Are STEM Syllabi Gendered? A Feminist Critical Discourse Analysis

Parson, Laura

doi:10.46743/2160-3715/2016.2467

Cited by 13 publications

(14 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, the 4-gram analysis shows Twitter users in women in STEM corpus addressing stereotypes and gender bias against women working in STEM fields by acknowledging its existence and attempting to change it. The use of language to express gender bias is in line with findings that define the nature of STEM work and education to be "gendered" (Parson, 2016). The gendered nature of STEM might hinder women from participation in STEM.…”

Section: Discussionsupporting

confidence: 64%

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

Alkhammash¹

2019

IJEL

View full text Add to dashboard Cite

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

show abstract

Section: Discussionsupporting

confidence: 64%

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

Alkhammash¹

2019

IJEL

View full text Add to dashboard Cite

show abstract

“…Thus, these perspective are intended to uncover how rural female learners take on as their expected patriarchal beliefs, and manners, with the view to transform their mind-sets in line with gender equality and equity prospects as enshrined the 2013 Constitution Amendment (No. 20) [57][58][59][60]. Hence, it guided in the unpacking of the underpinning concerns, which took shape during personal interviews, and focus group discussions.…”

Section: Resultsmentioning

confidence: 99%

Transforming Rural Female Learners’ under-representation in Advanced Level Science Subjects in Zimbabwe

Chikuvadze

2022

AJESS

View full text Add to dashboard Cite

This is a positional paper, which endeavours to indispensably provide an emancipatory view of gender disparity, with a particular focus on rural female learners’ progression in Advanced Level science subjects. This discussion was guided by a framework derived from feminist, and social learning standpoint. The methodological approach used to generate and analyse participants' lived experiences comprised of the transformative paradigm, and qualitative approach. The sample for this study comprised of forty-five purposively participants who were doing sciences and other subjects at Advanced Level. Data was generated the through literature method, focus group discussion and in-depth interviews. Analysis of the sourced data was narrative in nature buttressed by direct citations. From the rural female learners' experiences, it was revealed that appropriate information propagation augments their consciousness about gender issues in their progression in Advanced Level science subjects. Also, researcher noted that there was a need for an evidence-based policymaking process, which acknowledges participants' socio-cultural backgrounds in crafting gender-related policies to promote their progression in Advanced Level science subjects. Hence the need for a policy transformation that enforces gender-neutral approaches to information promulgation with the belief of empowering rural female learners in their progression in Advanced Level science subjects. The conclusion, therefore, is that transformation of rural female learners' mind-sets towards sciences was of utmost value in bridging the gender disparity gaps in their progression in Advanced Level science subjects. As a recommendation, researcher proposes the need for the inculcation of a gender-neutral, and sensitive approach in a bid to transform rural female learners' under-representation circumstances in Advanced Level science subjects.

show abstract

“…Two examples help visualize how this may be the case. Gaucher et al (2011) and Parson (2016) examined job ads and course syllabi, respectively, and both examined discourse that implicitly reinforced gendered roles and existing power structures. Through experimental design, Gaucher and colleagues found that job ads in men-dominated professions contained more stereotypically masculine words (e.g., active, aggressive, ambitious, decisive) than ads for women-dominated professions.…”

Section: Diversity In Job Advertisementsmentioning

confidence: 99%

“…Giventhewaysthatstructuralbarriersunderscorestudents'interestandpersistence in engineering based on gender and racial identities, it is important to understand the variouscuesthatundergraduatestudentsreceiverelatedtoengineeringfieldsandcareers. Discourse in formal contexts serves to signal and perpetuate gendered power structures,deterringwomen'sbelongingness (Gaucheretal.,2011)orfavoringtraditionally masculine roles and stereotypes (Parson, 2016). Slaton (2010) also revealed how U.S. engineering education has been historically steeped in whiteness, drawing attentiontohowcelebratorydiscourseaboutdiversity"mayforecloseinquiryintothe racializedfunctionsofconventionalgatekeepingtoolssuchasstandardsoftalentand eligibility"(p.17).Inthepresentstudy,weexplorehowinequityandpowerpervadediscoursesandlinguistictoolswithinengineeringinternshipadvertisements-animportant undertaking,asinternshipsoftenserveasstudents'firstopportunitytogainprofessional † While"StudentsofColor,""Black,Indigenous,andPeopleofColor(BIPOC),"and"raciallyminoritized"arecommonphrasesforrace/ethnicityineducationalresearch,wealsoacknowledgethelimitationsofthisphrasing.Racial andethnicgroupshavevastlydifferentrealitiesandusingsuchterminologyseparatelyfromgendermayindicate"an entrenched misunderstanding of how women's experiences as women also intersect with their experiences as members ofethnicminoritygroups,aswellasotherhistoricallyoppressedsocialgroups" (Bowleg,2008,p.313).Thus,while terminologyappearsasdistinct,itisalsonecessarytocenterWomenofColorinanydiscussionaboutgenderedand racialized discourse.…”

Section: Introductionmentioning

confidence: 99%

Analyzing Signals of (In)equity and Power in Engineering College Internship Advertisements

Wofford

Smith

2022

J Women Minor Scien Eng

View full text Add to dashboard Cite

Gendered and racialized barriers play a significant role in undergraduate students' interest and persistence in engineering. While sexist and racist environments have been widely investigated in engineering academic settings, the impediments to equity in work-related engineering socialization experiences are far less explored. Specific to undergraduate students' work settings, internships serve as anticipatory socialization experiences where students learn what it is like to work in certain fields. Yet, little is known about the cues that sponsoring companies provide to potential interns about organizational ideology and power. Drawing from 122 advertisements for college engineering internships, this study explored companies' language and linguistic tools in ads. Within a framework of signaling theory and feminist critical discourse analysis, we used document analysis to examine organizational statements of equal employment and diversity as well as (implicitly gendered and racialized) power structures signaled by linguistic tools (e.g., nominative personal pronouns). Findings reveal a lack of specificity in companies' explicit statements, suggesting that "diversity" language evades identifying concrete equity efforts. Further, results illustrate the complex nature of how companies used linguistic tools to promote their own diversity values and position interns' agency. Leveraging a feminist lens, we discuss how leaving inclusive practices and power structures unnamed may signal a performative commitment to equity. We conclude with implications for higher education researchers, practitioners in career services, and employers recruiting college interns.

show abstract

Are STEM Syllabi Gendered? A Feminist Critical Discourse Analysis

Cited by 13 publications

References 16 publications

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

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

Transforming Rural Female Learners’ under-representation in Advanced Level Science Subjects in Zimbabwe

Analyzing Signals of (In)equity and Power in Engineering College Internship Advertisements

Contact Info

Product

Resources

About