scholarly journals Gender inequity in individual participation within physics and science, technology, engineering, and math courses

2021 ◽  
Vol 17 (2) ◽  
Author(s):  
Alessandra M. York ◽  
Angela Fink ◽  
Siera M. Stoen ◽  
Elise M. Walck-Shannon ◽  
Christopher M. Wally ◽  
...  
Keyword(s):  
Gender Inequity ◽  
Science Technology ◽  
Individual Participation

Using Video to Increase Gender Bias Literacy Toward Women in Science

2016 ◽  
Vol 41 (2) ◽  
pp. 175-196 ◽  
Author(s):  
Evava S. Pietri ◽  
Corinne A. Moss-Racusin ◽  
John F. Dovidio ◽  
Dipika Guha ◽  
Gina Roussos ◽  
...  
Keyword(s):  
Gender Bias ◽  
Women In Science ◽  
Mathematics Interventions ◽  
Gender Inequity ◽  
Unfair Treatment ◽  
Science Technology ◽  
Gender Biases ◽  
Expert Interview ◽  
Underrepresentation Of Women ◽  
And Mathematics

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. Additional online materials for this article are available to PWQ subscribers on PWQ’s website at http://pwq.sagepub.com/supplemental

scholarly journals One Size Does Not Fit All: Gender Inequity in STEM Varies Between Subfields

2018 ◽  
Vol 11 (2) ◽  
pp. 314-318 ◽  
Author(s):  
Stefanie Gisler ◽  
Anne E. Kato ◽  
Soohyun Lee ◽  
Desmond W. Leung
Keyword(s):  
Gender Gap ◽  
Software Engineer ◽  
Gender Disparities ◽  
Stem Fields ◽  
Gender Inequity ◽  
Individual Level ◽  
Science Technology ◽  
Effective Interventions ◽  
And Mathematics

We wholeheartedly agree with Miner et al. (2018) that industrial and organizational (I-O) psychologists should take a lead in addressing gender inequity in science, technology, engineering, and mathematics (STEM) fields. The focal article is particularly timely in light of the recent controversial “Google memo” (Damore, 2017), in which a senior software engineer endorsed the same individual-level myths regarding the gender gap in STEM that were critiqued by Miner et al. (2018). However, we caution against painting all STEM fields with the same broad brush. We argue that it is critical for I-O psychologists to be aware of important differences between STEM subfields, as these distinctions suggest that a “one-size-fits-all” approach may be inadequate for addressing existing gender disparities in STEM. In order to be maximally effective, interventions may need to emphasize distinct issues and target different points in the career pipeline depending on the specific STEM subfield in question.

Science, Technology and Society

1998 ◽  
Author(s):  
Martin Bridgstock ◽  
David Burch ◽  
John Forge ◽  
John Laurent ◽  
Ian Lowe
Keyword(s):  
Technology And Society ◽  
Science Technology

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

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