The Potential Scientist’s Dilemma: How the Masculine Framing of Science Shapes Friendships and Science Job Aspirations

Gauthier, G. Robin; Hill, Patricia Wonch; McQuillan, Julia; Spiegel, Amy N.; Diamond, Judy

doi:10.3390/socsci6010014

Cited by 13 publications

(13 citation statements)

References 103 publications

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“…On average, students were able to complete the survey in 25 minutes. In addition to the focal questions described in this study, there was an additional social network component of the survey instrument that asked youth about their friends and shared interest in science (Gauthier et al, 2017). The network data are not included in this analysis.…”

Section: Methodsmentioning

confidence: 99%

Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence

Hill

McQuillan

Spiegel

et al. 2017

Sociological Perspectives

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Why are some youth more likely to think of themselves as a science kind of person than others? In this paper, we use a cognitive social-theoretical framework to assess disparities in science identity among middle school-age youth in the United States. We investigate how discovery orientation is associated with science interest, perceived ability, importance, and reflected appraisal, and how they are related to whether youth see themselves, and perceive that others see them, as a science kind of person. We surveyed 441 students in an ethnically diverse, low-income middle school. Gender and race/ethnicity are associated with science identity but not with discovery orientation. Structural equation model results show that the positive association between discovery orientation and science identity is mediated by science interest, importance, and reflected appraisal. These findings advance understanding of how science attitudes and recognition may contribute to the underrepresentation of girls and/or minorities in science.

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Section: Methodsmentioning

confidence: 99%

Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence

Hill

McQuillan

Spiegel

et al. 2017

Sociological Perspectives

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“…Friendship groups are highly segregated by gender ( Shrum et al 1988 ). Altogether, these social and cognitive processes and biases may influence science aspirations differently for boys and girls ( Gauthier et al 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence

et al. 2017

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In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate (“fixed mindsets”) is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers.

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“…Like Manterrupting , the other situations reported by women in this study may be considered subtle forms of sexism that over time accumulate and can lead to asymmetrical representation between men and women in work environments [28]. These situations do not occur separately: about 40% of participants quoted have already undergone more than one of the situations.…”

Section: Resultsmentioning

confidence: 99%

“…The underestimation of the female gender in scientific activities is discussed by Gauthier et al [28], who says that this vision begins during the school phase, in which boys already have a socially constructed frame of the scientific and physical incapacity of the girls. Additionally, the authors suggest that teachers often reinforce these stereotypes of girls as less skilled in math and science, validating the view of inferiority between the sexes [28]. Thus, this concept of intellectual inferiority permeates throughout the ontogenetic development of adolescents and is expressed in several spheres in their lives, such as their professional life.…”

Section: Resultsmentioning

confidence: 99%

The role of women in Brazilian ethnobiology: challenges and perspectives

Silva

Medeiros

Hanazaki

et al. 2019

J Ethnobiology Ethnomedicine

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Background The article aims to analyze the representativeness of women in ethnobiological publications within the Brazilian context, as well as to relate the difficulties faced by women in their scientific careers in terms of gender bias. Biases found in publications are relevant themes to different areas of knowledge, considering the historical persistence of male privilege in these activities. We analyzed the role of women in ethnobiological scientific publications and sought to reflect on gender issues in academic practices and fieldwork. Methods We conducted a 28-year survey of academic publications in Brazil, through the Scopus and Web of Science databases, in order to infer the female representation in ethnobiological literature. We also sent 77 questionnaires to ethnobiologists associated with the Brazilian society of ethnobiology and ethnoecology or indicted by associates through snowball sampling. Results We observed that there are more articles where the senior author is male ( p < 0.05). However, there are no differences in the number of publications led by men and women ( p > 0.05), which shows a positive trend in terms of representation. Within subareas, ethnozoology had more male authors than other subareas of ethnobiology. Articles whose senior authors are men tend to be published in journals with a higher impact ( p < 0.05). The interviews with Brazilian ethnobiologists showed that 53.2% of the interviewees reported feeling discriminated against in the academic environment because they were women. Moreover, 61.0% said they had disadvantages in collecting data because they were women. Additionally, most of the researchers reported having witnessed cases of sexism in the studied communities. Conclusion In the current scenarios of female participation, it is possible to reflect and identify advances and challenges associated with gender bias in ethnobiological studies conducted by Brazilian, both in the emic and etic spheres of research and in our scientific practice. As researchers in the area, we deal directly with social problems in the studied communities, such as violence against women, sexism, and prejudice, as well as the many problems faced in the academic universe itself.

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The Potential Scientist’s Dilemma: How the Masculine Framing of Science Shapes Friendships and Science Job Aspirations

Cited by 13 publications

References 103 publications

Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence

Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence

Science Possible Selves and the Desire to be a Scientist: Mindsets, Gender Bias, and Confidence during Early Adolescence

The role of women in Brazilian ethnobiology: challenges and perspectives

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