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A “scientific diversity” intervention to reduce gender bias in a sample of life scientists Open PDF
(American Society for Cell Biology, 2016)
Moss-Racusin, C.A.
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van der Toorn, J.
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Dovidio, J.F.
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Brescoll, V.L.
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Graham, M.J.
Mounting experimental evidence suggests that subtle gender biases favoring men contribute to the underrepresentation of women in science, technology, engineering, and mathematics (STEM), including many subfields of the life sciences. However, there are relatively few evaluations of diversity interventions designed to reduce gender biases within the STEM community. Because gender biases distort the meritocratic evaluation and advancement of students, interventions targeting instructors’ biases are particularly needed. We evaluated one such intervention, a workshop called “Scientific Diversity” that was consistent with an established framework guiding the development of diversity interventions designed to reduce biases and was administered to a sample of life science instructors (N=126) at several sessions of the National Academies Summer Institute for Undergraduate Education held nationwide. Evidence emerged indicating the efficacy of the “Scientific Diversity” work-shop, such that participants were more aware of gender bias, expressed less gender bias, and were more willing to engage in actions to reduce gender bias 2 weeks after participating in the intervention compared with 2 weeks before the intervention. Implications for diversity interventions aimed at reducing gender bias and broadening the participation of women in the life sciences are discussed. © 2016 C. A. Moss-Racusin et al. CBE—Life Sciences Education.
The gender gap in science: How long until women are equally represented? Open PDF
(2018)
Holman, Luke
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Stuart-Fox, Devi
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Hauser, Cindy E.
Women comprise a minority of the Science, Technology, Engineering, Mathematics, and Medicine (STEMM) workforce. Quantifying the gender gap may identify fields that will not reach parity without intervention, reveal underappreciated biases, and inform benchmarks for gender balance among conference speakers, editors, and hiring committees. Using the PubMed and arXiv databases, we estimated the gender of 36 million authors from >100 countries publishing in >6000 journals, covering most STEMM disciplines over the last 15 years, and made a web app allowing easy access to the data (https://lukeholman.github.io/genderGap/). Despite recent progress, the gender gap appears likely to persist for generations, particularly in surgery, computer science, physics, and maths. The gap is especially large in authorship positions associated with seniority, and prestigious journals have fewer women authors. Additionally, we estimate that men are invited by journals to submit papers at approximately double the rate of women. Wealthy countries, notably Japan, Germany, and Switzerland, had fewer women authors than poorer ones. We conclude that the STEMM gender gap will not close without further reforms in education, mentoring, and academic publishing.
Kate Schroder: Gender equality in STEM Open PDF
(Rockefeller University Press, 2023)
Van Emmenis, L.
Kate Schroder is a professor and director of the Centre for Inflammation and Disease Research at the Institute for Molecular Bioscience (IMB), University of Queensland, Australia. Her lab, the IMB Inflammasome Laboratory, is interested in the mechanisms that underlie inflammasome activity and inhibition, regulators of inflammasome-dependent inflammation, and caspase activation. We recently got the opportunity to speak with Kate about gender equality in science, technology, engineering, and mathematics (STEM). We covered steps her institute is taking to improve gender equality in the workplace, advice for female early career researchers (ECRs), and how something as simple as a robot vacuum cleaner can make a huge difference to a person’s life. © 2023 Van Emmenis.
The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. Open PDF
(2018)
Stoet, Gijsbert
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Geary, David C.
The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys' science achievement and girls' reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls' and women's engagement with STEM subjects.
A Cultural Psychological Model of Cross-National Variation in Gender Gaps in STEM Participation Open PDF
(SAGE publications Inc, 2020)
Soylu Yalcinkaya, N.
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Adams, G.
Gender gaps in Science, Technology, Engineering, and Mathematics (STEM) participation are larger in societies where women have greater freedom of choice. We provide a cultural psychological model to explain this pattern. We consider how individualistic/post-materialistic cultural patterns in WEIRD (Western, Educated, Industrial, Rich, and Democratic) settings foster a self-expressive construction of academic choice, whereby affirming femininity/masculinity and ensuring identity fit become primary goals. Striving to fulfill these goals can lead men toward, and women away from, STEM pursuit, resulting in a large gender gap. In Majority World settings, on the contrary, collectivistic/materialistic cultural patterns foster a security-oriented construction, whereby achieving financial security and fulfilling relational expectations become primary goals of academic choice. These goals can lead both women and men toward secure and lucrative fields like STEM, resulting in a smaller gender gap. Finally, gender gaps in STEM participation feed back into the STEM=male stereotype. We discuss the implications of our model for research and theory, and intervention and policy. © 2020 by the Society for Personality and Social Psychology, Inc.
A gender bias habit-breaking intervention led to increased hiring of female faculty in STEMM departments Open PDF
(Academic Press Inc., 2017)
Devine, P.G.
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Forscher, P.S.
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Cox, W.T.L.
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Kaatz, A.
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Sheridan, J.
Addressing the underrepresentation of women in science is a top priority for many institutions, but the majority of efforts to increase representation of women are neither evidence-based nor rigorously assessed. One exception is the gender bias habit-breaking intervention (Carnes et al., 2015), which, in a cluster-randomized trial involving all but two departmental clusters (N = 92) in the 6 STEMM focused schools/colleges at the University of Wisconsin–Madison, led to increases in gender bias awareness and self-efficacy to promote gender equity in academic science departments and perceptions of a more positive departmental climate. Following this initial success, the present study compares, in a preregistered analysis, hiring rates of new female faculty pre- and post-manipulation. Whereas the proportion of women hired by control departments remained stable over time, the proportion of women hired by intervention departments increased by an estimated 18 percentage points (OR = 2.23, dOR = 0.34). Though the preregistered analysis did not achieve conventional levels of statistical significance (p < 0.07), the study has a hard upper limit on statistical power, as the cluster-randomized trial has a maximum sample size of 92 departmental clusters. These findings, however, have undeniable practical significance for the advancement of women in science, and provide promising evidence that psychological interventions can facilitate gender equity and diversity. © 2017 Elsevier Inc.
Women's underrepresentation in science: Sociocultural and biological considerations Open PDF
(American Psychological Association, 2009)
Ceci, Stephen J.
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Williams, Wendy M.
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Barnett, Susan M.
The underrepresentation of women at the top of math-intensive fields is controversial, with competing claims of biological and sociocultural causation. The authors develop a framework to delineate possible causal pathways and evaluate evidence for each. Biological evidence is contradictory and inconclusive. Although cross-cultural and cross-cohort differences suggest a powerful effect of sociocultural context, evidence for specific factors is inconsistent and contradictory. Factors unique to underrepresentation in math-intensive fields include the following: (a) Math-proficient women disproportionately prefer careers in non–math-intensive fields and are more likely to leave math-intensive careers as they advance; (b) more men than women score in the extreme math-proficient range on gatekeeper tests, such as the SAT Mathematics and the Graduate Record Examinations Quantitative Reasoning sections; (c) women with high math competence are disproportionately more likely to have high verbal competence, allowing greater choice of professions; and (d) in some math-intensive fields, women with children are penalized in promotion rates. The evidence indicates that women's preferences, potentially representing both free and constrained choices, constitute the most powerful explanatory factor; a secondary factor is performance on gatekeeper tests, most likely resulting from sociocultural rather than biological causes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

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