Race, Gender, and the Wage Gap

Renzulli, Linda; Grant, Linda; Kathuria, Sheetija

doi:10.1177/0891243206287130

Cited by 50 publications

(14 citation statements)

References 18 publications

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“…This stereotypical representation of scientists as male may ultimately cause gatekeepers (e.g., professors in STEM classes) to systematically view and treat women less favorably than men, which further perpetuates men's dominance in STEM (Cejka & Eagly, 1999;Glick, Wilk, & Perraeault, 1995). For example, researchers have found evidence of science faculty's bias against female students (Moss-Racusin et al, 2012;Milkman et al, 2015) and women faculty in STEM (Bilimoria & Liang, 2013;Renzulli, Grant, & Kathuria, 2006;Wright et al, 2003;cf. Williams & Ceci, 2015).…”

Section: The Importance Of Increasing Bias Literacy In the Sciencesmentioning

confidence: 99%

Using Video to Increase Gender Bias Literacy Toward Women in Science

Pietri

Moss‐Racusin

Dovidio

et al. 2016

Psychology of Women Quarterly

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Despite evidence that gender biases contribute to the persistent underrepresentation of women in science, technology, engineering, and mathematics, interventions that enhance gender bias literacy about these fields remain rare. The current research tested the effectiveness of two theoretically grounded sets of videos at increasing gender bias literacy as characterized by (a) awareness of bias, (b) knowledge of gender inequity, (c) feelings of efficacy at being able to notice bias, and (d) recognition and confrontation of bias across situations. The narrative videos utilized entertaining stories to illustrate gender bias, while the expert interview videos discussed the same bias during an interview with a psychology professor. The narrative videos increased participants' immersion in the story and identification with characters, whereas the expert interviews promoted logical thinking and perceptions of being knowledgeable about gender bias facts. Compared with control videos, the narrative and expert interview videos increased awareness of bias (Experiments 1 and 2) and influenced knowledge of gender inequity, self-efficacy beliefs, and the recognition of bias in everyday situations (Experiment 2). However, only the expert interview videos affected participants' intentions to confront unfair treatment.

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Section: The Importance Of Increasing Bias Literacy In the Sciencesmentioning

confidence: 99%

Using Video to Increase Gender Bias Literacy Toward Women in Science

Pietri

Moss‐Racusin

Dovidio

et al. 2016

Psychology of Women Quarterly

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show abstract

“…The Importance of Teaching about Gender Inequity and Subtle Sexism Gender inequity in the workplace, especially in maledominated environments like science, technology, engineering, and mathematics (STEM) fields, continues to be a problem that affects women's careers. These effects include, but are not limited to, unequal pay (Bellas 1993;Frieze et al 1990;Renzulli et al 2006) and slower advancement rates (Ginther and Hayes 2003;Wright et al 2003). Furthermore, sexual harassment, which is undergirded in part by sexism (e.g., Begany and Milburn 2002), leads to lower morale, poorer productivity, increased absenteeism, increased use of health insurance, and greater turnover (e.g., Chan et al 2008).…”

Section: Introductionmentioning

confidence: 99%

How to Talk about Gender Inequity in the Workplace: Using WAGES as an Experiential Learning Tool to Reduce Reactance and Promote Self-Efficacy

2012

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Interventions aimed at raising awareness of gender inequity in the workplace provide information about sexism, which can elicit reactance or fail to promote self-efficacy. We examined the effectiveness of experiential learning using the Workshop Activity for Gender Equity Simulation -Academic version (WAGES-Academic) to deliver gender inequity information. To assess whether the way gender inequity information is presented matters, we compared WAGES-Academic to an Information Only condition (knowledge without experiential learning) and a Group Activity control condition. We predicted that only the information presented in an experiential learning format (i.e., WAGES-Academic) would be retained because this information does not provoke reactance and instills self-efficacy. Participants (n0241; U.S. college students from a large mid-Atlantic state university) filled out a gender equity knowledge test at baseline, after the intervention, and then 7-11 days later (to assess knowledge retention). In addition, we measured feelings of reactance and selfefficacy after the intervention. Results revealed that participants in the WAGES condition retained more knowledge than the other conditions. Furthermore, the effect of WAGES vs. Information Only on knowledge was mediated by WAGES producing less reactance and greater feelings of self-efficacy. Results suggest that experiential learning is a powerful intervention to deliver knowledge about gender equity in a nonthreatening, lasting way.

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“…En marzo de 2018, las universidades británicas reconocieron la existencia de una brecha salarial de género por hora trabajada (Pells, 2018). Vale la pena mencionar el clásico estudio que compara la brecha salarial en las universidades predominantemente blancas con la brecha en las universidades y colegios históricamente afroamericanos (Renzulli et al, 2006). En las universidades españolas, por ahora, solo existe otro estudio sobre BSG en las universidades: el de la Universidad del País Vasco (2017).…”

Section: Introductionunclassified

La brecha salarial de género en las instituciones científicas. Estudio de caso

Jabbaz¹,

Gras²,

Díaz³

2019

conrec

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El estudio al que se refiere este artículo pretende identificar factores internos y externos que son constitutivos de la brecha salarial de género en una institución científica, concretamente en la Universidad de Valencia, que se analizan a partir de los datos del registro de nóminas de 2015. Se ha examinado la brecha salarial ajustada por hora trabajada, la brecha doblemente ajustada (por hora y categoría) y triplemente ajustada (por hora, categoría y complemento retributivo). La brecha salarial de género se ha manifestado en todas las categorías del profesorado investigador y es más intensa cuando se tienen hijos e hijas. La magnitud de la brecha y el peso de los componentes varían entre categorías profesionales y entre áreas de conocimiento. Se concluye que esta brecha no es el resultado de una diferencia de méritos entre académicas y académicos, sino de la estructura de funcionamiento de las universidades y de la estructura social general.

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Race, Gender, and the Wage Gap

Cited by 50 publications

References 18 publications

Using Video to Increase Gender Bias Literacy Toward Women in Science

Using Video to Increase Gender Bias Literacy Toward Women in Science

How to Talk about Gender Inequity in the Workplace: Using WAGES as an Experiential Learning Tool to Reduce Reactance and Promote Self-Efficacy

La brecha salarial de género en las instituciones científicas. Estudio de caso

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