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Chavez SJ, Hall NA, Tomkins MM, DiBello AM, Neighbors C, Carey KB. Perceived belonging on campus predicts depression among heavy drinkers: A test of three moderators. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-8. [PMID: 37856456 PMCID: PMC11026301 DOI: 10.1080/07448481.2023.2266037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Accepted: 09/24/2023] [Indexed: 10/21/2023]
Abstract
Objective: An association exists between perceived belonging and depression among college students. Because a student's sense of belongingness may vary as a function of their social identity, three identities - ethnicity, first-generation college student status, and sex - were investigated as potential moderators of this relationship. Participants: One hundred eighty-seven heavy-drinking college students (63% female; 52% non-Latinx White; M = 20 years of age) were assessed. Methods: Three hierarchical linear regressions were conducted to test whether belonging at baseline predicted depression at six months and whether each identity variable moderated this association. Results: Analyses yielded significant main effects between belonging and depression. Hispanic nor first-generation status interacted with belonging in predicting depression. Sex interacted with belonging where higher belongingness was associated with lower levels of depression only among female students. Conclusion: Mental health providers should consider asking female students about their perceptions of belonging on college campuses to understand their vulnerability to depression.
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Affiliation(s)
- Sarah J Chavez
- Department of Behavioral and Social Sciences & Center for Alcohol and Addiction Studies, Brown University, Providence, RI, USA
| | - Nicole A Hall
- Department of Psychology, University of Houston, Houston, TX, USA
| | - Mary M Tomkins
- Department of Psychology, University of Houston, Houston, TX, USA
| | - Angelo M DiBello
- Center for Alcohol & Substance Use Studies and Graduate School of Applied and Professional Psychology, Rutgers University, New Brunswick, NJ, USA
| | | | - Kate B Carey
- Department of Behavioral and Social Sciences & Center for Alcohol and Addiction Studies, Brown University, Providence, RI, USA
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2
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Tellhed U, Björklund F, Kallio Strand K, Schöttelndreier K. "Programming Is Not That Hard!" When a Science Center Visit Increases Young Women's Programming Ability Beliefs. JOURNAL FOR STEM EDUCATION RESEARCH 2023; 6:1-23. [PMID: 37359319 PMCID: PMC10159224 DOI: 10.1007/s41979-023-00094-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/03/2023] [Indexed: 06/28/2023]
Abstract
To increase engagement with science and technology, young people around the world are encouraged to attend activities at science centers. But how effective are these activities? Since women have weaker ability beliefs and interest in technology than men, it is especially important to learn how science center visits affect them. In this study, we tested if programming exercises offered to middle school students by a Swedish science center would increase ability beliefs and interest in programming. Students in grades 8 and 9 (n = 506) completed a survey before and after visiting the science center, and their ratings were compared to a wait-list control group (n = 169). The students participated in block-based, text-based, and robot programming exercises developed by the science center. The results showed that programming ability beliefs increased for women, but not men, and that interest in programming decreased for men, but not women. The effects persisted at a follow-up (2-3 months). The young men reported stronger ability beliefs and interest than the young women at all timepoints. The results imply that science center activities can make programming feel less hard, but adaptations may be needed to also increase interest. Supplementary Information The online version contains supplementary material available at 10.1007/s41979-023-00094-w.
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Affiliation(s)
- Una Tellhed
- Department of Psychology, Lund University, Lund, Sweden
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3
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Rippon G. Mind the gender gap: The social neuroscience of belonging. Front Hum Neurosci 2023; 17:1094830. [PMID: 37091814 PMCID: PMC10116861 DOI: 10.3389/fnhum.2023.1094830] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Accepted: 03/20/2023] [Indexed: 04/08/2023] Open
Abstract
Gender gaps persist in the 21st century, in many aspects of society and in many types of organisation. There are earnings gaps in almost all domains, reports of glass ceilings and the “missing middle” in business, finance, law and politics, and dramatic under-representation of women in many branches of science, even in the most “gender equal” countries. This is despite decades of effort to address them, including targeted legislation and many Diversity and Inclusion initiatives. Early essentialist, competence-based explanations for the existence of gender gaps have been largely discredited at the research level, although their persistence in the public consciousness and at the level of education and training can still negatively bias both individual self-belief and organisational processes. Contemporary essentialist explanations are now emerging, with claims that such gaps are the manifestations of the presence or absence of endogenous, brain-based characteristics underpinning career progression or career preferences. The focus remains on the individual as the source of gender imbalances. Less attention has been paid to the contextual aspects of organisations where gender gaps are evident, to inclusion (or the lack of it), or the availability of unbiased reward and progression pathways. Advances in 21st century social cognitive neuroscience are revealing the importance of external organisational processes as powerful brain-changing forces, with their potentially negative impact on self-belief and a sense of belonging. Key research is demonstrating the cortical and behavioural consequences of negative social experiences, with the activation of core inhibitory pathways associated with low self-esteem, lack of engagement, and eventual withdrawal. This paper will argue that reference to such research will provide better explanations for the persistence of gender gaps, and offer evidence-based insights into addressing gender gap issues. Importantly, this is not a rejection of an endogenous, brain-based explanation for gender gaps but the elaboration of a better-informed 21st century model, flagging up the need to take factors such as cultural stereotyping and organisational bias into account in any drive toward true gender equity, or genuinely levelled playing fields.
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Tellhed U, Björklund F, Kallio Strand K. Tech-Savvy Men and Caring Women: Middle School Students’ Gender Stereotypes Predict Interest in Tech-Education. SEX ROLES 2023. [DOI: 10.1007/s11199-023-01353-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/13/2023]
Abstract
AbstractThe labor market is strongly gender segregated with few women working in the tech sector (e.g., IT) and few men working in the care sector (e.g., nursing). We tested the hypothesis that middle school students strongly associate technology with men and caregiving with women in a Swedish context (i.e., a country that scores high in gender equality indices), and that these gender stereotypes for tech relate to girls’ lower interest in tech-focused education. We measured technology/caregiving gender stereotypes with implicit (the Implicit Association Test) and explicit (self-report) measures in a sample of middle school students (n = 873). The results supported the main hypotheses, and corroborate Eccles’s expectancy value theory, indicating that the endorsement of implicit gender stereotypes may serve as barriers to pursuing masculine-typed career paths for women. Further, a sample of middle school teachers (n = 86) showed stronger implicit gender stereotypes than the students. Unexpectedly, middle school girls with a foreign background showed no implicit gender stereotypes, which we discuss in relation to the gender-equality paradox. These findings suggest that to fulfill the recruitment needs of an increasingly digitalized world, the tech-industry and other stakeholders should put effort into counteracting the stereotype that technology is for men.
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Briggs CQ, Gardner DM, Ryan AM. Competence-Questioning Communication and Gender: Exploring Mansplaining, Ignoring, and Interruption Behaviors. JOURNAL OF BUSINESS AND PSYCHOLOGY 2023; 38:1-29. [PMID: 36686546 PMCID: PMC9838290 DOI: 10.1007/s10869-022-09871-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/21/2022] [Indexed: 06/17/2023]
Abstract
Competence-questioning communication at work has been described as gender-linked (e.g., mansplaining) and as impacting the way women perceive and experience the workplace. Three studies were conducted to investigate how the specific communication behaviors of condescending explanation (i.e., mansplaining), voice nonrecognition, and interruption can be viewed as gender-biased in intention by receivers. The first study was a critical incident survey to describe these competence-questioning behaviors when enacted by men toward women in the workplace and how women react toward them. Studies 2 and 3 used experimental paradigms (in online and laboratory settings, respectively) to investigate how women and men perceive and react to these behaviors when enacted by different genders. Results demonstrated that when faced with condescending explanation, voice nonrecognition, or interruption, women reacted more negatively and were more likely to see the behavior as indicative of gender bias when the communicator was a man. Implications for improving workplace communications and addressing potential gender biases in communication in organizations are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s10869-022-09871-7.
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Affiliation(s)
- Caitlin Q. Briggs
- Department of Psychology, Michigan State University, East Lansing, MI USA
| | | | - Ann Marie Ryan
- Department of Psychology, Michigan State University, East Lansing, MI USA
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6
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Stille L, Sikström S, Lindqvist A, Renström EA, Gustafsson Sendén M. Language and gender: Computerized text analyses predict gender ratios from organizational descriptions. Front Psychol 2023; 13:1020614. [PMID: 36698572 PMCID: PMC9869037 DOI: 10.3389/fpsyg.2022.1020614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Accepted: 12/12/2022] [Indexed: 01/12/2023] Open
Abstract
Previous research has shown that language in job adverts implicitly communicates gender stereotypes, which, in turn, influence employees' perceived fit with the job. In this way, language both reflects and maintains a gender segregated job market. The aim of this study was to test whether, and how, language in organizational descriptions reflects gender segregation in the organizations by the use of computational text analyses. We analyzed large Swedish companies' organizational descriptions from LinkedIn (N = 409), testing whether the language in the organizational descriptions is associated with the organizations' employee gender ratio, and how organizational descriptions for organizations with a majority of women and men employees differ. The statistical analyses showed that language in the organizational descriptions predicted the employee gender ratio in organizations well. Word clouds depicting words that differentiate between organizations with a majority of women and men employees showed that the language of organizations with a higher percentage of women employees was characterized by a local focus and emphasis on within-organizations relations, whereas the language of organizations with a higher percentage of men employees was characterized by an international focus and emphasis on sales and customer relations. These results imply that the language in organizational descriptions reflects gender segregation and stereotypes that women are associated with local and men with global workplaces. As language communicates subtle signals in regards to what potential candidate is most sought after in recruitment situations, differences in organizational descriptions can hinder underrepresented gender groups to apply to these jobs. As a consequence, such practices may contribute to gender segregation on the job market.
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Affiliation(s)
- Lotta Stille
- Department of Psychology, Lund University, Lund, Sweden
| | | | | | - Emma A Renström
- Department of Psychology, Kristianstad University, Kristianstad, Sweden
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Mandal A, Phillips S. To stay or not to stay: the role of sense of belonging in the retention of physicians in rural areas. Int J Circumpolar Health 2022; 81:2076977. [PMID: 35575172 PMCID: PMC9116258 DOI: 10.1080/22423982.2022.2076977] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 05/02/2022] [Accepted: 05/09/2022] [Indexed: 11/05/2022] Open
Abstract
Rural communities across the circumpolar region and worldwide perennially suffer from physician shortages despite decades of attempting targeted strategies for recruitment. Particularly in rural Canada, financial incentives have attracted but not retained a medical workforce. Although the importance of social connection or belonging is a long-established source of well-being, such information has not infiltrated the dialogue or action on physician retention in rural areas. A physician's sense of belonging, arising from that emotional need for social connectedness, is built via bilateral active efforts at community engagement, reciprocity, social integration of family and workplace collegiality. Links between rural upbringing, rural training opportunities and subsequent rural practice likely rest upon fostering this sense of belonging. Policymakers and recruiters might consider how to help physicians adapt, "fit in", and consider they have "come home" when they venture off to rural settings. Empowering the community to be involved in the recruitment and retention of rural physicians may also be effective. Perhaps this approach would better address the age-old battle to retain physicians in rural Canada and around the world.
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Affiliation(s)
| | - Susan Phillips
- Department of Family Medicine, Queen’s University, Kingston, Canada
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8
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Sure I can code (but do I want to?). Why boys' and girls’ programming beliefs differ and the effects of mandatory programming education. COMPUTERS IN HUMAN BEHAVIOR 2022. [DOI: 10.1016/j.chb.2022.107370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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9
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Pyrkosz-Pacyna J, Dukala K, Kosakowska-Berezecka N. Perception of work in the IT sector among men and women—A comparison between IT students and IT professionals. Front Psychol 2022; 13:944377. [PMID: 36160560 PMCID: PMC9503825 DOI: 10.3389/fpsyg.2022.944377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Accepted: 08/05/2022] [Indexed: 11/13/2022] Open
Abstract
Lack of gender balance within STEM fields is caused by many complex factors, some of which are related to the fact that women do not perceive certain occupations as congruent with their career and personal goals. Although there is a large body of research regarding women in STEM, there is a gap concerning perception of occupations within different STEM industries. IT is a domain where skilled employees are constantly in demand. Even though the overall female representation in STEM fields is rising and that the IT industry is undertaking numerous interventions to attract women to careers in IT, the representation of women in this domain is still disappointingly low. Therefore, the goal of our study was to examine the possible differences among male and female IT and non-IT students and employees in terms of their perception of IT and other key factors influencing the feeling of aptness of IT as a potential sector one's career: goal congruence, sense of belonging and self-efficacy. In this paper we present the results of a study conducted in Poland among working IT professionals (N = 205) and IT students (N = 127) that we compare with individuals from non-IT sectors (N = 222 employees, 107 students). Our results showed significant gender differences between IT students and IT professionals. We found that communal goals are more important for IT employees than for IT students (both male and female) and that a sense of social belonging is stronger among female IT employees than among male IT employees and IT students. Women employed in IT also had the same level of sense of social belonging as women in non-IT group. These findings suggest that after entering IT positions, women's perception of the domain might become potentially more favorable and attuned with their needs. We also found that female IT students value agentic goals more than communal goals which was not the case for female IT employees. The results highlight the importance of investigating women's perception of the IT sector at different levels of career in terms of their goals and other work-related variables. Such lines of research will help develop more effective interventions in attracting women to enter the IT field.
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Affiliation(s)
- Joanna Pyrkosz-Pacyna
- Faculty of Humanities, AGH University of Science and Technology, Kraków, Poland
- *Correspondence: Joanna Pyrkosz-Pacyna
| | - Karolina Dukala
- Faculty of Psychology in Katowice, SWPS University of Social Sciences and Humanities, Katowice, Poland
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10
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Tao C, Glosenberg A, Tracey TJG, Blustein DL, Foster LL. Are Gender Differences in Vocational Interests Universal?: Moderating Effects of Cultural Dimensions. SEX ROLES 2022. [DOI: 10.1007/s11199-022-01318-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
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11
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Dumitru OD, Thorson KR, West TV. Investigating gender differences among tutors and students during STEM peer tutoring: Women are as behaviorally engaged as men but experience more negative affect. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102088] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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12
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Vidal IMG. Architectures of contemporary digital platforms in education: analysis of exclusion processes. UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2022; 22:1-9. [PMID: 35730057 PMCID: PMC9191548 DOI: 10.1007/s10209-022-00887-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/18/2022] [Indexed: 06/15/2023]
Abstract
The Internet is a wide, open and dynamic ecosystem of digital platforms where people and technologies contribute to the creation and consumption of digital information. The convergence of the Internet and the accelerated change of technological innovation have been the engines of society and its development, and all this has caused transformations in the social, economic and educational context. In this context, this work analyzes contemporary digital platform architectures and their influence on the processes of educational exclusion. To meet the objectives, the crucial changes brought about by digitally mediated life are studied; the conceptual and technological aspects that characterize contemporary digital platform architectures; and its influence on exclusion processes. This research is supported by qualitative research methodologies; the analysis and synthesis methods, the PRISMA model, and a meta-analysis of data extracted from the Scopus databases and the Web of Science-WOS is also carried out. The work shows changes in the social and educational context given the consolidation of the Internet through contemporary digital platform architectures and its influence on the processes of social, digital and educational exclusion. The need to promote equal opportunities, active participation and the capacity for professional insertion between women and men is visualized.
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Affiliation(s)
- Inés María González Vidal
- Equity and Innovation in Education Doctoral Program, University of Santiago de Compostela, Santiago de Compostela, Galicia Spain
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13
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Bosson JK, Wilkerson M, Kosakowska-Berezecka N, Jurek P, Olech M. Harder Won and Easier Lost? Testing the Double Standard in Gender Rules in 62 Countries. SEX ROLES 2022. [DOI: 10.1007/s11199-022-01297-y] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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14
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McLure FI, Fraser BJ, Koul RB. Structural relationships between classroom emotional climate, teacher–student interpersonal relationships and students’ attitudes to STEM. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09694-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractRecently, integrated STEM projects have been introduced into school curricula in an attempt to increase students’ understanding and interest in pursuing STEM subjects in senior high school and university. However, little is known about the classroom emotional climate in STEM classrooms and its effect, along with teacher–student interpersonal relationships, on students’ attitudes towards STEM. A validated questionnaire about students’ perceptions of the STEM classroom emotional climate and a simplified version of the questionnaire of teacher-student interpersonal relationships were administered to students completing STEM projects (N = 698). Students also completed a questionnaire about their attitudes towards STEM projects and continuation in the STEM pipeline. Structural equation modelling analysis suggested that the classroom emotional climate together with helping/friendly teacher-student interpersonal relationships have positive influences on student attitudes towards STEM. On the other hand, while teacher-student interpersonal relationships that are understanding or directing have a positive influence on the classroom emotional climate, they have negative influences on students’ attitudes towards STEM and continuing in the STEM pipeline. There are some significant gender differences in teacher-student relationships that influence attitudes towards STEM. This raises some interesting possibilities about how teachers should manage classrooms that integrate STEM skills to complete projects in order to encourage greater participation in STEM subjects.
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15
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Tellhed U, Sollvén A, Tamas A, Hägerklint E. Boosting prosocial career aspirations: Loving-kindness meditation relates to higher communal career goals in youth. Scand J Psychol 2022; 63:334-345. [PMID: 35436348 PMCID: PMC9541400 DOI: 10.1111/sjop.12823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Revised: 03/25/2022] [Accepted: 03/30/2022] [Indexed: 12/01/2022]
Abstract
Wanting to help others and benefit society in one's future career are examples of communal career goals. Raising these goals in youth should increase interest in HEED‐occupations (Healthcare, Early Education, Domestic, and the Domestic fields) which are strongly gender‐skewed and face labor shortage. Research has yet to find ways to increase communal career goals. In this study, we test the novel hypothesis that after listening to a brief loving‐kindness meditation, participants will rate stronger communal career goals, as compared to controls. In three experimental studies, volunteering high‐school students (Study 1 and 3) and university students (Study 2) listened to a 12‐min recording of the meditation with the explicit purpose of investigating its effect on stress. They thereafter filled out an apparently unrelated career goal survey. We compared the results with a control group that just rated the career goals (Studies 1–3) and a control group that listened to calm music before filling out the survey (Study 2 and 3). The results showed that the high‐school students rated higher communal career goals after listening to the meditation, as compared to controls. We did not replicate the result in the sample of university students, which could relate to adults having less flexible career goals than youth, or to a ceiling effect in communal goals. This is the first study that has demonstrated a method with the potential of increasing communal career goals in youth. In addition to increasing interest in HEED, raising communal goals could benefit society, since they are intrinsically prosocial.
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Affiliation(s)
- Una Tellhed
- Department of Psychology, Lund University, Lund, Sweden
| | - Annie Sollvén
- Department of Psychology, Lund University, Lund, Sweden
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16
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Zakrisson I. Women rate the competence of their occupational role higher than men do: Evidence from two different samples. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02730-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
AbstractGender stereotypes play a potent role in how the work of men and women is perceived and valued. Stereotypes also influence the way people look upon themselves. In the present research, two studies are reported where men and women at work rated the degree of warmth and competence of a person with their own occupation, and how they think people in general would perceive a person in the same occupation. A wider gap between own perceptions and that of people in general was expected for women than for men, as it was assumed that the view of other people’s perceptions would serve as a proxy for stereotype threat for women. Study 1 comprised 449 participants (74 % women) working within the public sector, mainly in social, caring, and education professions, and Study 2 comprised a convenience sample of 189 participants (70 % women) from a variety of sectors and professions. Both studies yielded consistent results; contradictory to what was expected, men and women did not differ in terms of how they thought people in general would perceive the competence of their occupation, instead women rated the competence of their own occupation higher than men did, even after controlling for type of occupation and educational level. Warmth displayed only minor gender differences. The results are discussed in relation to research on counter-reactions against stereotype threat, how the concept of competence could be understood, as well as other possible explanations of the unexpected results.
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Why Not STEM? A Study Case on the Influence of Gender Factors on Students’ Higher Education Choice. MATHEMATICS 2022. [DOI: 10.3390/math10020239] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
The gender gap in STEM-related job positions is a fact, and it is closely related to the low percentage of women studying STEM degrees. This poses a problem because Europe, as well as the United States and the rest of the developed countries, keep demanding the best engineers and scientists to continue developing innovative products. This problem can thus be approached by answering, firstly, the following question: Why are women not studying STEM degrees? In this paper, we summarize the factors, found in literature, that influence students—both boys and girls—to not study STEM, particularly engineering, computer sciences and technology. We study these influence factors in a sample of N = 338 students from a secondary school placed in the south of Spain; we carry out a survey in order to find out if those students fill out the same answers other researchers have found and published in the related literature. Our main conclusions are as follows: The results confirm that the number of women in technical courses decreases when the level of the course increases; the lack of role models is not an impediment for girls to feel comfortable; unlike boys, girls will not choose engineering, even if their scoring in STEM is good; and we found that girls and women see themselves as not capable of studying an engineering degree more than boys and men do. These results contribute to a deeper understanding of the situation regarding the gender gap in STEM fields in ages in which both girls and boys must choose their future studies.
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In Their Footsteps or Shadow? Gender Differences in Choosing a STEM Major as a Function of Sibling Configuration and Older Sibling’s Gender and Math Ability. SEX ROLES 2021. [DOI: 10.1007/s11199-021-01255-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
AbstractAlthough the association between siblings’ compositional characteristics and educational performance has been extensively studied, the question of whether the features of a sibling group are related to substantive gendered educational preferences has not been examined. Our analysis of the National Longitudinal Survey of Youth 1979 cohort (NLSY-79) Mothers and Children Files (N = 1545; 57% young women; 22% STEM major) showed that siblings’ compositional characteristics matter for STEM major preferences in college, but only for young women. Our findings indicated that women were more likely to prefer a STEM major if they were raised in smaller sibling groups, in male sibling group dominance, and if they had an older sister with high math achievement. These results are in line with the resource dilution approach; they shed light on the effects of being in a normative male-role sibling group climate; and they suggest that gendered outcomes are shaped by the interplay of role modeling and same-gender competitive stimulation. We also found that for young men, their preference for majoring in a STEM field was mostly driven by their own math ability. These findings suggest that socialization experiences that operate on the sibling level play a crucial role in whether girls become interested in and pursue “gender-atypical” educational choices. Our findings also underscore the need to differentiate these theoretical approaches by gender, particularly when applied to gendered outcomes such as STEM career trajectories.
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Lazoroska D, Palm J, Bergek A. Perceptions of participation and the role of gender for the engagement in solar energy communities in Sweden. ENERGY, SUSTAINABILITY AND SOCIETY 2021; 11:35. [PMID: 34660168 PMCID: PMC8506071 DOI: 10.1186/s13705-021-00312-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2021] [Accepted: 10/01/2021] [Indexed: 06/06/2023]
Abstract
BACKGROUND Energy communities are emphasized by the EU as important for developing sustainable energy systems that include and engage many people. While many renewables are highly compatible with a more decentralized energy system, research indicates that participation in 'desirable' energy activities and energy decision-making is influenced by social and economic factors, including gender, economic status and home ownership. The overall aim of this article is to contribute to this line of inquiry by exploring how and under which conditions energy communities allow for broader participation in the energy system. This article examines how gender, as a more specific condition, influences the extent to which parties can or cannot engage with collective solar ownership models by means of a qualitative study of 11 solar energy communities and one housing association in Sweden. RESULTS The study revealed that despite the relative potential for inclusion that they hold, energy communities can raise justice concerns in terms of inequities concerning access, capacity, and opportunity to engage in decision-making. CONCLUSIONS While solely focusing on gender offers a limited view of the dynamics of inclusion and exclusion in renewable energy projects, it is our position that integrating it into the analysis will provide insights into possible measures to remedy limitations and accelerate the renewable energy transition.
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Affiliation(s)
- Daniela Lazoroska
- Institute for Urban Research, Malmö University, Nordenskiöldsgatan 1, 211 19 Malmö, Sweden
| | - Jenny Palm
- International Institute for Industrial Environmental Economics, Lund University, Tegnérsplatsen 4, 221 00 Lund, Sweden
| | - Anna Bergek
- Department of Technology Management and Economics, Chalmers University of Technology, 412 96 Gothenburg, Sweden
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20
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Never Too Late to Learn: How Education Helps Female Entrepreneurs at Overcoming Barriers in the Digital Economy. SUSTAINABILITY 2021. [DOI: 10.3390/su131911037] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The study of Entrepreneurship Framework Conditions (EFC) has found that training and education have, among other things, a positive effect on overcoming barriers when starting your own firm. Our research can be placed in this line, but with an added specificity, since it is focused firstly on women and secondly on the digital economy. Thus, we have studied the situation of women entrepreneurs in the digital economy in Spain, asking them about their personal traits, the characteristics of their ventures and the barriers they encountered. We have studied the effect of EFCs on overcoming barriers to entrepreneurship, with a special focus on training and entrepreneurship education. In addition, the effect of self-efficacy perception (the conviction of having the necessary skills to start a business) on overcoming barriers to entrepreneurship has been factored in. After the implementation of a Structural Equation Model (SEM), we show that training helps female entrepreneurs in the digital economy to overcome barriers to entrepreneurship, especially after the mediation of their self-efficacy perception, which is increased by specific entrepreneurial training. We can conclude that policy recommendations to counteract the gender gap in entrepreneurship with specific training should be promoted, specifically in such a strategic sector as the digital economy.
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Hall W, Schmader T, Inness M, Croft E. Climate change: An increase in norms for inclusion predicts greater fit and commitment for women in STEM. GROUP PROCESSES & INTERGROUP RELATIONS 2021. [DOI: 10.1177/13684302211035438] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In male-dominated STEM fields, workplace culture is often cited as a factor for women’s attrition. In the present research, we used longitudinal field data to examine how changes in the perceived normative support for gender-inclusive policies and practices over 6 months relate to changes in women’s and men’s experiences of fit and commitment to their organization. Longitudinal analyses of survey data from a sample of 181 engineers revealed that increased perceptions of support for gender-inclusive policies and practices predicted increased organizational commitment only among women, an effect that was mediated by an increase in organizational value fit. Additional analyses suggest that perceptions of change in normative attitudes toward inclusive policies were more predictive of women’s organizational commitment than the awareness that the policies were in place or that one has personally benefitted from them. The implications of an inclusive workplace culture for supporting women’s retention in STEM are discussed.
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Kutuk G, Putwain DW, Kaye LK, Garrett B. Relations between gender stereotyping and foreign language attainment: The mediating role of language learners' anxiety and self-efficacy. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2021; 92:212-235. [PMID: 34278565 DOI: 10.1111/bjep.12446] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 07/02/2021] [Indexed: 11/27/2022]
Abstract
BACKGROUND Gender stereotyping of academic domains has long been a major issue in education. However, previous research has mainly focused on male-dominated fields and women's disadvantage in such fields. Little attention has been paid to the fields of study, such as foreign language learning, which are typically stereotyped as female domains. AIMS This study aimed to investigate whether relations between (1) learners' gender stereotypes about English as a foreign language (EFL) learning and language attainment and (2) learner perceptions of teacher stereotypes of EFL learning and language attainment were mediated by anxiety and self-efficacy. SAMPLE Data were collected from 701 university students (Mage = 19.7 years, 49.4% male) learning EFL in three Turkish universities. METHOD Data were collected over three waves. Multi-group structural equation modelling approach was used to analyse the data. RESULTS Results showed the relations between learners' gender stereotypes about EFL learning, and language attainment were mediated by self-efficacy. Self-efficacy also mediated the relationship between learner perceptions of teacher stereotypes of EFL learning and language attainment, but only for women. Language anxiety was not a mediator between gender stereotypes and attainment in either model tested. CONCLUSIONS Findings show that gender stereotypes about EFL learning might affect learners' language attainment by altering their self-efficacy. Helping learners to maximise their self-efficacy will therefore be beneficial for their language attainment.
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Affiliation(s)
- Gulsah Kutuk
- School of Education, Liverpool John Moores University, UK
| | | | - Linda K Kaye
- Department of Psychology, Edge Hill University, Lancashire, UK
| | - Bethan Garrett
- Faculty of Education, Edge Hill University, Lancashire, UK
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Levy HE, Fares L, Rubinsten O. Math anxiety affects females' vocational interests. J Exp Child Psychol 2021; 210:105214. [PMID: 34198037 DOI: 10.1016/j.jecp.2021.105214] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2020] [Revised: 04/11/2021] [Accepted: 05/28/2021] [Indexed: 01/19/2023]
Abstract
Vocational interest in science, technology, engineering, and math (STEM) fields in middle school can predict life outcomes, including enrollment in STEM courses and pursuing STEM careers. Numerical performance, as well as emotional factors such as math anxiety (MA), may influence vocational interests. The constructs of both vocational interests and MA are sensitive to gender differences. Accordingly, this study explored whether the relations among MA, numerical performance, and math vocational interests among middle-school students vary by gender. A sample of 127 ninth-grade students (68 females) performed a computation task and completed MA and trait anxiety (TA) questionnaires. A math vocational interest questionnaire was composed and assessed with an additional sample of 89 ninth-grade students. For females, MA, but not TA or numerical performance, predicted math vocational interest. Those with low MA levels tended to be interested in careers with higher math proficiency such as STEM careers. For males, high numerical performance and low TA, but not MA, related to interest in careers with high math proficiency. Bayes factors indicated that the data strongly supported the theory. The findings support the assumption that high MA levels affect the career plans of female students, whereas low numerical performance can account for both MA levels and future career plans of male students. It is essential to investigate how career aspirations are shaped in young students to promote the choice of STEM careers, especially among underrepresented populations such as females.
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Affiliation(s)
- Hili Eidlin Levy
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel
| | - Laurain Fares
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel
| | - Orly Rubinsten
- Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Mount Carmel, Haifa 3498838, Israel.
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Nett N, Nett T, Englert J, Gaschler R. Think scientists—Think male: Science and leadership are still more strongly associated with men than with women in Germany. JOURNAL OF APPLIED SOCIAL PSYCHOLOGY 2021. [DOI: 10.1111/jasp.12761] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Nadine Nett
- Cognitive Psychology Unit FernUniversität in Hagen Hagen Germany
| | - Tillmann Nett
- Cognitive Psychology Unit FernUniversität in Hagen Hagen Germany
| | - Julia Englert
- Cognitive Psychology Unit FernUniversität in Hagen Hagen Germany
| | - Robert Gaschler
- Cognitive Psychology Unit FernUniversität in Hagen Hagen Germany
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Baumer KM, Lopez JJ, Naidu SV, Rajendran S, Iglesias MA, Carleton KM, Eisenmann CJ, Carter LR, Shaw BF. Visualizing 3D imagery by mouth using candy-like models. SCIENCE ADVANCES 2021; 7:7/22/eabh0691. [PMID: 34049883 PMCID: PMC8163080 DOI: 10.1126/sciadv.abh0691] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/13/2021] [Accepted: 04/09/2021] [Indexed: 06/12/2023]
Abstract
Handheld models help students visualize three-dimensional (3D) objects, especially students with blindness who use large 3D models to visualize imagery by hand. The mouth has finer tactile sensors than hand, which could improve visualization using microscopic models that are portable, inexpensive, and disposable. The mouth remains unused in tactile learning. Here, we created bite-size 3D models of protein molecules from "gummy bear" gelatin or nontoxic resin. Models were made as small as rice grain and could be coded with flavor and packaged like candy. Mouth, hands, and eyesight were tested at identifying specific structures. Students recognized structures by mouth at 85.59% accuracy, similar to recognition by eyesight using computer animation. Recall accuracy of structures was higher by mouth than hand for 40.91% of students, equal for 31.82%, and lower for 27.27%. The convenient use of entire packs of tiny, cheap, portable models can make 3D imagery more accessible to students.
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Affiliation(s)
- Katelyn M Baumer
- Department of Chemistry and Biochemistry, Baylor University, Waco, TX, USA
| | - Juan J Lopez
- Department of Chemistry and Biochemistry, Baylor University, Waco, TX, USA
| | - Surabi V Naidu
- Department of Chemistry and Biochemistry, Baylor University, Waco, TX, USA
| | - Sanjana Rajendran
- Department of Chemistry and Biochemistry, Baylor University, Waco, TX, USA
| | - Miguel A Iglesias
- Department of Chemistry and Biochemistry, Baylor University, Waco, TX, USA
| | | | | | - Lillian R Carter
- Department of Chemistry and Biochemistry, Baylor University, Waco, TX, USA
| | - Bryan F Shaw
- Department of Chemistry and Biochemistry, Baylor University, Waco, TX, USA.
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Cooper T, Aharony N, Bar-Ilan J. Gender differences in the Israeli academia: a bibliometric analysis of different disciplines. ASLIB J INFORM MANAG 2021. [DOI: 10.1108/ajim-05-2020-0170] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThis study explores faculty members' outputs and citations by gender and academic rank in Israeli academia. The study focuses on the connection between research productivity and underrepresentation of women in academia. To this end, four fields were chosen, each representing a different discipline: Psychology (social sciences), Public Health (health sciences), Linguistics (humanities), and Chemistry (Exact sciences).Design/methodology/approachThe name, the rank and the gender of the researchers were collected from the researchers' websites and those of their departments. The number of publications and citations were retrieved from Scopus.FindingsFindings revealed that there is a significant difference between the median number of men and women in Chemistry concerning publications and citations and in Psychology concerning citations. Moreover, in all four disciplines, females' average number of publications was lower than that of males', and that in three out of the four disciplines (Psychology, Public Health and Chemistry), men published more in top journals (the top 5%) than females, while the reverse was true of Linguistics. Furthermore, in three disciplines (Public Health, Linguistics and Chemistry), there is an increase in the average citations per female researchers between 2015 and 2019. Further, in all disciplines, women collaborated more than men.Originality/valueAs only a few studies in Israel have explored faculty members' outputs and citations, this study contributes and enlarges the Israeli research concerning this topic.
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Zander L, Höhne E. Perceived Peer Exclusion as Predictor of Students’ Help-Seeking Strategies in Higher Education. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2021. [DOI: 10.1026/0049-8637/a000235] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract. Feeling excluded by fellow students may be associated with lower levels of adaptive help-seeking. In a cross-sectional study, we compared self-reported help-seeking strategies (autonomy-oriented, dependency-oriented, help-seeking avoidance) among N = 418 students in 25 seminar and tutorial groups in the undergraduate introductory courses of two subject domains: computer science and education. Analyses showed that, overall, students reported lower autonomy-oriented help-seeking and higher help-seeking avoidance in computer science than in education. In computer science, perceived peer exclusion predicted more help-seeking avoidance among both male and female students and less autonomy-oriented help-seeking among females. In education, however, perceived peer exclusion was a significant predictor of both male and female students’ lower autonomy-oriented help-seeking. Results suggest that, in computer science, help-seeking appears to have an “image problem” signaling competence-related inferiority rather than being a form of effective self-regulated learning. Implications for enhancing adaptive help exchange cultures in computer science are discussed.
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Affiliation(s)
- Lysann Zander
- Division of Empirical Educational Research, Institute of Education, Leibniz Universität Hannover, Germany
| | - Elisabeth Höhne
- Division of Empirical Educational Research, Institute of Education, Leibniz Universität Hannover, Germany
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Hentschel T, Braun S, Peus C, Frey D. Sounds like a fit! Wording in recruitment advertisements and recruiter gender affect women's pursuit of career development programs via anticipated belongingness. HUMAN RESOURCE MANAGEMENT 2020. [DOI: 10.1002/hrm.22043] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Tanja Hentschel
- Amsterdam Business School University of Amsterdam Amsterdam Netherlands
| | - Susanne Braun
- Durham University Business School Durham University Durham UK
| | - Claudia Peus
- TUM School of Management Technical University of Munich Munich Germany
| | - Dieter Frey
- Ludwig Maximilian University Munich Munich Germany
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Heikkilä M, Isaksson A, Stranne F. Differentiations in Visibility-Male Advantages and Female Disadvantages in Gender-Segregated Programmes. FRONTIERS IN SOCIOLOGY 2020; 5:563204. [PMID: 33869497 PMCID: PMC8022530 DOI: 10.3389/fsoc.2020.563204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Accepted: 08/21/2020] [Indexed: 06/12/2023]
Abstract
This article stresses the importance of understanding that women and men in gender-segregated programmes experience their gender minority positions very differently. It stems from an interest in the kind of interventions that academia should address in order to reduce gender segregation and provide women and men with the same educational opportunities and personal development. In relation to the obvious and continuing gender differences along a horizontal dimension, previous research seems to have had a limited impact in breaking gender stereotypes and promoting women and men to more atypical fields. The empirical data consists of 25 semi-structured, individual interviews from underrepresented students' gender-related experiences/thoughts about their programmes. By using the concepts of "visibility," "sense of belonging," and "negotiating otherness" to analyze how negotiation and belonging are part of students' everyday university lives this study's most important contributions are its findings regarding the differentiations in visibility. A continuum of visibility experiences is explored, from men who receive positive attention to women who are being considered as less knowledgeable. Our visibility scale indicates, as does previous research, that there are differences between how female and male students become visible, but the differences can also appear within both groups of students. This knowledge is crucial when designing interventions so as to provide positive study environments for both women and men. Also-in a broader perspective-it is important in order to recruit and ensure that gender minority students remain in the programs.
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Affiliation(s)
- Mia Heikkilä
- Faculty of Education and Welfare Studies, Ȧbo Akademi University, Turku, Finland
| | - Anna Isaksson
- School of Health and Welfare, Halmstad University, Halmstad, Sweden
| | - Frida Stranne
- School of Education, Humanities and Social Sciences, Halmstad University, Halmstad, Sweden
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Thelwall M, Mas-Bleda A. A gender equality paradox in academic publishing: Countries with a higher proportion of female first-authored journal articles have larger first-author gender disparities between fields. QUANTITATIVE SCIENCE STUDIES 2020. [DOI: 10.1162/qss_a_00050] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
Current attempts to address the shortfall of female researchers in science, technology, engineering, and mathematics (STEM) have not yet succeeded, despite other academic subjects having female majorities. This article investigates the extent to which gender disparities are subject-wide or nation-specific by a first-author gender comparison of 30 million articles from all 27 Scopus broad fields within the 31 countries with the most Scopus-indexed articles 2014–2018. The results show overall and geocultural patterns as well as individual national differences. Almost half of the subjects were always more male (seven; e.g., Mathematics) or always more female (six; e.g., Immunology & Microbiology) than the national average. A strong overall trend (Spearman correlation 0.546) is for countries with a higher proportion of female first-authored research to also have larger differences in gender disparities between fields (correlation 0.314 for gender ratios). This confirms the international gender equality paradox previously found for degree subject choices: Increased gender equality overall associates with moderately greater gender differentiation between subjects. This is consistent with previous United States-based claims that gender differences in academic careers are partly due to (socially constrained) gender differences in personal preferences. Radical solutions may therefore be needed for some STEM subjects to overcome gender disparities.
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Affiliation(s)
- Mike Thelwall
- Statistical Cybermetrics Research Group, University of Wolverhampton, Wulfruna Street, Wolverhampton WV1 1LY, UK
| | - Amalia Mas-Bleda
- Statistical Cybermetrics Research Group, University of Wolverhampton, Wulfruna Street, Wolverhampton WV1 1LY, UK
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Thelwall M, Sud P. Greater female first author citation advantages do not associate with reduced or reducing gender disparities in academia. QUANTITATIVE SCIENCE STUDIES 2020. [DOI: 10.1162/qss_a_00069] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
Ongoing problems attracting women into many Science, Technology, Engineering and Mathematics (STEM) subjects have many potential explanations. This article investigates whether the possible undercitation of women associates with lower proportions of, or increases in, women in a subject. It uses six million articles published in 1996–2012 across up to 331 fields in six mainly English-speaking countries: Australia, Canada, Ireland, New Zealand, the United Kingdom and the United States. The proportion of female first- and last-authored articles in each year was calculated and 4,968 regressions were run to detect first-author gender advantages in field normalized article citations. The proportion of female first authors in each field correlated highly between countries and the female first-author citation advantages derived from the regressions correlated moderately to strongly between countries, so both are relatively field specific. There was a weak tendency in the United States and New Zealand for female citation advantages to be stronger in fields with fewer women, after excluding small fields, but there was no other association evidence. There was no evidence of female citation advantages or disadvantages to be a cause or effect of changes in the proportions of women in a field for any country. Inappropriate uses of career-level citations are a likelier source of gender inequities.
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Affiliation(s)
- Mike Thelwall
- Statistical Cybermetrics Research Group, University of Wolverhampton, UK
| | - Pardeep Sud
- Statistical Cybermetrics Research Group, University of Wolverhampton, UK
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Smith DL, Tyler–Wood TL. STEM academic achievement and perceptions of family support: a gender analysis. LIBRARY HI TECH 2020. [DOI: 10.1108/lht-07-2019-0147] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThis study examines the results of a STEM unit taught in an elementary school library, with 26 fourth-grade students as the participants.Design/methodology/approachA quasi-experimental design was used. The relationships between the independent variable gender and the perceptions of familial support structures and academic achievement were examined.FindingsFor the entire group, the average academic achievement scores of the participants increased. The increase was not statistically significant. The male students had a statistically significant improvement in their academic achievement scores, and there was a statistically significant decrease in the academic achievement scores of the female students. An increase in the female students' belief that their family was interested in their science classes was correlated with a decrease in their academic achievement scores.Research limitations/implicationsThe sample size for this study is small, and the results are not generalizable. Open-ended questions were not included in the data collection instruments. Therefore, it cannot be determined why the overall academic scores may have decreased for female students. Further research is encouraged.Practical implicationsThe results of this study show the potential for STEM activities in school libraries. School librarians can provide students with low-risk, informal learning environments to practice new skills.Social implicationsLibraries equalize the availability of resources that otherwise may not be available to populations underrepresented in STEM careers. School librarians have the potential to serve as much needed STEM role models. The availability of STEM activities in school libraries can make it possible for more students to understand what STEM careers are interesting to them.Originality/valueThere are very few studies to examine the results of STEM activities implemented in school libraries that use quasi-experimental or experimental research designs. This study adds to the corpus of research that can be used to support the preparation of students for STEM careers with activities in school libraries.
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The Gender Perspective of Professional Competencies in Industrial Engineering Studies. SUSTAINABILITY 2020. [DOI: 10.3390/su12072945] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Sexism and gender relations in higher education require special attention and are a topic of great interest in regulations related to education. The low participation percentage of women in Science, Technology, Engineering, and Mathematics (STEM) studies has been identified as one of the main problems that must be resolved in order to close the gender gap that exists in the technology sector. The purpose of this study was to investigate the influence of professional competences on the selection of university studies according to the absence or presence of masculinization factors in those studies. Mechanical engineering competences, both generic and transversal, and competence acquisition methods, are classified into ‘care’ (feminine) or ‘provisions’ (masculine) concepts. After the competence analysis, it can be concluded that explicit engineering curricula are focused on “provisions”, which translates into a cultural perception of industrial engineering as a male profession. After a professional competence analysis in engineering studies at The University of the Basque Country (UPV/EHU), our study identified a relationship between the masculinization factors included in professional competences and the selection of university studies. This paper presents working actions towards the incorporation of a gender perspective into the degree in mechanical engineering at the UPV/EHU.
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Eibl B, Lang FR, Niessen C. Employee voice at work: the role of employees’ gender, self-efficacy beliefs, and leadership. EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY 2020. [DOI: 10.1080/1359432x.2020.1733979] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Bettina Eibl
- Friedrich-Alexander University Erlangen-Nürnberg, Institute of Psychology, Work and Organizational Psychology, Erlangen, Germany
| | - Frieder R. Lang
- Friedrich-Alexander University Erlangen-Nürnberg, Institute of Psychogerontology, Nürnberg, Germany
| | - Cornelia Niessen
- Friedrich-Alexander University Erlangen-Nürnberg, Institute of Psychology, Work and Organizational Psychology, Erlangen, Germany
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Men Are Funnier than Women under a Condition of Low Self-Efficacy but Women Are Funnier than Men under a Condition of High Self-Efficacy. SEX ROLES 2019. [DOI: 10.1007/s11199-019-01109-w] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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37
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Thelwall M. Author gender differences in psychology citation impact 1996-2018. INTERNATIONAL JOURNAL OF PSYCHOLOGY 2019; 55:684-694. [PMID: 31782157 DOI: 10.1002/ijop.12633] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2019] [Accepted: 11/08/2019] [Indexed: 11/10/2022]
Abstract
Academic psychology in the USA is a gender success story in terms of overturning its early male dominance but there are still relatively few senior female psychology researchers. To assess whether there are gender differences in citation impact that might help to explain either of these trends, this study investigates psychology articles since 1996. Seven out of eight Scopus psychology categories had a majority of female first-authored journal articles by 2018. From regression analyses of first and last author gender and team size, female first authors associate with a slightly higher average citation impact, but extra authors have a 10 times stronger association with higher average citation impact. Last author gender has little association with citation impact. Female first authors are more likely to be in larger teams and if team size is attributed to the first author's work, then their apparent influence of female first authors on citation impact doubles. While gender differences in average citation impact are too small to account for gender-related trends in academic psychology, they warn that male-dominated citation-based ranking lists of psychologists do not reflect the state of psychology research today.
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Affiliation(s)
- Mike Thelwall
- Statistical Cybermetrics Research Group, University of Wolverhampton, Wolverhampton, UK
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Banchefsky S, Lewis KL, Ito TA. The Role of Social and Ability Belonging in Men's and Women's pSTEM Persistence. Front Psychol 2019; 10:2386. [PMID: 31736819 PMCID: PMC6834781 DOI: 10.3389/fpsyg.2019.02386] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2019] [Accepted: 10/07/2019] [Indexed: 11/23/2022] Open
Abstract
The benefits of belonging for academic performance and persistence have been examined primarily in terms of subjective perceptions of social belonging, but feeling ability belonging, or fit with one's peers intellectually, is likely also important for academic success. This may particularly be the case in male-dominated fields, where inherent genius and natural talent are viewed as prerequisites for success. We tested the hypothesis that social and ability belonging each explain intentions to persist in physical science, technology, engineering, and math (pSTEM). We further explore whether women experience lower social and ability belonging than men on average in pSTEM and whether belonging more strongly relates to intentions to persist for women. At three time points throughout a semester, we assessed undergraduate pSTEM majors enrolled in a foundational calculus or physics course. Women reported lower pSTEM ability belonging and self-efficacy than men but higher identification with pSTEM. End-of-semester social belonging, ability belonging, and identification predicted intentions to persist in pSTEM, with a stronger relationship between social belonging and intentions to persist in pSTEM for women than men. These findings held after controlling for prior and current academic performance, as well as two conventional psychological predictors of academic success.
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Affiliation(s)
- Sarah Banchefsky
- Office of Data Analytics, University of Colorado Boulder, Boulder, CO, United States
| | - Karyn L. Lewis
- Center for School and Student Progress, NWEA, Portland, OR, United States
| | - Tiffany A. Ito
- Department of Psychology and Neuroscience, University of Colorado Boulder, Boulder, CO, United States
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Thelwall M, Stuart E. She's Reddit: A source of statistically significant gendered interest information? Inf Process Manag 2019. [DOI: 10.1016/j.ipm.2018.10.007] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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40
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Gregory L, Villarosa AR, Ramjan LM, Hughes M, O’Reilly R, Stunden A, Daly M, Raymond D, Fatayer M, Salamonson Y. The influence of mathematics self‐efficacy on numeracy performance in first‐year nursing students: A quasi‐experimental study. J Clin Nurs 2019; 28:3651-3659. [DOI: 10.1111/jocn.14963] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2018] [Revised: 05/24/2019] [Accepted: 05/29/2019] [Indexed: 11/28/2022]
Affiliation(s)
- Linda Gregory
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Applied Nursing Research (CANR) Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
| | - Amy R. Villarosa
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Oral Health Outcomes, Research & Translation (COHORT) Research Group Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
| | - Lucie M. Ramjan
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Applied Nursing Research (CANR) Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
| | - Mitch Hughes
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
| | - Rebecca O’Reilly
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Applied Nursing Research (CANR) Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
| | - Annette Stunden
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
| | - Miranda Daly
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Applied Nursing Research (CANR) Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
| | - Debra Raymond
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
| | - Mais Fatayer
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
| | - Yenna Salamonson
- School of Nursing and Midwifery Western Sydney University Penrith New South Wales Australia
- Centre for Applied Nursing Research (CANR) Ingham Institute for Applied Medical Research Liverpool New South Wales Australia
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41
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Manzi F. Are the Processes Underlying Discrimination the Same for Women and Men? A Critical Review of Congruity Models of Gender Discrimination. Front Psychol 2019; 10:469. [PMID: 30894831 PMCID: PMC6414465 DOI: 10.3389/fpsyg.2019.00469] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2018] [Accepted: 02/18/2019] [Indexed: 01/15/2023] Open
Abstract
Although classic congruity models of gender discrimination (e.g., role congruity theory, lack of fit) predict negative outcomes for both women and men in gender-incongruent domains, the literature has focused almost exclusively on discrimination against women. A number of recent studies have begun to address the question of whether and under what circumstances men can also be the targets of gender discrimination. However, the results of these studies have so far been mixed. Therefore, the question of whether men, like women, also suffer discrimination when in gender incongruent roles and domains remains unclear. The goal of the present paper is to integrate and critically examine the burgeoning literature on gender discrimination against men in order to assess whether the symmetrical predictions of congruity models are supported. Through this close analysis and integration of the literature, I aim to identify remaining gaps in the research on gender discrimination. In particular, I propose that researchers of gender discrimination would benefit from expanding their scope beyond that of paid work.
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Affiliation(s)
- Francesca Manzi
- Department of Psychology, New York University, New York, NY, United States
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42
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Gender differences in research areas, methods and topics: Can people and thing orientations explain the results? J Informetr 2019. [DOI: 10.1016/j.joi.2018.12.002] [Citation(s) in RCA: 38] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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43
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Thelwall M. Do females create higher impact research? Scopus citations and Mendeley readers for articles from five countries. J Informetr 2018. [DOI: 10.1016/j.joi.2018.08.005] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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44
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Do gendered citation advantages influence field participation? Four unusual fields in the USA 1996–2017. Scientometrics 2018. [DOI: 10.1007/s11192-018-2926-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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45
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Abstract
Purpose
The purpose of this paper is to investigates if and why audience gender ratios vary between museum YouTube channels, including for museums of the same type.
Design/methodology/approach
Gender ratios were examined for public comments on YouTube videos from 50 popular museums in English-speaking nations. Terms that were more frequently used by males or females in comments were also examined for gender differences.
Findings
The ratio of female to male YouTube commenters varies almost a hundredfold between museums. Some of the difference could be explained by gendered interests in museum themes (e.g. military, art) but others were due to the topics chosen for online content and could address a gender minority audience.
Practical implications
Museums can attract new audiences online with YouTube videos that target outside their expected demographics.
Originality/value
This is the first analysis of YouTube audience gender for museums.
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46
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Huang X, Zhang J, Hudson L. Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2018. [DOI: 10.1007/s10212-018-0403-z] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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47
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The role of ability beliefs and agentic vs. communal career goals in adolescents' first educational choice. What explains the degree of gender-balance? JOURNAL OF VOCATIONAL BEHAVIOR 2018. [DOI: 10.1016/j.jvb.2017.09.008] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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48
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Communicating Gender-Equality Progress, Reduces Social Identity Threats for Women Considering a Research Career. SOCIAL SCIENCES 2018. [DOI: 10.3390/socsci7020018] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Since the majority of top-level researchers are men, how does this vertical gender-segregation affect students’ perceptions of a research career? In the current study, an experimental manipulation either reminded students of academia’s current dominance of men or of its improving gender-balance. The results showed that women primed with the dominance of men anticipated much higher social identity threats (e.g., fear of discrimination) in a future research career as compared to a control group. In contrast, women primed with the improving gender-balance anticipated much lower threat. Further, the dominance of men prime increased men’s interest in the PhD program, as compared to controls. Women’s interest was unaffected by the prime, but their lower interest as compared to men’s across conditions was mediated by their lower research self-efficacy (i.e., competence beliefs). The results imply that communicating gender-equality progress may allow women to consider a career in research without the barrier of social identity threat.
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