Perceptions of stereotypes applied to women who publicly communicate their STEM work

McKinnon, Merryn; O’Connell, Christine

doi:10.1057/s41599-020-00654-0

Cited by 45 publications

(41 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is irrespective of mentor gender. Previous studies have shown that mentors who are members of minoritised groups may be more harsh on fellow group members [56], or put another way, women may be harder on other women [57]. Earlier authors have highlighted that knowledge of the most effective form of mentorship for women in academia is limited [58].…”

Section: Potential Solutionsmentioning

confidence: 99%

Perceptions of Barriers to Career Progression for Academic Women in STEM

O’Connell

McKinnon

2021

Societies

Self Cite

View full text Add to dashboard Cite

Gender equity in academia is a long-standing struggle. Although common to all disciplines, the impacts of bias and stereotypes are particularly pronounced in science, technology, engineering and mathematics (STEM) disciplines. This paper explores what barriers exist for the career progression of women in academia in STEM disciplines in order to identify key issues and potential solutions. In particular, we were interested in how women perceive the barriers affecting their careers in comparison to their male colleagues. Fourteen focus groups with female-identifying academics showed that there were core barriers to career progression, which spanned countries, disciplines and career stages. Entrenched biases, stereotypes, double standards, bullying and harassment all negatively impact women’s confidence and sense of belonging. Women also face an additional biological burden, often being pushed to choose between having children or a career. Participants felt that their experiences as STEM academics were noticeably different to those of their male colleagues, where many of the commonly occurring barriers for women were simply non-issues for men. The results of this study indicate that some of these barriers can be overcome through networks, mentoring and allies. Addressing these barriers requires a reshaping of the gendered norms that currently limit progress to equity and inclusion.

show abstract

Section: Potential Solutionsmentioning

confidence: 99%

Perceptions of Barriers to Career Progression for Academic Women in STEM

O’Connell

McKinnon

2021

Societies

Self Cite

View full text Add to dashboard Cite

show abstract

“…These results are similar to those found in previous research in which age was a relevant factor for the emergence of gender stereotypes, with older adults showing higher gender stereotypes compared to younger adults [ 43 ]. A possible explanation for these results would be that adults live daily in work and personal environments that are characterized by the presence of certain gender stereotypes [ 44 , 45 ], to which the influence exerted by other elements present in everyday life such as the language used [ 46 ] or the information provided by the media must be added [ 47 , 48 ], progressively increasing adults’ perception of gender stereotypes present in all areas, including sport. Another possible explanation would be that male and female teachers with older age and work experience are those who have lived during their childhood and adolescence in a society in which stereotypes were present in all social spheres but were not perceived because they were considered normal at that time.…”

Section: Discussionmentioning

confidence: 99%

Gender Stereotypes among Teachers and Trainers Working with Adolescents

Mateo-Orcajada

Cano

Vaquero-Cristóbal

et al. 2021

IJERPH

View full text Add to dashboard Cite

Previous scientific literature has not determined the influence exerted by trainers and teachers of adolescents on the development of gender stereotypes in sport. For this reason, the aims of the present research were to establish differences in gender stereotypes in sport among teachers and trainers as a function of profession and sex and to analyze the influence of age and years of experience of male and female trainers and teachers on the gender stereotypes in sport. For this purpose, 127 teachers and trainers completed the questionnaire “gender beliefs and stereotypes towards physical activity and sport”. The results showed a significantly higher score of the teachers in “beliefs about physical activity and gender” (p = 0.048) and of the trainers in “physical education classes and gender” (p = 0.006). Concerning sex, women showed higher scores in “sport and gender” (p = 0.005), and men in “beliefs about physical activity and gender” (p = 0.045). Regarding covariates, age showed significant differences in “sport and gender” (p = 0.029), with female teachers showing higher values with respect to female trainers and male teachers, while years of experience showed differences in “beliefs about sport and gender” (p = 0.044), with male teachers showing higher values than male trainers and female teachers.

show abstract

“…This decreased number in attendance could contribute to their under-participation in scientific discussions and decreased visibility on a national and international stage. Within the literature, and the daily lived experience of women, it is repeatedly demonstrated that women who self-promote and communicate their work publicly in male-dominated fields often face negative implicit bias [16] and stereotypes such as being labeled "bitchy", seen as lacking "credibility", or judged purely on "appearance" [17]. Due to these daily challenges, women may feel reluctant to speak up in male-dominated environments, and even more so if the male colleagues are older or more senior in the academic/private hierarchy.…”

Section: Plos Onementioning

confidence: 99%

Disparate participation by gender of conference attendants in scientific discussions

et al. 2022

View full text Add to dashboard Cite

One important metric of a radiologist’s visibility and influence is their ability to participate in discussion within their community. The goal of our study was to compare the participation level of men and women in scientific discussions at the annual meeting of the Radiological Society of North America (RSNA). Eleven volunteers collected participation data by gender in 59 sessions (286 presentations) at the 2018 RSNA meeting. Data was analyzed using a combination of Chi-squared, paired Wilcoxon signed-rank and T-test. Of all RSNA professional attendees at the RSNA, 68% were men and 32% were women. Of the 2869 presentations listed in the program, 65% were presented by men and 35% were presented by women. Of the 286 presentations in our sample, 177 (61.8%) were presented by men and 109 (38.1%) were presented by women. Of these 286 presentations, 81 (63%) were moderated by men and 47 (37%) were moderated by women. From the audience, 190 male attendees participated in 134 question-and-answer (Q&A) sessions following presentations and 58 female attendees participated in 52 Q&A sessions (P<0.001). Female attendees who did participate in Q&A sessions talked for a significantly shorter period of time (mean 7.14 ± 17.7 seconds, median 0) compared to male attendees (28.7 ± 29.6 seconds, median 16; P<0.001). Overall, our findings demonstrate that women participated less than men in the Q&A sessions at RSNA 2018, and talked for a shorter period of time. The fact that women were outnumbered among their male peers may explain the difference in behavior by gender.

show abstract

Perceptions of stereotypes applied to women who publicly communicate their STEM work

Cited by 45 publications

References 52 publications

Perceptions of Barriers to Career Progression for Academic Women in STEM

Perceptions of Barriers to Career Progression for Academic Women in STEM

Gender Stereotypes among Teachers and Trainers Working with Adolescents

Disparate participation by gender of conference attendants in scientific discussions

Contact Info

Product

Resources

About