Outperforming yet undervalued: Undergraduate women in STEM

Abstract

In spite of efforts to increase gender diversity across many science fields, women continue to encounter beliefs that they lack ability and talent. Undergraduate education is a critical time when peer influence may alter choice of majors and careers for women interested in science. Even in life science courses, in which women outnumber men, gender biases that emerge in peer-to-peer interactions during coursework may detract from women's interest and progress. This is the first study of which we are aware to document that women are outperforming men in both physical and life science undergraduate courses at the same institution, while simultaneously continuing to be perceived as less-able students. This is problematic because undergraduate women may not be able to escape gender-ability stereotypes even when they are outperforming men, which has important implications for 1) the recognition of women's achievements among their peers in undergraduate education and 2) retention of women in STEM disciplines and careers.

Perceptions of Barriers to Career Progression for Academic Women in STEM

“…Career progression and retention could also be hindered by persistent stereotypical beliefs about the ability of women in STEM fields. Previous work found that undergraduate women encounter beliefs that their ability and talent is lacking, despite their outperformance of their male colleagues [46]. From the comments of participants, especially those from the mid-and late-career stages, these beliefs seemed to persist, with comments consistently showing women felt a pervasive pressure to prove their worth.…”

Who Speaks and Who Listens: Revisiting the Chilly Climate in College Classrooms

“…Although women have made significant gains toward equal access to higher education since the 1970s (DiPrete and Buchmann 2013), women continue to be disadvantaged in other aspects. For example, researchers note gender differences in college major choice (e.g., Mullen 2014), in classmates’ perceptions of ability even when women have higher grades in STEM courses (Bloodhart et al 2020), use of time for academic and social purposes (Quadlin 2016), and the gendered sexual script around hooking up (e.g., Hamilton 2014). Another possible inequality can be found in college classrooms, which remain sites of power and privileges.…”

Violência simbólica na área de Tecnologia: análise de relatos de alunas em um curso de Engenharia de Computação

“…Os sentimentos de insuficiência e desmotivação acompanham até mesmo as mulheres que têm um bom desempenho durante os cursos relacionados às áreas de Ciência, Tecnologia, Engenharia e Matemática (STEM) e que se identificam com estes [Amaral et al 2017;Bloodhart et al 2020]. Os estereótipos de gênero são problemas culturais reproduzidos por docentes e alunos, através de comentários machistas e tratamento diferenciado, o que gera um desconforto e sentimento de não pertencimento e isolamento por essas alunas [Silva et al 2020].…”