How competitive are female professionals? A tale of identity conflict

Cadsby, Charles Bram; Servátka, Maroš; Song, Fei

doi:10.1016/j.jebo.2013.05.009

Cited by 63 publications

(32 citation statements)

References 73 publications

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“…To account for the potential influence of parental expectation in forming a gender-asymmetric effect of math ability, a triple interaction term between female, math score, and parental expectation is introduced in the models below. Besides the degree of parental expectation within family environments, societal environments that concern gender equality and women's status are further considered as a macro-level channel producing a gender-asymmetric effect of math ability (Gneezy et al 2003;Cadsby et al 2013). If a society discredits the achievements of women and excludes highly capable women from being The sample used for the regression analysis includes 243,334 high school students (118,979 males and 124,355 females) who took the PISA test in 2012.…”

Section: Methodsmentioning

confidence: 99%

“…Men have a stronger preference for competition than women, partly due to their beliefs (self-assessments about abilities) (Ifcher and Zarghamee 2016). Women develop self-identities based on stereotypical gender roles and socially endorsed values that conflict with their professional identities and competitiveness (Cadsby et al 2013). These works all convey a crucial observation; women's self-assessments are lower than the optimal level conditional on their abilities, while men's selfevaluation is higher than what it should be given their abilities.…”

Section: Framing Gender Differences In Confidence and Overconfidencementioning

confidence: 99%

“…This is possibly because of societal stereotypes that denigrate women's talents and accomplishments (Cadsby et al 2013). Under such a stereotype threat, the effect of women's abilities may not be as positive as that of males'.…”

Section: Explaining the Gender-asymmetric Effect Of Math Ability: Genmentioning

confidence: 99%

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Explaining Gender Differences in Confidence and Overconfidence in Math

Cho

2017

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Abstract: This paper investigates empirically how and why men and women are different in their confidence levels. Using the data of the PISA test in math, confidence is decomposed into two dimensions: confidence in correct math knowledge and overconfidence in over-claiming false knowledge. The findings highlight that female students are not less confident than male students, but they are rather less overconfident. Furthermore, mathematical abilities have different effects on male and female students. While ability alone increases confidence and decreases overconfidence, the interaction effect of feminine gender and ability is negative. This means that the negative effect of ability on overconfidence is larger for female students than male ones, while the positive effect of ability on confidence is smaller for females. That being said, the negative gender gap in overconfidence against girls is greater for students in the higher quartiles of math scores than those in the lower quartiles. Also, the positive gender gap in confidence for girls is smaller for well-performing students than underperforming ones. The empirical evidence further reveals that such gender-asymmetric effects of ability can be explained by gender socialization that limits women's roles and undermines their achievements. Terms of use: Documents in

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Section: Methodsmentioning

confidence: 99%

Section: Framing Gender Differences In Confidence and Overconfidencementioning

confidence: 99%

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Explaining Gender Differences in Confidence and Overconfidence in Math

Cho

2017

SSRN Journal

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“…Identifying as a female and a member of a traditionally male-dominated field deviates from or is incompatible with the norms for both (Cadsby et al 2013;Danielsson and Linder 2009;Gonsalves 2014). Women of color in STEM graduate studies face additional stereotypes that run counter to the prototypical white male in science, what scholars have referred to as the "double-bind", further oppressing their identity as a member of science culture (Malcom et al 1976;Ong et al 2011).…”

Section: The Gendered Culture Of Stem Graduate Educationmentioning

confidence: 99%

Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs

Cabay¹,

Bernstein

Rivers

et al. 2018

Social Sciences

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Women in doctoral programs in Science, Technology, Engineering and Math (STEM) leave without finishing at higher rates than men and, as with men, turn away from academic and research careers. This qualitative study examines the day-to-day influences on female doctoral students during their third or fourth year in physical science and engineering programs. Ethnographic cognitive interviewing and online incident reports document the specific experiences and reactions of 28 participants over a six-month period. The data were analyzed to identify key incidents, categories and recurring themes. Some incidents contributed to women's growing sense of competence, recognition and identification of oneself as a scientist. Others fit a model of microaggressions and gender barriers in a predominantly masculine culture. Problems of work-life balance were demonstrated for some women. Incidents generated responses by some participants that they would disengage from a research-intensive career trajectory toward alternate career interests outside of academic research. The findings provide information about the lived experiences of women in doctoral programs and suggest that the metaphor of career pathways may be more useful than pipelines in explaining the direction of women who are advanced doctoral students in research-intensive fields.Keywords: women; graduate students; science and engineering; STEM; gender inequity Gaps between men and women persist in the pursuit and outcomes of degrees in science, technology, engineering, and math (STEM) (Shauman 2017; Turk-Bicakci and Berger 2014). In the life and social sciences, women have closed the gap in undergraduate majors and admission to graduate programs and now exceed men in completion of doctoral programs (National Science Foundation 2017). Yet women are awarded fewer than 25% of the doctoral degrees in the physical sciences and engineering, and hold disproportionately fewer tenured faculty positions in STEM and far fewer positions of prestige and power (Bernstein 2011;Handelsman et al. 2005;Fox 2001; National Science Foundation 2017).The "leaky pipeline" metaphor commonly refers to the disproportionate exit of women from STEM at transitions from one educational or career level to another, the consequence of which is fewer and fewer women remaining in the "pool" for subsequent advancement in STEM ). The pipeline metaphor relies on a somewhat linear conception of careers with certain specified outcomes, such as moving from an undergraduate major in STEM, through PhD degrees and postdocs, to faculty positions, to tenure, and eventually to full rank in research universities. Previous research on why women leave STEM fields at a greater rate than their male counterparts has examined the motivation of women to pursue STEM undergraduate degrees (Beyer 2014;Griffith 2010;Grunert and Bobnerb 2011;London et al.

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“…Similar to Shih et al (1995), Benjamin et al (2010), Cadsby et al (2013), Yan Chen and Shih (2014) and Cohn et al (2015) we use a pre-experiment background questionnaire to make Roma's ethnicity salient. Participants then take part in a simple math task to gage cognitive performance.…”

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confidence: 99%

Social Identity and Role Models

Vecci

Želinský

2016

SSRN Journal

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We present a lab-in-the-field experiment and surveys of marginalised Roma children in Slovakia to examine whether reminding Roma of their ethnicity reduces their performance in a cognitive task. Research on social identity and stereotypes has documented that when individuals feel their social group is negatively stereotyped in a domain their performance declines, which can reinforce discrimination. In an effort to break the cycle of negative stereotypes we remind Roma of either Roma or non-Roma role models. We find that the activation of a Roma's ethnicity reduces cognitive performance. In contrast Roma exposed to Roma role models outperform those reminded of their ethnicity and also non-Roma role models. We then attempt to understand the channels through which social identity and role models effect performance. We show that priming a Roma's identity has a direct effect on confidence, decreasing performance.JEL Codes: C93, J15.

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How competitive are female professionals? A tale of identity conflict

Cited by 63 publications

References 73 publications

Explaining Gender Differences in Confidence and Overconfidence in Math

Explaining Gender Differences in Confidence and Overconfidence in Math

Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs

Social Identity and Role Models

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