First steps toward gender equity in the chemistry Olympiad: Understanding the role of implicit<scp>gender‐science</scp>stereotypes

Steegh, Anneke; Höffler, Tim N.; Höft, Lars; Parchmann, Ilka

doi:10.1002/tea.21645

Cited by 18 publications

(17 citation statements)

References 135 publications

(199 reference statements)

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“…All participants enrolled in this study were male. The reason was that though both males and females showed genderscience stereotypes in previous studies, this effect is usually stronger in males than in females (Sanchis-Segura, Aguirre, Cruz-Gómez, Solozano, & Forn, 2018;Smyth & Nosek, 2015;Steegh, Höffler, Höft, & Parchmann, 2020). Especially important for our study, this gender difference is particularly strong in the population we studied-Chinese students-in which stronger gender-science stereotypes in males than in females were demonstrated for both explicit (Dong, 2019) and implicit measures (Wang, 2010).…”

Section: Participantsmentioning

confidence: 68%

Enfacing a female reduces the gender–science stereotype in males

Zhang

Hommel

2021

Atten Percept Psychophys

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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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Section: Participantsmentioning

confidence: 68%

Enfacing a female reduces the gender–science stereotype in males

Zhang

Hommel

2021

Atten Percept Psychophys

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“…Comments on social networks affect the opinions and behavior of the public in general and teenagers in particular ( Williams and Gulati, 2012 ). Research has shown that gender science stereotypes (which view science as male) and gender stereotypes in general inhibit young women from envisioning scientific careers and their ability to identify with science ( Cotner et al, 2020 ; Steegh et al, 2021 ). Correll (2001) found that high school students’ perceptions of their own abilities and competencies influenced their decisions to pursue a specific career choice.…”

Section: Discussionmentioning

confidence: 99%

“…Gender stereotypes and gender schemes about the meaning of being a man or woman are shaped and reshaped from childhood. These in turn contribute to public perceptions about women in science ( Eccles et al, 1990 ; Steegh et al, 2021 ). In addition, gender stereotypes about science-related careers tend to “influence female self-beliefs and values” ( Steegh et al, 2021 : 3).…”

Section: Introductionmentioning

confidence: 99%

“…These in turn contribute to public perceptions about women in science ( Eccles et al, 1990 ; Steegh et al, 2021 ). In addition, gender stereotypes about science-related careers tend to “influence female self-beliefs and values” ( Steegh et al, 2021 : 3). Gender stereotypes prescribe how women should behave including what academic careers they should pursue ( Krefting, 2003 ).…”

Section: Introductionmentioning

confidence: 99%

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Engagement patterns with female and male scientists on Facebook

2022

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Social networks are becoming powerful agents mediating between science and the public. Considering the public tendency to associate science with men makes investigating representations of female scientists in social media important. Here we set out to find whether the commenting patterns to text-based science communication are similar. To examine these, we collected and analyzed posts (165) and their comments (10,006) published between 2016 and 2018 on an Israeli popular science Facebook page. We examined post characteristics as well as the relevance and sentiment of comments. Several gendered differences in commenting patterns emerged. Posts published by female scientists received more irrelevant and fewer relevant comments. Female scientists received more hostile and positive comments. These findings are consistent with results of previous research, but also demonstrate a more nuanced understanding that when female scientists write using scientific jargon (usually an unwanted feature of popular science writing), they received less hostile comments and were given less advice.

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“…In college, it was shown that, in undergraduate laboratory settings, TAs may unconsciously privilege male students' participation over female students'. 44 In a study focused on adolescents in Germany, Steegh and colleagues 45 showed that gender-based stereotypes had negative impacts on female students' participation in the Chemistry Olympiad. Furthermore, a study examining undergraduate chemistry curricula using the Universal Design for Learning (UDL) framework 46 revealed that analyzed curricula did not adequately foster collaboration and community, optimize relevance, value, and authenticity, and promote understanding across languages.…”

Section: Current Explanations Of Existing Inequitiesmentioning

confidence: 99%

Where Does CER Stand on Diversity, Equity, and Inclusion? Insights from a Literature Review

Ryu

Bano

2021

J. Chem. Educ.

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In the wake of the ongoing nationwide antiracist movement, the academy at large has been reflecting on its role in society and the pursuit of social justice. Here, we examine the state of diversity, equity, and inclusion (DEI) in chemistry education research and practice through a literature review and offer suggestions for future directions. Through a keyword search in four leading journals in chemistry and science education, we chose to review 73 articles with DEI-relevant research foci. Through quantitative analysis, we noticed that there has been a recent increase in DEI-focused studies and that most studies have been conducted at precollege and college levels. We also performed qualitative analysis in order to identify common themes across reviewed articles. On the basis of this analysis, we organized our findings into four sections: the rationale for advancing DEI, the current state of DEI, prevalent explanations of existing inequities, and strategies for advancing DEI. The literature indicates that the state of DEI has improved considerably over the years, particularly in terms of the numbers and achievements of women and historically minoritized groups. These improvements may be driven by widespread research in and embracement of novel pedagogical approaches that enhance students' academic outcomes and classroom culture. However, we also noticed areas with scope for improvement. We make suggestions to continue this hard-won progress: expanding research in less studied contexts, holistic reform approaches across institutional levels, and justice-and relevance-oriented curricular reforms. We also urge the Chemistry Education Research (CER) community to reconceptualize frameworks for equity and diversity to move beyond increasing the numbers of people from minoritized groups.

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First steps toward gender equity in the chemistry Olympiad: Understanding the role of implicitgender‐sciencestereotypes

Cited by 18 publications

References 135 publications

Enfacing a female reduces the gender–science stereotype in males

Enfacing a female reduces the gender–science stereotype in males

Engagement patterns with female and male scientists on Facebook

Where Does CER Stand on Diversity, Equity, and Inclusion? Insights from a Literature Review

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