Stereotypes About Gender and Science

Carli, Linda L.; Alawa, Laila; Lee, YoonAh; Zhao, Biqiang; Kim, Elaine

doi:10.1177/0361684315622645

Cited by 340 publications

(214 citation statements)

References 66 publications

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“…Because people implicitly stereotype the ideal successful scientist or engineer as male [44,45,66], when it comes to giving credit to members of a science team in the absence of complete information, these implicit gender stereotypes subtly push evaluators to assume men on the team must have made more unique contributions than the women, absent clear markers of leadership. For similar reasons, expectation states theory would also predict that in masculine professions like STEM, evaluators often assume that men (more than women) are the intellectual leaders in the team whose contribution is critical to the team's discovery.…”

Section: Valuing Collaborationmentioning

confidence: 99%

Collaboration and Gender Equity among Academic Scientists

Misra

Smith‐Doerr

Weaver³

et al. 2017

Social Sciences

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Universities were established as hierarchical bureaucracies that reward individual attainment in evaluating success. Yet collaboration is crucial both to 21st century science and, we argue, to advancing equity for women academic scientists. We draw from research on gender equity and on collaboration in higher education, and report on data collected on one campus. Sixteen focus group meetings were held with 85 faculty members from STEM departments, separated by faculty rank and gender (i.e., assistant professor men, full professor women). Participants were asked structured questions about the role of collaboration in research, career development, and departmental decision-making. Inductive analyses of focus group data led to the development of a theoretical model in which resources, recognition, and relationships create conditions under which collaboration is likely to produce more gender equitable outcomes for STEM faculty. Ensuring women faculty have equal access to resources is central to safeguarding their success; relationships, including mutual mentoring, inclusion and collegiality, facilitate women's careers in academia; and recognition of collaborative work bolsters women's professional advancement. We further propose that gender equity will be stronger in STEM where resources, relationships, and recognition intersect-having multiplicative rather than additive effects.

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Section: Valuing Collaborationmentioning

confidence: 99%

Collaboration and Gender Equity among Academic Scientists

Misra

Smith‐Doerr

Weaver³

et al. 2017

Social Sciences

View full text Add to dashboard Cite

show abstract

“…As to psychological factors, when women enter male dominated professions, such as STEM fields, they are susceptible to stereotypes or bias (Hanson, ; Logel, et al, ). In particular, it has been well studied that gender stereotypes alone can hamper one's identity, efficacy, and performance, known as stereotype threat (Carli, Alawa, Lee, Zhao, & Kim, ; Good, Aronson, & Harder, ; Guimond & Roussel, ; Moss‐Racusin, Dovidio, Brescoll, Graham, & Handelsman, ; Stoet & Geary, ). Research found that those who were vulnerable to stereotype threats were likely to have a static rather than a growth perspective on their ability (Hill et al, ; Wang & Degol, ).…”

Section: Introductionmentioning

confidence: 99%

The effect of first high school science teacher's gender and gender matching on students' science identity in college

2019

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To encourage the formation of science identity among girls, many scholars and practitioners have suggested to assign samegender science teachers to students so that the teachers can serve as gender role models. However, direct evidence of any long-term effect of gender-matching is scarce. In a nationally representative survey of college students from the United States, we investigated if gender-matching between students and their first high school science teachers was associated with students' stronger identity in those science subjects in college.In physics, we found no gender-matching effect. In chemistry, there was a gender-matching effect only for women students. In biology, there were gender-matching effects for students of both genders. In addition, we found that students in general had a lower science identity if they reported a negative influence of opposite gender domination (IOGD) on their career choices.However, for female students who were at the negative end of the IOGD scale, female biology teachers raised the level of biology identity to the grand average. Our findings suggested that the gender role model effect was strongest when the gender role models resonated with the overall disciplinary gender representation at the school or societal levels.

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“…A large body of research shows that STEM departments are different from non-STEM departments in terms of organizational demographics and the prevalence of gender role stereotypes. Women faculty and students comprise a numeric minority in STEM departments, and these disciplines tend to view men (more than women) as disciplinary experts (Carli et al 2016;Dasgupta and Stout 2014;Nosek et al 2002). Minority status and stereotypes associating scientific expertise with maleness contribute to an unsupportive climate for women faculty, reducing their professional satisfaction, and increasing their risk of attrition relative to male colleagues (Blackwell et al 2009;Callister 2006;Corley 2005;Fox 2010; Greene et al 2010;Hillard et al 2014;Xu 2008).…”

Section: Introductionmentioning

confidence: 99%

How the Demographic Composition of Academic Science and Engineering Departments Influences Workplace Culture, Faculty Experience, and Retention Risk

Griffith

2018

Social Sciences

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Although on average women are underrepresented in academic science, technology, engineering, and mathematics (STEM) departments at universities, an underappreciated fact is that women's representation varies widely across STEM disciplines. Past research is fairly silent on how local variations in gender composition impact faculty experiences. This study fills that gap. A survey of STEM departments at a large research university finds that women faculty in STEM are less professionally satisfied than male colleagues only if they are housed in departments where women are a small numeric minority. Gender differences in satisfaction are largest in departments with less than 25% women, smaller in departments with 25-35% women, and nonexistent in departments approaching 50% women. Gender differences in professional satisfaction in gender-unbalanced departments are mediated by women's perception that their department's climate is uncollegial, faculty governance is non-transparent, and gender relations are inequitable. Unfavorable department climates also predict retention risk for women in departments with few women, but not in departments closer to gender parity. Finally, faculty who find within-department mentors to be useful are more likely to have a favorable view of their department's climate, which consequently predicts more professional satisfaction. Faculty gender and gender composition does not moderate these findings, suggesting that mentoring is equally effective for all faculty.

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Stereotypes About Gender and Science

Cited by 340 publications

References 66 publications

Collaboration and Gender Equity among Academic Scientists

Collaboration and Gender Equity among Academic Scientists

The effect of first high school science teacher's gender and gender matching on students' science identity in college

How the Demographic Composition of Academic Science and Engineering Departments Influences Workplace Culture, Faculty Experience, and Retention Risk

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