Mapping social exclusion in STEM to men’s implicit bias and women’s career costs

Why are women socially excluded in fields dominated by men? Beyond the barriers associated with any minority group’s mere numerical underrepresentation, we theorized that gender stereotypes exacerbate the social exclusion of women in science, technology, engineering, and math (STEM) workplaces, with career consequences. Although widely discussed, clear evidence of these relationships remains elusive. In a sample of 1,247 STEM professionals who work in teams, we tested preregistered hypotheses that acts of gendered social exclusion are systematically associated with both men’s gender stereotypes (Part 1) and negative workplace outcomes for women (Part 2). Combining social network metrics of inclusion and reaction time measures of implicit stereotypes (the tendency to “think STEM, think men”), this study provides unique empirical evidence of the chilly climate women often report experiencing in STEM. Men with stronger implicit gender stereotypes had fewer social ties to female teammates. In turn, women (but not men) with fewer incoming cross-gender social ties reported worse career fit and engagement. Moderated mediation revealed that for women (but not men), cross-gender social exclusion was linked to more negative workplace outcomes via lower social fit. Effects of social exclusion were distinct from respect. We discuss the possible benefits of fostering positive cross-gender social relationships to promote women’s professional success in STEM.

A “Leaky” Pipeline and Chilly Climate in Archaeology in Canada

This article quantifies the rate at which women archaeologists are present and retained in university departments. Drawing on publicly available data, we examine gender representation in (1) doctorates earned between 2002–2003 and 2016–2017; (2) Social Sciences and Humanities Research Council (SSHRC) grant applications and awards at the doctoral to senior levels between 2003 and 2017; (3) tenure-stream faculty at Canadian universities in 2019; and (4) placement of Canadian PhDs in the United States. These data demonstrate that women today represent two-thirds of all Canadian doctorates in archaeology, but only one-third of Canadian tenure-stream faculty, although not all archaeologists choose an academic career. In the last 15 years, women with Canadian PhDs have been hired into tenure-track positions in Canada at rates statistically lower than men, but at higher rates in the United States. Women apply for SSHRC archaeology grants in equal proportion to their presence, but men are awarded at a slightly higher rate. We end by discussing the possible reasons for this gendered attrition, including a “chilly climate”—that is, subtle practices that stereotype, exclude, and devalue women, as well as inhospitable working environments, particularly for primary caregivers. We warn that the current COVID-19 pandemic is likely to exacerbate these existing inequalities.

Female Sociology as a Source of Empowerment of Women in Academia, Sociology, and Society

Even though there are many influent female sociologists, they are not well introduced in literature, and academic journals, because of double standards, in recognition of academic works of women. Jessie Bernard (Wharton, 2012, p. 5) strives for the female enlightenment, questioning the sociology as male stream, and therefore focused only to male experiences, in famous statement: “Can sociology become science of society rather than science of male society?” (Wharton, 2012, p. 5). Dorothy Smith wrote her famous work Sociology for women as antecedents of later formed discipline of sociology of gender. She was lecturer at University of Oregon, where in the academic staff of 44 persons she was the only woman: “The chilly climate for women” (Ritzer, 1997, pp. 308-309), is the way in which Dorothy Smith explains her experience in teaching Gender studies in early seventies. Radical feminism, with its notion of violence over the women in public and private sphere, demands the identification of these spheres, in order for women to be involved in academic life with overcoming the negative stereotypes regarding the roles of women and man.

WHO SPEAKS AND WHO LISTENS: Revisiting the Chilly Climate in College Classrooms

Almost 40 years ago, scholars identified a “chilly climate” for women in college classrooms. To examine whether contemporary college classrooms remain “chilly,” we conducted quantitative and qualitative observations in nine classrooms across multiple disciplines at one elite institution. Based on these 95 hours of observation, we discuss three gendered classroom participation patterns. First, on average, men students occupy classroom sonic space 1.6 times as often as women. Men also speak out without raising hands, interrupt, and engage in prolonged conversations during class more than women students. Second, style and tone also differ. Men’s language is assertive, whereas women’s is hesitant and apologetic. Third, professors’ interventions and different structures of classrooms can alter existing gender status hierarchies. Extending Ridgeway’s gender system framework to college classrooms, we discuss how these gendered classroom participation patterns perpetuate gender status hierarchies. We thus argue that the chilly climate is an underexplored mechanism for the stalled gender revolution.

Higher Education in Crisis? An Institutional Ethnography of an International University in Hungary

Aim/Purpose: Our goal is to provide understanding of if and how the institutional factors found to contribute to a chilly climate are experienced in an international setting and provide a broader understanding of the discourses that create challenges for marginalized and underrepresented groups in STEM. Background: In August 2018 the Hungarian government stopped funding gender studies program and took direct control of funding at the Hungarian Academy of Sciences in order to focus “taxpayer money on areas that can generate a payoff for society” (Witte, 2018). Methodology: Data collection and analysis focused on how the interface between students and mathematics education was organized as a matter of the everyday encounters between students and faculty and administration by exploring their experiences inside and outside of the classroom. Contribution: There is little in the scholarly literature on how the recent threats and policy changes by the Hungarian government will impact Hungarian higher education; as such, this research has the potential to be a significant and leading contribution to the field by critically examining how ongoing changes to higher education policy, practices, and procedures in Hungary impacts the educational environment for students seeking a graduate degree in Hungary. Findings: Although students and faculty at IU were aware of the political discourses surrounding higher education in Hungary, they largely felt that their work as mathematicians was not largely impacted by threats to academic freedom and institutional autonomy. Instead, these findings suggest that many of the same discourses that coordinate the work of STEM students in higher education persisted to create similar challenges for IU mathematics students. Recommendations for Practitioners: The first step toward improving the chilly climate in STEM fields requires revising the STEM institution from one that is masculine to one that is inclusive for all students with the goal of creating a STEM education environment that supports, validates, and gives students an equal voice. Recommendation for Researchers: Subsequent inquiries guided by this work can extend to additional institutional environments in Hungary and in other authoritarian countries where academic freedom and institutional autonomy are challenged in order to understand how political reform and institutional factors play a role in creating challenges for students from underrepresented groups. Impact on Society: By providing an international perspective, we can explore trends in institutional factors in order to make recommendations that mitigate or reverse the traditional competitive and intimidating STEM classroom environment. Future Research: Future inquiries can explore discourses that contribute to the chilly climate in STEM with an international perspective, to explore if these discourses are consistent across different types of universities around the world.

You Study Like a Girl: Experiences of Female Sport Management Students

Female students are underrepresented within university sport management programs. Because of the concept of the “chilly climate,” the underrepresentation may impact their experiences as students and their opportunities inside and outside of the classroom. The purpose of this study was to gain a better understanding of female students’ experiences within this male-dominated major. Three qualitative focus groups with female sport management students were conducted. The results found the female students had strategies to overcome barriers, a firm understanding of the reality of the gender dynamic within sport management, and an awareness of the importance of networking to succeed in the major. These findings may help sport management programs better support their female students through initiatives like women-in-sport-management clubs.