., genius, brilliance) as a male attribute. This gender‐brilliance stereotype was present among adults and children and for both Chinese and White stereotype targets. It also was stronger among older children and among children whose parents also showed it. This early‐emerging stereotype may be an obstacle to gender equity in many prestigious employment sectors.
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Affiliation(s)
- Siqi Zhao
- Psychology, School of Social Sciences, Nanyang Technological University, Singapore
| | - Peipei Setoh
- Psychology, School of Social Sciences, Nanyang Technological University, Singapore
| | - Daniel Storage
- Department of Psychology, University of Denver, Denver, Colorado, USA
| | - Andrei Cimpian
- Department of Psychology, New York University, New York, New York, USA
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23
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Masters S, Barth JM. Middle School, Middle-Skills: 8th Grader’s Interest in Middle-Skill Occupations. JOURNAL OF CAREER DEVELOPMENT 2022. [DOI: 10.1177/08948453221089364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
There is a workforce shortage in middle-skill occupations requiring some educational training but not a 4-year college degree, such as skilled trades (e.g., construction), transportation (e.g., drivers), and manufacturing. Identifying factors that promote adolescent interest in middle-skill occupations is crucial in combating this shortage. This study examined whether variables contributing to adolescent interest in STEM occupations, such as gender, occupation goal affordances, and occupational knowledge, extend to middle-skill occupations. Results from hierarchical linear models revealed that adolescents ( N = 502) were interested in middle-skill occupations for which they felt knowledgeable and perceived to afford agentic and communal goals. The effect of perceived knowledge on interest in construction and manufacturing occupations was stronger for boys than girls. Efforts to increase interest in middle-skill occupations should address the gender gap in perceived knowledge and highlight how these occupations fulfill agentic and communal goals.
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Affiliation(s)
- Stephanie Masters
- Institute for Social Science Research, University of Alabama, Tuscaloosa, AL, USA
| | - Joan M. Barth
- Institute for Social Science Research, University of Alabama, Tuscaloosa, AL, USA
- Institute for Social Science Research, University of Alabama, Tuscaloosa, AL, USA
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24
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Ari F, Arslan-Ari I, Vasconcelos L. Early Childhood Preservice Teachers' Perceptions of Computer Science, Gender Stereotypes, and Coding in Early Childhood Education. TECHTRENDS : FOR LEADERS IN EDUCATION & TRAINING 2022; 66:539-546. [PMID: 35499061 PMCID: PMC9033413 DOI: 10.1007/s11528-022-00725-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/25/2022] [Indexed: 06/14/2023]
Abstract
The purpose of this exploratory study was to investigate early childhood preservice teachers' perceptions of computer science and gender stereotypes in computer science, and perceptions of coding in early childhood education. Quantitative and qualitative data were collected from early childhood preservice teachers enrolled in a teaching methods course at a large southeastern university in the U.S. Findings showed that participants had misconceptions about what CS is and what computer scientists do. They were also neutral about coding and its integration in early childhood education. Both qualitative and quantitative data supported that the participants did not hold gender stereotypes in CS.
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Affiliation(s)
- Fatih Ari
- Learning Design and Technologies Program, University of South Carolina, Wardlaw College 130, Columbia, SC 29208 USA
| | - Ismahan Arslan-Ari
- Learning Design and Technologies Program, University of South Carolina, Wardlaw College 130, Columbia, SC 29208 USA
| | - Lucas Vasconcelos
- Learning Design and Technologies Program, University of South Carolina, Wardlaw College 130, Columbia, SC 29208 USA
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25
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McChesney JE, Behrend TS, Glosenberg A. Stereotypical descriptions of computer science career interests are not representative of many computer scientists. Sci Rep 2022; 12:5990. [PMID: 35397642 PMCID: PMC8994771 DOI: 10.1038/s41598-022-09522-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Accepted: 03/21/2022] [Indexed: 11/08/2022] Open
Abstract
Using responses from a large respondent-initiated online survey, we find that the career interests of many current and aspiring computer scientists in the United States diverge from a popular and official depiction of computer scientists' interests used for career and workforce development worldwide. Distinct profiles of career interests emerged from the data. These profiles suggest that many women in the field value social and artistic expression in a way not currently recognized by established depictions of computer scientists' interests. Better capturing the diversity of interests in computer science might help to boost women's, and men's, engagement in this STEM field.
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26
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Yeon Lee S, Friedman S, Christiaans E, Robinson KA. Valuable but costly? University students’ expectancy-value-cost profiles in introductory chemistry courses. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102056] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
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27
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A Methodological Approach to the Teaching STEM Skills in Latin America through Educational Robotics for School Teachers. ELECTRONICS 2022. [DOI: 10.3390/electronics11030395] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/10/2022]
Abstract
The study aims to design a methodological approach that allows educational robotics to develop STEM competences for schoolteachers, but with a gender focus. The phases within consist of designing a set of workshops with a gender approach, making use of Arduino, as it allows for introducing concepts in electronics and programming. For this, a mixed research method was applied, where quantitative and qualitative information was collected. The study was carried out with teachers from Latin American schools, where teachers from Chile and Colombia participated the most, and was conducted in virtual mode through the Zoom platform. As a result, it was found that Arduino and its components can be used to build projects that can be related in a real context, which further motivates students. It was also found that the levels of creativity, attitude, and motivation of the students increased with the workshops that were carried out.
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28
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Barth JM, Masters SL, Parker JG. Gender stereotypes and belonging across high school girls’ social groups: beyond the STEM classroom. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-021-09683-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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29
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Endendijk JJ, Portengen CM. Children’s Views About Their Future Career and Family Involvement: Associations With Children’s Gender Schemas and Parents’ Involvement in Work and Family Roles. Front Psychol 2022; 12:789764. [PMID: 35126242 PMCID: PMC8809201 DOI: 10.3389/fpsyg.2021.789764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 12/23/2021] [Indexed: 11/13/2022] Open
Abstract
Substantial gender disparities in career advancement are still apparent, for instance in the gender pay gap, the overrepresentation of women in parttime work, and the underrepresentation of women in managerial positions. Regarding the developmental origins of these gender disparities, the current study examined whether children’s views about future career and family involvement were associated with children’s own gender schemas (gender stereotypes, gender identity) and parents’ career- and family-related gender roles. Participants were 142 Dutch families with a child between the ages of 6 and 12 years old (M = 9.80, SD = 1.48, 60% girls). The families had different compositions (1 parent, 2 parents, 1 to 3 children). Children completed a computer task assessing gender stereotypes about toys and questionnaires on gender identity (i.e., felt similarity to same- and other-gender children) and their views about future career and family involvement. Parents reported their occupation, work hours, and task division in the home, which were combined in a composite variable reflecting gender-typicality of career and family involvement. Generalized estimation equations were used to take into account dependency between family members. Results revealed that parents’, and especially mothers’, gender-typical career and family involvement was associated with children’s gender-typical views about future career and family involvement. In addition, children’s felt similarity to the same gender was associated with children’s gender-typical expectations about career and family involvement. These findings suggest that parents’ career, work hours, and task division in the home, together play an important role in how their children envision their future work and family roles. Children themselves also play an active role in developing this vision for the future by their own gender identity, specifically by how similar they feel to individuals of the same gender. To reduce gender disparities in the occupational and domestic domain, programs need to be designed that focus on parental role modeling in the family as well as children’s gender identity development.
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30
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Van Veelen R, Derks B. Academics as Agentic Superheroes: Female academics' lack of fit with the agentic stereotype of success limits their career advancement. BRITISH JOURNAL OF SOCIAL PSYCHOLOGY 2021; 61:748-767. [PMID: 34935167 DOI: 10.1111/bjso.12515] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2021] [Accepted: 12/03/2021] [Indexed: 11/26/2022]
Abstract
Gender gaps in academia persist with women being less likely to attain leadership, earning lower salaries, and receiving less research funding and resources compared to their male peers. The current research demonstrates yet another, more intangible gender gap in academia called lack of fit, whereby compared to male academics, female academics perceive higher misfit between their professional self-concept and the agentic 'superhero' stereotype of the successful academic. The entire population of Dutch academics (i.e., assistant, associate, and full professors from 14 universities) was approached to participate in a nationwide survey. Results from this unique dataset (N = 3978) demonstrate that academics perceive agency (e.g., self-confident, self-focused, competitive) as more descriptive of the stereotypical successful academic than communality (e.g., team-oriented, good teacher, collegial). Importantly, early career female academics perceived highest lack of fit with this narrowly-defined agentic occupational stereotype, which was correlated with lower work engagement, professional identification and career efficacy, and higher work exhaustion and exit intentions. Thus, lack of fit seems yet another barrier contributing to pervasive gender gaps in academia. Implications for building more inclusive academic cultures, where not only agentic but also communal academic practice is recognized and rewarded are discussed.
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Affiliation(s)
| | - Belle Derks
- Utrecht University, Utrecht, The Netherlands
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31
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Gladstone JR, Cimpian A. Which role models are effective for which students? A systematic review and four recommendations for maximizing the effectiveness of role models in STEM. INTERNATIONAL JOURNAL OF STEM EDUCATION 2021; 8:59. [PMID: 34868806 PMCID: PMC8636406 DOI: 10.1186/s40594-021-00315-x] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/22/2021] [Accepted: 11/02/2021] [Indexed: 05/31/2023]
Abstract
Is exposing students to role models an effective tool for diversifying science, technology, engineering, and mathematics (STEM)? So far, the evidence for this claim is mixed. Here, we set out to identify systematic sources of variability in STEM role models' effects on student motivation: If we determine which role models are effective for which students, we will be in a better position to maximize role models' impact as a tool for diversifying STEM. A systematic narrative review of the literature (55 articles) investigated the effects of role models on students' STEM motivation as a function of several key features of the role models (their perceived competence, their perceived similarity to students, and the perceived attainability of their success) and the students (their gender, race/ethnicity, age, and identification with STEM). We conclude with four concrete recommendations for ensuring that STEM role models are motivating for students of all backgrounds and demographics-an important step toward diversifying STEM. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s40594-021-00315-x.
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Affiliation(s)
- Jessica R. Gladstone
- Department of Psychology, New York University, 6 Washington Place, New York, NY 10003 USA
- Present Address: Department of Foundations of Education, Virginia Commonwealth University, 1015 West Main Street, Richmond, VA 23284 USA
| | - Andrei Cimpian
- Department of Psychology, New York University, 6 Washington Place, New York, NY 10003 USA
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32
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Gender stereotypes about interests start early and cause gender disparities in computer science and engineering. Proc Natl Acad Sci U S A 2021; 118:2100030118. [PMID: 34810255 PMCID: PMC8640926 DOI: 10.1073/pnas.2100030118] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/10/2021] [Indexed: 11/21/2022] Open
Abstract
Societal stereotypes that girls are less interested than boys in computer science and engineering are endorsed by children and adolescents in a large and socioeconomically diverse sample, across multiple racial/ethnic and gender intersections, and as early as age six (first grade). Gender-interest stereotypes may contribute to subsequent gender disparities in the pursuit of these societally important fields. Addressing interest stereotypes may help improve educational equity. Societal stereotypes depict girls as less interested than boys in computer science and engineering. We demonstrate the existence of these stereotypes among children and adolescents from first to 12th grade and their potential negative consequences for girls’ subsequent participation in these fields. Studies 1 and 2 (n = 2,277; one preregistered) reveal that children as young as age six (first grade) and adolescents across multiple racial/ethnic and gender intersections (Black, Latinx, Asian, and White girls and boys) endorse stereotypes that girls are less interested than boys in computer science and engineering. The more that individual girls endorse gender-interest stereotypes favoring boys in computer science and engineering, the lower their own interest and sense of belonging in these fields. These gender-interest stereotypes are endorsed even more strongly than gender stereotypes about computer science and engineering abilities. Studies 3 and 4 (n = 172; both preregistered) experimentally demonstrate that 8- to 9-y-old girls are significantly less interested in an activity marked with a gender stereotype (“girls are less interested in this activity than boys”) compared to an activity with no such stereotype (“girls and boys are equally interested in this activity”). Taken together, both ecologically valid real-world studies (Studies 1 and 2) and controlled preregistered laboratory experiments (Studies 3 and 4) reveal that stereotypes that girls are less interested than boys in computer science and engineering emerge early and may contribute to gender disparities.
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33
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Concern or comfort with social comparisons matter in undergraduate physics courses: Joint consideration of situated expectancy-value theory, mindsets, and gender. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.102023] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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34
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Michael AG, Salmon KR, Testorf ME, Morrone M, Bass KM, Faletra P. STEM Lab on a Kitchen Table: An Investigation of Remote Student-Driven Problem-Based Research. JOURNAL OF STEM OUTREACH 2021; 4:10.15695/jstem/v4i2.10. [PMID: 35369576 PMCID: PMC8975134 DOI: 10.15695/jstem/v4i2.10] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
In 2020, the COVID-19 pandemic affected formal and informal education programs in the USA. The pandemic had a devastating impact on programs that required a dedicated physical space and in-person laboratory research. The distinguishing feature of New Hampshire Academy of Science (NHAS) programs is the participation of secondary school students in STEM research projects that emulate university-level research. Moving to a remote format presented various challenges. In this case study, we describe and discuss our experiences transforming a summer STEM research program for secondary school students from on-site and in-person to a remote platform, providing details of the planning phase, the logistics of maintaining the quality of the students' research, and the results of internal and external evaluations. Of the 33 students who participated, 32 completed all central elements of the program, and 25 went further and submitted summary papers and presented their research at the remote annual meeting of the American Association for the Advancement of Science. External evaluation found that students saw their work as similar to that of professional scientists, and perceived themselves to have gained proficiency in the use of scientific techniques and instrumentation. Students expressed they missed elements of in-person lab work including social interactions.
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Affiliation(s)
| | | | - Markus E. Testorf
- New Hampshire Academy of Science, Lyme, NH
- Thayer School of Engineering, Dartmouth College, Hanover, NH
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35
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Llorens A, Tzovara A, Bellier L, Bhaya-Grossman I, Bidet-Caulet A, Chang WK, Cross ZR, Dominguez-Faus R, Flinker A, Fonken Y, Gorenstein MA, Holdgraf C, Hoy CW, Ivanova MV, Jimenez RT, Jun S, Kam JWY, Kidd C, Marcelle E, Marciano D, Martin S, Myers NE, Ojala K, Perry A, Pinheiro-Chagas P, Riès SK, Saez I, Skelin I, Slama K, Staveland B, Bassett DS, Buffalo EA, Fairhall AL, Kopell NJ, Kray LJ, Lin JJ, Nobre AC, Riley D, Solbakk AK, Wallis JD, Wang XJ, Yuval-Greenberg S, Kastner S, Knight RT, Dronkers NF. Gender bias in academia: A lifetime problem that needs solutions. Neuron 2021; 109:2047-2074. [PMID: 34237278 PMCID: PMC8553227 DOI: 10.1016/j.neuron.2021.06.002] [Citation(s) in RCA: 66] [Impact Index Per Article: 22.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Revised: 11/19/2020] [Accepted: 06/01/2021] [Indexed: 11/18/2022]
Abstract
Despite increased awareness of the lack of gender equity in academia and a growing number of initiatives to address issues of diversity, change is slow, and inequalities remain. A major source of inequity is gender bias, which has a substantial negative impact on the careers, work-life balance, and mental health of underrepresented groups in science. Here, we argue that gender bias is not a single problem but manifests as a collection of distinct issues that impact researchers' lives. We disentangle these facets and propose concrete solutions that can be adopted by individuals, academic institutions, and society.
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Affiliation(s)
- Anaïs Llorens
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA.
| | - Athina Tzovara
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; Institute for Computer Science, University of Bern, Bern, Switzerland; Sleep Wake Epilepsy Center | NeuroTec, Department of Neurology, Inselspital, Bern University Hospital, University Bern, Bern, Switzerland.
| | - Ludovic Bellier
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA
| | - Ilina Bhaya-Grossman
- Department of Bioengineering, University of California, Berkeley, Berkeley, CA, USA
| | - Aurélie Bidet-Caulet
- Brain Dynamics and Cognition Team, Lyon Neuroscience Research Center, CRNL, INSERM U1028, CNRS UMR 5292, University of Lyon, Lyon, France
| | - William K Chang
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA
| | - Zachariah R Cross
- Cognitive and Systems Neuroscience Research Hub, University of South Australia, Adelaide, SA, Australia
| | | | | | - Yvonne Fonken
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; Department of Psychiatry, University of Oxford, Oxford, UK
| | - Mark A Gorenstein
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
| | - Chris Holdgraf
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; The Berkeley Institute for Data Science, Berkeley, CA, USA
| | - Colin W Hoy
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA
| | - Maria V Ivanova
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
| | - Richard T Jimenez
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA
| | - Soyeon Jun
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; Department of Brain and Cognitive Science College of Natural Sciences, Seoul National University, Seoul, Korea
| | - Julia W Y Kam
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; Department of Psychology, University of Calgary, Calgary, AB, Canada
| | - Celeste Kidd
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
| | - Enitan Marcelle
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA
| | - Deborah Marciano
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; Haas School of Business, University of California, Berkeley, Berkeley, CA, USA
| | - Stephanie Martin
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; Department of Cognitive Science, University of California, San Diego, San Diego, CA, USA
| | - Nicholas E Myers
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; Department of Experimental Psychology and Oxford Centre for Human Brain Activity, Department of Psychiatry, Wellcome Centre for Integrative Neuroimaging, University of Oxford, Oxford, UK
| | - Karita Ojala
- Institute of Systems Neuroscience, Center for Experimental Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany
| | - Anat Perry
- Department of Psychology, the Hebrew University of Jerusalem, Jerusalem, Israel
| | - Pedro Pinheiro-Chagas
- Laboratory of Behavioral and Cognitive Neuroscience, Stanford Human, Stanford University, Stanford, CA, USA
| | - Stephanie K Riès
- School of Speech, Language, and Hearing Sciences and Center for Clinical and Cognitive Neuroscience, San Diego State University, San Diego, CA, USA
| | - Ignacio Saez
- Department of Neurosurgery, University of California Davis, Sacramento, CA, USA
| | - Ivan Skelin
- Department of Neurobiology and Behavior, University of California, Irvine, Irvine, CA, USA
| | - Katarina Slama
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA
| | - Brooke Staveland
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; Haas School of Business, University of California, Berkeley, Berkeley, CA, USA
| | - Danielle S Bassett
- Departments of Bioengineering, Electrical & Systems Engineering, Physics & Astronomy, Psychiatry, and Neurology, University of Pennsylvania, Philadelphia, PA, USA; Santa Fe Institute, Santa Fe, NM 87501, USA
| | - Elizabeth A Buffalo
- Department of Physiology and Biophysics and School of Medicine, Washington National Primate Research Center, University of Washington, Seattle, WA, USA
| | - Adrienne L Fairhall
- Department of Physiology and Biophysics and Computational Neuroscience Center, University of Washington, Seattle, WA 98195, USA
| | - Nancy J Kopell
- Department of Mathematics & Statistics, Boston University, Boston, MA, USA
| | - Laura J Kray
- Haas School of Business, University of California, Berkeley, Berkeley, CA, USA
| | - Jack J Lin
- Comprehensive Epilepsy Program, Department of Neurology, University of California, Irvine, Irvine, CA, USA; Department of Biomedical Engineering, Henry Samueli School of Engineering, Irvine, CA, USA
| | - Anna C Nobre
- Department of Experimental Psychology and Oxford Centre for Human Brain Activity, Department of Psychiatry, Wellcome Centre for Integrative Neuroimaging, University of Oxford, Oxford, UK
| | - Dylan Riley
- Department of Sociology, University of California, Berkeley, Berkeley, CA 94720-1980, USA
| | - Anne-Kristin Solbakk
- Department of Psychology, Oslo University Hospital-Rikshospitalet, Oslo, Norway; Department of Neurosurgery, Oslo University Hospital-Rikshospitalet, Oslo, Norway; RITMO Centre for Interdisciplinary Studies in Rhythm, Time and Motion, University of Oslo, Oslo, Norway; Department of Neuropsychology, Helgeland Hospital, Mosjøen, Norway
| | - Joni D Wallis
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
| | - Xiao-Jing Wang
- Center for Neural Science, New York University, 4 Washington Place, New York, NY 10003, USA
| | - Shlomit Yuval-Greenberg
- School of Psychological Sciences and Sagol School of Neuroscience, Tel Aviv University, Ramat Aviv, 6997801 Tel Aviv-Yafo, Israel
| | - Sabine Kastner
- Princeton Neuroscience Institute and Department of Psychology, Princeton University, Princeton, NJ 08544, USA
| | - Robert T Knight
- Helen Wills Neuroscience Institute, University of California, Berkeley, Berkeley, CA, USA; Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
| | - Nina F Dronkers
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA; Department of Neurology, University of California, Davis, Sacramento, CA, USA
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Stachl CN, Brauer DD, Mizuno H, Gleason JM, Francis MB, Baranger AM. Improving the Academic Climate of an R1 STEM Department: Quantified Positive Shifts in Perception. ACS OMEGA 2021; 6:14410-14419. [PMID: 34124463 PMCID: PMC8190890 DOI: 10.1021/acsomega.1c01305] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/10/2021] [Accepted: 05/11/2021] [Indexed: 06/12/2023]
Abstract
Ongoing efforts to improve diversity in science, technology, engineering, and mathematics (STEM) primarily manifest as attempts to recruit more women and individuals from historically marginalized groups. Yet, these efforts fail to repair the specific, systemic issues within academic communities that hinder diverse individuals from persisting and thriving in STEM. Here, we present the results of a quantitative, multiyear effort to make the academic climate of an R1 STEM department more inclusive. We use a student-led, department-specific, faculty-supported initiative to assess and improve the climate of the Department of Chemistry at the University of California, Berkeley, as a case study. Our results provide quantitative evidence that community discussions grounded in our own data, alongside cooperative community efforts to address the issues present in those data, are effective methods for driving positive change. Longitudinal assessment of our academic climate from 2018 to 2020 via annual department-wide surveys indicates that these interventions have succeeded in shifting the perception of our academic climate. This study confirms the positive outcomes of having a practical, sustainable, and data-driven framework for affecting change within a graduate community.
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Affiliation(s)
- Christiane N. Stachl
- Department
of Chemistry, University of California,
Berkeley, 318 Lewis Hall, Berkeley, California 94720-1460, United States
| | - Daniel D. Brauer
- Department
of Chemistry, University of California,
Berkeley, 733 Latimer
Hall, Berkeley, California 94720-1460, United States
| | - Hikaru Mizuno
- Department
of Chemistry, University of California,
Berkeley, D38A Hildebrand
Hall, Berkeley, California 94720-1460, United States
| | - Jamie M. Gleason
- Department
of Chemistry, University of California,
Berkeley, 748 Latimer
Hall, Berkeley, California 94720-1460, United States
| | - Matthew B. Francis
- Department
of Chemistry, University of California,
Berkeley, 724 Latimer
Hall, Berkeley, California 94720-1460, United States
- Materials
Sciences Division, Lawrence Berkeley National
Laboratory, 1 Cyclotron
Road, MS 66R0200, Berkeley, California 94720-8099, United States
| | - Anne M. Baranger
- Department
of Chemistry, University of California,
Berkeley, 213 Lewis Hall, Berkeley, California 94720-1460, United States
- Graduate
Group in Science and Mathematics Education, University of California, Berkeley, 2121 Berkeley Way, Berkeley, California 94720-1670, United States
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Zhang X, Wan Q, Lyu S, Li O, Liu Y. Overlearning is as ineffective as underlearning? A cross-culture study from PISA 2015. LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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38
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Nguyen U, Riegle-Crumb C. Who is a scientist? The relationship between counter-stereotypical beliefs about scientists and the STEM major intentions of Black and Latinx male and female students. INTERNATIONAL JOURNAL OF STEM EDUCATION 2021; 8:28. [PMID: 38343634 PMCID: PMC10857866 DOI: 10.1186/s40594-021-00288-x] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/12/2020] [Accepted: 03/21/2021] [Indexed: 02/15/2024]
Abstract
Background Despite the diverse student population in the USA, the labor force in Science, Technology, Engineering, and Mathematics (STEM) does not reflect this reality. While restrictive messages about who belongs in STEM likely discourage students, particularly female and minoritized students, from entering these fields, extant research on this topic is typically focused on the negative impact of stereotypes regarding math ability, or the existence of stereotypes about the physical appearance of scientists. Instead, this study builds on the limited body of research that captures a more comprehensive picture of students' views of scientists, including not only the type of work that they do but also the things that interest them. Specifically, utilizing a sample of approximately 1000 Black and Latinx adolescents, the study employs an intersectional lens to examine whether the prevalence of counter-stereotypical views of scientists, and the association such views have on subsequent intentions to pursue STEM college majors, varies among students from different gender and racial/ethnic groups (e.g., Black female students, Latinx male students). Results While about half of Black and Latinx students reported holding counter-stereotypical beliefs about scientists, this is significantly more common among female students of color, and among Black female students in particular. Results from logistic regression models indicate that, net of control variables, holding counter-stereotypical beliefs about scientists predicts both young men's and women's intentions to major in computer science and engineering, but not intentions to major in either physical science or mathematics. Additionally, among Black and Latinx male students, counter-stereotypical perceptions of scientists are related to a higher likelihood of intending to major in biological sciences. Conclusions The results support the use of an intersectional approach to consider how counter-stereotypical beliefs about scientists differ across gender and racial/ethnic groups. Importantly, the results also suggest that among Black and Latinx youth, for both female and male students, holding counter-stereotypical beliefs promotes intentions to enter particular STEM fields in which they are severely underrepresented. Implications of these findings and directions for future research, specifically focusing on minoritized students, which are often left out in this body of literature, are discussed.
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Affiliation(s)
- Ursula Nguyen
- Department of Curriculum and Instruction, STEM Education, The University of Texas, 1912 Speedway, Stop D500, Austin, Texas 78712, USA
| | - Catherine Riegle-Crumb
- Department of Curriculum and Instruction, STEM Education, The University of Texas, 1912 Speedway, Stop D500, Austin, Texas 78712, USA
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39
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Bergsieker HB, Wilmot MO, Cyr EN, Grey CB. A threat in the network: STEM women in less powerful network positions avoid integrating stereotypically feminine peers. GROUP PROCESSES & INTERGROUP RELATIONS 2021; 24:321-349. [PMID: 33958955 PMCID: PMC8054113 DOI: 10.1177/1368430219888274] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2019] [Accepted: 10/23/2019] [Indexed: 11/16/2022]
Abstract
Integrating social identity threat and structural hole theories, this work examines how social network positions affect group-based identity threats. For individuals less well positioned to bridge (or "broker") relations between unconnected friends, stigma-by-association concerns may constrain affiliation with stereotypic targets. Three experiments (Ns = 280, 232, 553) test whether women (vs. men) in male-dominated STEM (vs. female-dominated) majors avoid befriending a female target with feminine-stereotypic (vs. STEM-stereotypic) interests. Only STEM women with less brokerage (i.e., less ability to manage introductions to unconnected friends) in their existing friendship networks avoided befriending (pilot experiment) and socially integrating (Experiments 1 and 2) feminine- (vs. STEM-) stereotypic targets, despite standardized target similarity and competence. STEM women in particular anticipated steeper reputational penalties for befriending stereotypically feminine peers (Experiment 2). Social identity threat may lead women in STEM-especially those lacking brokerage-to exclude stereotypically feminine women from social networks, reinforcing stereotypes of women and STEM fields.
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40
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McPherson E, Park B. Who chooses a pSTEM academic major? Using social psychology to predict selection and persistence over the freshman year. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2021. [DOI: 10.1111/jasp.12749] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Affiliation(s)
- Erin McPherson
- Department of Psychology and Neuroscience University of Colorado Boulder Boulder CO USA
| | - Bernadette Park
- Department of Psychology and Neuroscience University of Colorado Boulder Boulder CO USA
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41
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High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes. SOCIAL PSYCHOLOGY OF EDUCATION 2021. [DOI: 10.1007/s11218-021-09611-4] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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42
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Gormally C, Inghram R. Goggles and White Lab Coats: Students' Perspectives on Scientists and the Continued Need to Challenge Stereotypes. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe-22-9. [PMID: 33584944 PMCID: PMC7861208 DOI: 10.1128/jmbe.v22i1.2273] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2020] [Accepted: 12/03/2020] [Indexed: 06/02/2023]
Abstract
For undergraduate students, feeling an affinity with a science community is a key factor related to interest and persistence in science. Thus, how students perceive scientists can affect their sense of belonging. In this study, we interviewed biology majors and nonscience majors at two institutions, including students who were hearing and deaf, to understand their perceptions of scientists. We used a mixed-methods analytic approach, including coding to classify responses and box plots, to evaluate how endorsement of both positive and negative stereotypes and desire for science to afford altruistic, communal opportunities may differ between student populations. Groups studied include women and men students; biology majors and nonscience majors; hearing and deaf students; and introductory and advanced biology majors. Findings indicate that opportunities to see altruistic and communal qualities of science may be important for women, nonscience majors, and deaf students. Interestingly, the majority of students did not assign gender to an imagined scientist. Implications for challenging stereotypes about scientists and making altruistic and communal opportunities in science more visible are discussed.
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Affiliation(s)
- Cara Gormally
- School 4: School of Science, Technology, Accessibility, Mathematics, and Public Health, Gallaudet University, Washington, DC 20002
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43
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Affiliation(s)
- Jessie L Werner
- Department of Emergency Medicine, The Warren Alpert School of Medicine, Brown University, Providence, RI
| | - Resa E Lewiss
- Department of Emergency Medicine, Thomas Jefferson University Hospital, Philadelphia, PA
| | - Gita Pensa
- Department of Emergency Medicine, The Warren Alpert School of Medicine, Brown University, Providence, RI
| | - Alyson J McGregor
- Department of Emergency Medicine, The Warren Alpert School of Medicine, Brown University, Providence, RI
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44
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Enfacing a female reduces the gender-science stereotype in males. Atten Percept Psychophys 2021; 83:1729-1736. [PMID: 33479790 DOI: 10.3758/s13414-021-02241-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/02/2021] [Indexed: 12/22/2022]
Abstract
The enfacement illusion refers to the illusory perception that features of another face that moves in synchrony with one's own facial movements become part of one's own body. Here, we tested whether males whose facial movements are synchronized with a virtual female face exhibit a less pronounced implicit gender-science stereotype than males whose movements are not synchronized. Results show that illusory ownership and agency of the face with opposite gender was successfully induced, and that synchrony significantly reduced the implicit gender-science stereotype as compared with nonsynchrony. Our findings are in line with previous demonstrations about being synchronized with other individuals facilitates feature migration-that is, the integration of their features into one's self-representation.
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45
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Stewart-Williams S, Halsey LG. Men, women and STEM: Why the differences and what should be done? EUROPEAN JOURNAL OF PERSONALITY 2021. [DOI: 10.1177/0890207020962326] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
It is a well-known and widely lamented fact that men outnumber women in a number of fields in STEM (science, technology, engineering and maths). The most commonly discussed explanations for the gender gaps are discrimination and socialization, and the most common policy prescriptions target those ostensible causes. However, a great deal of evidence in the behavioural sciences suggests that discrimination and socialization are only part of the story. The purpose of this paper is to highlight other aspects of the story: aspects that are commonly overlooked or downplayed. More precisely, the paper has two main aims. The first is to examine the evidence that factors other than workplace discrimination contribute to the gender gaps in STEM. These include relatively large average sex differences in career and lifestyle preferences, and relatively small average differences in cognitive aptitudes – some favouring males, others favouring females – which are associated with progressively larger differences the further above the average one looks. The second aim is to examine the evidence suggesting that these sex differences are not purely a product of social factors but also have a substantial biological (i.e. inherited) component. A more complete picture of the causes of the unequal sex ratios in STEM may productively inform policy discussions.
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Affiliation(s)
| | - Lewis G Halsey
- Department of Life Sciences, University of Roehampton, London, UK
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46
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Ladewig A, Keller M, Klusmann U. Sense of Belonging as an Important Factor in the Pursuit of Physics: Does It Also Matter for Female Participants of the German Physics Olympiad? Front Psychol 2020; 11:548781. [PMID: 33192795 PMCID: PMC7643007 DOI: 10.3389/fpsyg.2020.548781] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2020] [Accepted: 09/14/2020] [Indexed: 11/13/2022] Open
Abstract
This paper focuses on stereotype threat and its effects on sense of belonging in the German Physics Olympiad science competition. Participants completed questionnaires about sense of belonging, stereotype endorsement, interest, and self-concept in physics, as well as about value and success expectations of studying physics in college. Female participants who endorsed negative stereotypes about female talent for physics felt less sense of belonging to physics. This effect did not manifest for male participants. Sense of belonging to physics significantly predicted value and success expectations for studying physics in college beyond what is predicted by interest and self-concept in physics. These findings suggest that sense of belonging is influenced by stereotype threat, which was shown to cause gender differences in science. Nevertheless, sense of belonging could be included into the expectancy-value theory based on its predictive impact on value and success expectations of studying physics.
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Affiliation(s)
- Antonia Ladewig
- Department of Physics Education, IPN – Leibniz Institute for Science and Mathematics Education, Kiel, Germany
| | - Melanie Keller
- Department of Physics Education, IPN – Leibniz Institute for Science and Mathematics Education, Kiel, Germany
| | - Uta Klusmann
- Department of Educational Research and Educational Psychology, IPN – Leibniz Institute for Science and Mathematics Education, Kiel, Germany
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47
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González-Pérez S, Mateos de Cabo R, Sáinz M. Girls in STEM: Is It a Female Role-Model Thing? Front Psychol 2020; 11:2204. [PMID: 33013573 PMCID: PMC7511552 DOI: 10.3389/fpsyg.2020.02204] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Accepted: 08/05/2020] [Indexed: 12/23/2022] Open
Abstract
Women are underrepresented in STEM (science, technology, engineering, and mathematics) careers, and this poses new challenges at the dawn of the era of digital transformation. The goal of the present study is to demonstrate how female role models influence girls' preferences for STEM studies. This paper evaluates a role-model intervention in which female volunteers working in STEM go into schools to talk to girls about their careers. The study was conducted with 304 girls, from 12 years old (sixth primary grade) to 16 years old (fourth secondary grade), both before and after the role-model sessions. An adaptation of the expectancy-value theory of achievement motivation is used to test the extent to which this role-model intervention improves girls' beliefs that they can be successful in STEM fields and increases their likelihood of choosing a STEM career. The results of multigroup structural equation modeling analysis show that on average, the role-model intervention has a positive and significant effect on mathematics enjoyment, importance attached to math, expectations of success in math, and girls' aspirations in STEM, and a negative effect on gender stereotypes. Additionally, the female role-model sessions significantly increase the positive impact of expectations of success on STEM choices. Finally, the moderation role of the counterstereotypical content of the role-model sessions is tested. The results show that the higher the counterstereotypical character of the sessions, the higher the relationship between expectations of success in math and the choice of STEM. These results are discussed regarding their implications for long-term STEM engagement.
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Affiliation(s)
- Susana González-Pérez
- Department of Business Economics, School of Business & Economics, Universidad CEU San Pablo, Madrid, Spain
| | - Ruth Mateos de Cabo
- Department of Business Economics, School of Business & Economics, Universidad CEU San Pablo, Madrid, Spain
| | - Milagros Sáinz
- Internet Interdisciplinary Institute, Universitat Oberta de Catalunya (UOC), Barcelona, Spain
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48
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Pelley E, Carnes M. When a Specialty Becomes "Women's Work": Trends in and Implications of Specialty Gender Segregation in Medicine. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:1499-1506. [PMID: 32590470 PMCID: PMC7541620 DOI: 10.1097/acm.0000000000003555] [Citation(s) in RCA: 46] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
The gender composition of physician specialties varies dramatically with some becoming increasingly female predominant while others remain overwhelmingly male. In their analysis of physician workforce data, the authors demonstrate that despite large increases in the number of female physicians over 4 decades, the degree of gender segregation between specialties has not declined. The authors describe lessons from the highly gender-segregated U.S. workforce as a whole to understand these demographic patterns in the physician workforce. Echoing U.S. workforce findings, women physicians are becoming overrepresented in certain specialties, and this appears to be associated with a relative decline in earnings for physicians in these specialties over time. The authors found a strong negative relationship between the proportion of female physicians in a specialty and its mean salary, with gender composition explaining 64% of the variation in salaries among the medical specialties.Female physicians face biases in the workplace and fall behind male peers in leadership attainment, academic advancement, and earnings. Tenacious gender stereotypes and the conflation of gender and status contribute to these biases and reinforce occupational gender segregation. The clustering of women in certain specialties means these specialties will be disproportionately affected by gender bias. Recognizing the consequences of gender demographics within physician specialties is important to maintain the strong and diverse physician workforce needed to support the health care needs of the populations who depend on these specialties for care.
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Affiliation(s)
- Elaine Pelley
- E. Pelley is associate professor, Division of Endocrinology, Diabetes, and Metabolism, Department of Medicine, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, Wisconsin
| | - Molly Carnes
- M. Carnes is professor, Departments of Medicine, Psychiatry, and Industrial & Systems Engineering and director, Center for Women's Health Research, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, Wisconsin
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49
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Vuletich HA, Kurtz-Costes B, Cooley E, Payne BK. Math and language gender stereotypes: Age and gender differences in implicit biases and explicit beliefs. PLoS One 2020; 15:e0238230. [PMID: 32898854 PMCID: PMC7478909 DOI: 10.1371/journal.pone.0238230] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Accepted: 08/12/2020] [Indexed: 11/29/2022] Open
Abstract
In a cross-sectional study of youth ages 8-15, we examined implicit and explicit gender stereotypes regarding math and language abilities. We investigated how implicit and explicit stereotypes differ across age and gender groups and whether they are consistent with cultural stereotypes. Participants (N = 270) completed the Affect Misattribution Procedure (AMP) and a survey of explicit beliefs. Across all ages, boys showed neither math nor language implicit gender biases, whereas girls implicitly favored girls in both domains. These findings are counter to cultural stereotypes, which favor boys in math. On the explicit measure, both boys' and girls' primary tendency was to favor girls in math and language ability, with the exception of elementary school boys, who rated genders equally. We conclude that objective gender differences in academic success guide differences in children's explicit reports and implicit biases.
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Affiliation(s)
- Heidi A. Vuletich
- Department of Psychological and Brain Sciences, Indiana University Bloomington, Bloomington, Indiana, United States of America
| | - Beth Kurtz-Costes
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
| | - Erin Cooley
- Department of Psychological and Brain Sciences, Colgate University, Hamilton, New York, United States of America
| | - B. Keith Payne
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, United States of America
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50
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Zambrano J, Lee GA, Leal CC, Thoman DB. Highlighting Prosocial Affordances of Science in Textbooks to Promote Science Interest. CBE LIFE SCIENCES EDUCATION 2020; 19:ar24. [PMID: 32559123 PMCID: PMC8711837 DOI: 10.1187/cbe.19-09-0176] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2019] [Revised: 04/06/2020] [Accepted: 04/17/2020] [Indexed: 06/11/2023]
Abstract
The prevalent stereotype that scientific fields do not afford opportunities to fulfill goals of helping others deters student interest and participation in science. We investigated whether introductory college science textbooks that highlight the prosocial utility value of science can be used to change beliefs about the affordances of scientific work. In study 1, undergraduate students who were randomly assigned to read a science textbook chapter with added prosocial utility value expressed greater beliefs that the science topic afforded prosocial goals and increased interest in the scientific topic, compared with two control conditions. Mediation analysis demonstrated that interest was enhanced through increased beliefs that the topic afforded prosocial opportunities. Multiple group comparison tests indicated that underrepresented minority students (i.e., African Americans, Latinos, and Native Americans) might benefit the most from efforts to strengthen prosocial affordance beliefs. In study 2, we conducted a brief landscape analysis of science textbooks and found that texts are missing opportunities to emphasize the prosocial utility value of science. We discuss recommendations for science educators, curriculum designers, and researchers who want to increase and broaden science participation.
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Affiliation(s)
- Jeanette Zambrano
- Rossier School of Education, University of Southern
California, Los Angeles, CA 90089-4035
| | - Garam Ann Lee
- College of Education, Michigan State University, East
Lansing, MI 48824
| | - Christina C. Leal
- Warner School of Education, University of Rochester,
Rochester, NY 14627
| | - Dustin B. Thoman
- Department of Psychology, San Diego State University,
San Diego, CA 92182
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