The Influence of Female Role Models on Women’s Implicit Science Cognitions

Young, Danielle M.; Rudman, Laurie A.; Buettner, Helen M.; McLean, Meghan C.

doi:10.1177/0361684313482109

Cited by 161 publications

(158 citation statements)

References 41 publications

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“…This finding is of interest because it is often argued that men are in a wider network of other business owners than women (see Wigren, 2003, for a discussion about male networks in a particular Swedish locality). This finding does not confirm the claim that role models for women are lacking (Latu et al, 2013;Young et al, 2013).…”

Section: Discussioncontrasting

confidence: 82%

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Business advisory services and risk among start-ups and young companies: a gender perspective

Kremel

Yazdanfar

2015

International Journal of Gender and Entrepreneurship

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This study aims to investigate the demand for business advisory services by owners of start-ups and young companies by taking a gender perspecitve. The study also examines whether risk-taking is more characteristic of masculine than feminine behaviour in this context. Design/methodA literature review examines business advisory services and risk aversion from a gender perspective. The empirical data are derived from interviews with owners of more than 2700 start-ups and young companies in Sweden. A number of key variables compare how the company owners (women and men) view business advisory services as a way to overcome risk and to gain access to information in networks. Several statistical tests are used to analyse these data. FindingsWomen owners of start-ups and young companies use more and different business advisory services than men owners. There are differences among the men owners and women owners as far as the amount of start-up capital, company size, and industry sector. Given the risks associated with start-up, business advisory services are important to women in helping them reduce their risk in the start-up and early stages of their companies. Research limitationCompanies in Sweden's largest city, Stockholm, were not included in the sample. Financial data were not used as variables. ImplicationsPolicy makers should address women owners' greater demand for business advisory services in their companies' early stages. Value/originalityThis study's originality is its gender perspective on the demand for business advisory services by startups and young companies, and its challenge to previous findings about entrepreneurial behaviour and risk taking.

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Section: Discussioncontrasting

confidence: 82%

“…When certain stereotypes of women are perpetuated, it is difficult to create alternative role models in business (as well as in science) (Latu et al, 2013;Young et al, 2013). As Eccles (1994,2010) found, women often are attracted to activities where they think they can succeed.…”

Section: Women and Men At Workmentioning

confidence: 99%

Business advisory services and risk among start-ups and young companies: a gender perspective

Kremel

Yazdanfar

2015

International Journal of Gender and Entrepreneurship

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“…Young et al (2013) found that having positive female role models such as professors or mentors reduced the impact of gendered stereotypes and improved career aspirations. In fact, a number of the women in our study indicated they sought out other female students and mentors, as well as participating in programs through their universities to raise awareness and provide support to women in STEM fields.…”

Section: Discussionmentioning

confidence: 99%

“…In a study of diary entries and attitudinal measures of entering female undergraduates, when STEM was viewed as incompatible with feminine identity, motivation to continue in science careers decreased (London et al 2011). Lack of female role models and social support also decreased motivation for acknowledging one's identity as both a female and a scientist (Young et al 2013).…”

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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“…The outcome is female attrition along the STEM pathway, such that at the faculty level, only one third across geoscience and life science disciplines are women (18). This further disadvantages female undergraduates, who disproportionately benefit by having women in positions of authority within their discipline; female faculty are more likely to serve as mentors for women (19), and their presence increases female students' confidence in their ability to do science (7), science identities (20), and their performance (21)(22)(23)(24) and persistence (25) in STEM.…”

Section: Introductionmentioning

confidence: 99%

Norway’s gender gap: classroom participation in undergraduate introductory science

Ballen

Danielsen

Jørgensen

et al. 2017

NJSTEME

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To assess the extent that gender disparities exist at the undergraduate level in STEM, we analyzed participation in three large introductory biology classes in Norway, a country with one of the highest ratings of gender equality in the world. Biology 100 is a traditionally taught lecture course for first year students that has one instructor, and employs diverse pedagogical techniques to increase engagement. Biology 102A and 102B are two immersive field courses for second year students; classes often take place in atypical teaching venues both indoors and outside. In Biology 100 and Biology 102B, we discovered that women participate less than would be expected given their numerical dominance, matching results from similar research conducted in the United States. In Biology 102A women participate the amount that would be expected given their numbers, and in no instances did we observe women speaking significantly more than would be expected. We discuss our results in the context of female success in STEM. If gender gaps in participation and performance are mutually reinforcing, educators seeking to promote women should address both factors simultaneously to maximize student achievement. Effective interventions are of critical importance for women in science, and have strong implications for the achievement of equity in STEM disciplines.Keywords: Biology; gender; participation; STEM equity INTRODUCTIONGender differences in performance and perceptions within STEM continue to be widespread globally, influencing the retention and success of women across disciplines. Increasing evidence suggests social conditioning and 'chilly' classroom environments have a larger influence on women than do traditional biologically-based explanations, which hold little support (1-3). Still others point to 'a lack of enlightened policies' and gender-equal cultures contributing to the gender gap (4-6). In the United States, where the majority of STEM equity research has occurred, women enter STEM fields as undergraduates with lower academic confidence (7, 8), weaker identities as scientists (9-12), and generally, lower numeric representation in the classroom (13,14). At the undergraduate level, measures of success typically include grades and retention within STEM majors. Another measure worthy of attention is in-class participation, because students who participate in lecture exert an influence on their peers, and communicate their understanding of class materials (15,16). Throughout the undergraduate experience, women in STEM are more likely to face subtle bias from their peers and faculty that may have lasting negative impacts on academic performance and measures of active inclass participation (15-17). The outcome is female attrition along the STEM pathway, such that at the faculty level, only one third across geoscience and life science disciplines are women (18). This further disadvantages female undergraduates, who disproportionately benefit by having women in positions of authority within their discipline; female facul...

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The Influence of Female Role Models on Women’s Implicit Science Cognitions

Cited by 161 publications

References 41 publications

Business advisory services and risk among start-ups and young companies: a gender perspective

Business advisory services and risk among start-ups and young companies: a gender perspective

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

Norway’s gender gap: classroom participation in undergraduate introductory science

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