Gender Gap in Chemistry, Still?!

Abstract

The purpose of this study is to investigate differences between women and men in chemistry, as reflected in their responses to a global gender gap survey. The survey was conducted in 2018; responses from 1,343 valid participants across the globe were collected and analyzed. The main results show that first, women were more likely to list their parents and themselves as important influences in their university studies than men. This result was consistent regardless of the Human Development Index (HDI, an index developed by the United Nations assessing the development of a country) and employment sectors. Also, men students reported more positive relationships and support from their advisors or supervisors than women. More women than men indicated that they had personally encountered sexual harassment at school or work. Also, in general, more men than women indicated that they had never experienced discrimination in the assessment or evaluation of their achievement across different HDI regions and in different employment sectors. Men reported having more research resources than women. More women than men indicated that their careers had influenced their decisions about their children, marriage, or long-term partnership across high and low HDI regions and employment sectors. Finally, women submitted fewer journal articles than men in the past five years, and this gender difference was also seen in respondents from both high and low HDI regions and working in industry. In contrast, by employment sector, the gender differences were relatively small.

Deciphering the Dynamics of Achievement in the Chemical Basis of Life: Attitude as a Mediator and Gender as a Nonmoderator

“…Contrastingly, the moderation analysis indicates that the slope of the relationship between VAL and ACH is similar for both genders, suggesting that gender does not significantly alter the influence of VAL on ACH. This aligns with the broader literature indicating that the gender gap in science education is narrowing, with shifts in societal norms and educational practices contributing to a more equitable learning environment for both boys and girls. − However, it is essential to note that, while gender may not moderate the VAL-ACH relationship, it does not negate the existence of gender disparities in other facets of science education, such as self-efficacy and choice of science-related careers, which have been well-documented. − ,,− …”

“…Research by Weinburgh suggests that gender-specific approaches in science education impact students’ attitudes and performance, thereby indicating the importance of considering gender as a moderating variable . Recent findings by Chao et al confirm the ongoing need to address gender disparities in science education, as they continue to impact student experiences and outcomes across different regions and educational settings.…”

“…However, the landscape of science education is not without its disparities, particularly regarding gender. While achievement gaps have lessened, variations in attitudes and self-efficacy continue to surface, with girls often expressing lower confidence in science. , Recent studies, such as Chao et al, illustrate persistent gender gaps in chemistry, highlighting the need for contemporary studies addressing these disparities. This enduring issue underscores the need to comprehend how gender nuances shape educational experiences and outcomes, especially in science, and to evolve teaching practices that are more inclusive and effective for all students. , …”

Improving Representation of Women in the Chemical Engineering Undergraduate Curriculum

“…A world where we no longer have to focus on gender gaps (or indeed any other disparities of under-representation) in any field and where everyone is free to pursue their interests and career choices without obstacles. While efforts are being made to work toward such goals, it is clear from the literature that this has not yet been achieved. − ,, …”