Gender-biased public perception of STEM fields, focusing on the influence of egalitarian attitudes toward gender roles

Ikkatai, Yuko; Minamizaki, Azusa; Kano, Kei; Inoue, Atsushi; McKay, Euan; Yokoyama, Hiromi

doi:10.22323/2.19010208

Cited by 11 publications

(9 citation statements)

References 9 publications

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“…Previous findings have shown that students are aware of racial and gender disparities in STEM and often attribute these inequities to racism and discrimination (Hanson, 2009;Lewis Ellison et al, 2020). For instance, Ikkatai et al (2020) found that 61% of the high-school, undergraduates, and graduate students they surveyed reported experiencing gender bias in their math or science classes from peers or teachers. In considering the perceptions and experiences of Black girls, MARTIN AND FISHER-ARI | 1079 Hanson (2009) found that study participants reported a lack of representation of Black scientists and teachers within their science classrooms and often experienced isolation, ignoring, and lack of confidence about their abilities to do science.…”

Section: High-school Students and Experiences With Science And Stemmentioning

confidence: 99%

“If We Don't Have Diversity, There's No Future to See”: High‐school students' perceptions of race and gender representation in STEM

Martin

Fisher-Ari

2021

Science Education

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The perceptions of students interested in STEM, particularly those too often excluded due to race and/or gender, are necessary to create educational experiences that additively contribute to students' access and inclusion in STEM. The purpose of this inquiry was to understand the perceptions of 34 high‐school students about race and gender representation in STEM. Students participated in a 3‐week, university‐sponsored summer programme geared toward teaching and science, technology, engineering, and mathematics (STEM). At the end of the programme, we interviewed students about STEM in their community, STEM role models, potentially working in a STEM field, barriers to STEM, and why they think White men are disproportionately represented in STEM fields. Guided by a critical framework with an intersectional lens, qualitative content analysis of interview data centered on the descriptive codes “race” and “gender” using a constant comparative analytic approach. Results indicated that participants (1) drew on family role models in STEM, (2) used White privilege and patriarchy at varying levels to explain exclusion from STEM, (3) described limited, stereotypical, and hidden depictions of race and gender in STEM, and (4) often perceived STEM as "pushed" while not explicitly associating STEM with helping, or giving back to their community. Implications drawn from participant perspectives call for educational endeavors that expand dominant conceptions of who and what is considered STEM, center students' families and communities, utilize a problem‐based approach positioning STEM as a tool for social justice, and include direct conversations about gendered racism and stereotypes.

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Section: High-school Students and Experiences With Science And Stemmentioning

confidence: 99%

“If We Don't Have Diversity, There's No Future to See”: High‐school students' perceptions of race and gender representation in STEM

Martin

Fisher-Ari

2021

Science Education

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“…According to the results of the survey, the mean scores of male students STEM -A were higher than those of female students STEM -A. Many studies (Ciftci, Topcu, & Erdogan, 2020;Ikkatai et al, 2020;Makarova, Aeschlimann, & Herzog, 2019;Sadler et al, 2012) indicated that female and male students have different attitudes toward science, technology, engineering, and mathematics and supported the result of the research. The studies showed that male students have more interest in STEM fields than female students.…”

Section: Discussionmentioning

confidence: 68%

The Determination of High School Students’ Attitudes Towards STEM

Gok

2021

MJESTP

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The study aims to determine the attitudes of high school students toward STEM. During the development of the survey, a pilot study and the main study was conducted. The pilot study was conducted primarily for the collection and statistical analysis of the research data. Exploratory and Confirmatory Factor Analysis was carried out for the pilot survey. The statistical results show that the pilot study was reliable and acceptable. The main study was conducted for the comparison and discussion of the research data. The sample of the study comprised 2118 high school students in 12 high schools during the academic year 2018-2019 in Izmir, Turkey. The results showed that the mean score of students’ attitudes on STEM decreased from 9th grade to 12th grade in both the metropolitan and suburban areas of the city. Results for gender differences show that the mean score of male high school students’ attitude towards STEM was higher than the mean score of female high school students in both metropolitan and suburban areas.

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“…Biased perceptions of gender roles will cause people to think gender-biased as well. In a study of general public perceptions of 18 fields of academic work in Japan, it was revealed that nursing was considered a good job for women, whereas mechanical engineering was not considered a good job for women [11]. They show that there are still some people with the stereotypical view that science is good for men, but not for women.…”

Section: Limitations Of Developing For Womenmentioning

confidence: 99%

Gender Injustice in the Perspective of Prospective Teachers of Pancasila and Civic Education Universitas Negeri Surabaya

Jatiningsih¹,

Sarmini²,

Suwanda³

2020

Proceedings of the 3rd International Conference on Social Sciences (ICSS 2020)

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The patriarchal gender values that are so in life have hegemonies individuals to move individuals to think, behave, and behave according to the truth of these values. The strength of this hegemony can make individuals lose their critical power, even when injustice is present or experienced. Therefore, intervention is needed to "change" the power of the dominant values to build new perceptions, which are needed to disturb the power of the influence of these patriarchal values. This paper is intended to describe students' perceptions of gender injustice. Data were collected using discussions and assignments to 48 students who were taking Gender and Education classes, and then the data were analyzed qualitatively. Based on the study conducted, it can be concluded that the research subject stated that there were many injustices in life that they were not aware of. The forms of injustice that occur are the domestic work burden on women, the marginalization of women in work, and limited development opportunities for women. Understanding and expressing injustice is the beginning to create discomfort in the value system which then creates a desire to promote gender equality.

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Gender-biased public perception of STEM fields, focusing on the influence of egalitarian attitudes toward gender roles

Cited by 11 publications

References 9 publications

“If We Don't Have Diversity, There's No Future to See”: High‐school students' perceptions of race and gender representation in STEM

“If We Don't Have Diversity, There's No Future to See”: High‐school students' perceptions of race and gender representation in STEM

The Determination of High School Students’ Attitudes Towards STEM

Gender Injustice in the Perspective of Prospective Teachers of Pancasila and Civic Education Universitas Negeri Surabaya

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