On the gender–science stereotypes held by scientists: explicit accord with gender-ratios, implicit accord with scientific identity

Smyth, Frederick L.; Nosek, Brian A.

doi:10.3389/fpsyg.2015.00415

Cited by 127 publications

(124 citation statements)

References 44 publications

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“…There were more female applicants in Humanities, Social Sciences, and Applied Arts, whilst there were more male applicants in Science and Technology. These results can partially confirm the existence of the stereotypes about women and the field of Science and Technology in Greece (Smeding, 2012;Smyth & Nosek, 2015). The most important factor that impacts the formation of such patterns in the average grade of the applicants is the fact that the HOU is the only institute that does not take into account the grade of the applicants' previous degree or school certificate.…”

Section: Technical Detailssupporting

confidence: 67%

Student Admission Data Analytics for Open and Distance Education in Greece

et al. 2017

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Over the last few decades, distance learning has become very popular, as a result of the many pros it offers, along with its flexibility. The need for a better understanding of the data originating from such educational environments has led to the rise of the Educational Data Mining research field. However, most of the studies so far focus on the analysis of the data being collected during and/or after the distance learning courses. In this paper, we study the demographical data related to student applications for acceptance in distance learning programs offered by the Hellenic Open University, during the decade from 2003 to 2013. Our study aims at analyzing the data, and discovering patterns and knowledge that can be used to help the strategic placement of the university, and the improvement of the experience that offers to its students. Moreover, we attempt to correlate the discovered findings with the social and financial status of the applicants' environment.Keywords Data analytics, admission demographics, registration applications, distance education IntroductionThe widespread use of computers and the Internet contributed in making distance learning popular (Bozkurt et al., 2015). Nowadays, more and more people are willing to enroll in distance learning programs, as they have several attractive features, such as the option of a self-paced study, the freedom to study whenever and wherever you like, and the fact that it does not matter where you live, as you can gain a degree from anywhere in the world. Therefore, there are almost no restrictions, and most of the time their quality is as good as the conventional courses, which require the physical presence of the students in a classroom. What is more, distance learning courses are often cheaper to register. The Hellenic Open University (HOU) was officially established in 1997 and is the only university in Greece offering exclusively distance learning courses. It consists of four Schools (Humanities, Social Sciences, Science and Technology, and Applied Arts) and offers undergraduate and postgraduate distance learning courses to adult learners. Since its establishment, the HOU has evolved and has been attracting more and more students. People of all ages have shown great interest in studying through a distance learning program offered by the HOU. In Greece, the acceptance of a student in a public university is based on her performance in the Panhellenic exams. A lot of students may fail to obtain the required score or may have to move to a different city in order to study the subject of their choice. Thus, people are interested in the HOU not only due to financial reasons, but also because it provides a second chance towards studying the subject of their choice.In this paper, we analyze the demographical data originating from applications of prospective students to distance learning programs offered by the HOU. The data used were collected in the period from 2003 to 2013. Our study focuses on discovering patterns and knowledge that can elevate the educa...

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Section: Technical Detailssupporting

confidence: 67%

Student Admission Data Analytics for Open and Distance Education in Greece

et al. 2017

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“…This suggests that there remain unobserved barriers to working in STEM for female computer science majors relative to male computer science majors. Empirical evidence suggests that computer science education is less welcoming to female students (Cheryan et al 2013;Master et al 2016) and that the field is often viewed as a quintessentially masculine subject (DuBow and James-Hawkins 2016), especially by men (Corbett and Hill 2015;Smyth and Nosek 2015). Furthermore, anecdotal evidence suggests that such barriers persist, or are even exacerbated, among those working in computer science occupations (Margolis and Fisher 2001;Mundy 2017), resulting in high attrition of women from jobs in computer science.…”

Section: Discussionmentioning

confidence: 99%

A Tale of Two Majors: Explaining the Gender Gap in STEM Employment among Computer Science and Engineering Degree Holders

2017

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Abstract:We examine factors contributing to the gender gap in employment in science, technology, engineering, and math (STEM) among men and women with bachelor's degrees in computer science and engineering, the two largest and most male-dominated STEM fields. Data come from the National Science Foundation's (NSF) Scientists and Engineers Statistical Data System (SESTAT) from 1995 to 2008. Different factors are associated with persistence in STEM jobs among computer science and engineering degree holders. Conditional on receiving a degree in computer science, women are 14 percentage points less likely to work in STEM than their male counterparts. Controlling for demographic and family characteristics did little to change this gender gap. Women with degrees in engineering are approximately 8 percentage points less likely to work in STEM than men, although about half of this gap is explained by observed differences between men and women. We document a widening gender gap in STEM employment in computer science, but this gender gap narrows across college cohorts among those with degrees in engineering. Among recent computer science graduates, the gender gap in STEM employment for white, Hispanic, and black women relative to white men is even larger than for older graduates. Gender and race gaps in STEM employment for recent cohorts of engineering graduates are generally small, though younger Asian women and men no longer have an employment advantage relative to white men. Our results suggest that a one-size-fits-all approach to increasing women's representation in the most male-dominated STEM fields may not work.

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“…Gunter and Stambach (2005) characterize university science departments as masculine cultures based on the interpersonal interactions typical of masculine norms, situated in a setting that promotes a "detached" "rational" approach to knowledge. Women entering historically male-dominated STEM fields face persistent stereotypes that foster marginalization and may trigger fears of negative social comparison due to gender (Good et al 2012;Kiefer and Sekaquaptewa 2007;Logel et al 2009;Smyth and Nosek 2015;Walton et al 2015). For female students, university STEM programs are particularly "gendered organizations" given the high proportion of males in high-ranking positions (Britton et al 2012;Fox et al 2011;White and Ivie 2013), especially at the graduate level where the proportion of female students and faculty drops (White and Ivie 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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On the gender–science stereotypes held by scientists: explicit accord with gender-ratios, implicit accord with scientific identity

Cited by 127 publications

References 44 publications

Student Admission Data Analytics for Open and Distance Education in Greece

Student Admission Data Analytics for Open and Distance Education in Greece

A Tale of Two Majors: Explaining the Gender Gap in STEM Employment among Computer Science and Engineering Degree Holders

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

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