Gender Inclusion and Fit in STEM

Pathways to Youth Activism Orientation in STEM: the Role of STEM Classroom Inclusivity and Motivational Beliefs

Activism around science, technology, engineering, and mathematics (STEM) is a critical task to promote social justice and to develop sustainable and effective solutions to global problems (e.g., climate change) in contemporary society. The present study examines relationships between adolescents' perceptions of gender and ethnic classroom inclusivity, outcome expectancies, utility values, and activism orientation in STEM, grounded in the situated expectancy-value theory. Participants were 699 adolescents (50.2% boys, 47.8% White; MT1age = 15.11 years, SD = 0.84) in the southeastern United States. A structural equation model with FIML estimation, multiple imputation with Bayesian analysis, and multigroup SEM analyses were utilized to test the hypothesized associations using two time points, controlling for sociodemographics and STEM grades. The findings revealed that adolescents' perceptions of STEM classroom inclusivity appeared to play an important role in shaping STEM expectancies and perceived value of STEM. Multigroup SEM analysis showed that ethnicity significantly moderates the effect of perceived STEM classroom inclusivity on STEM expectancies, suggesting the effect of inclusivity on expectancies is stronger for racially/ethnically majoritized adolescents as compared to racially/ethnically minoritized adolescents. Associations from STEM motivational beliefs to activism orientation revealed that adolescents with higher STEM utility values are more likely to have a higher orientation toward STEM activism. Adolescents' perceptions of STEM classroom inclusivity had an indirect positive effect on STEM activism orientation through STEM utility values. These findings provide support for the conceptual premise that classroom inclusivity can foster motivational beliefs, and activism orientation in STEM.

Lost opportunities: How gendered arrangements harm men

Traditional gendered arrangements-norms, roles, prejudices, and hierarchies-shape every human life. Associated harms are primarily framed as women's issues due to more severe consequences women face. Yet, gendered arrangements also shape men's relationships, career paths, and health. Current work on gender equity overlooks men's perspectives. Despite benefits they gain from out-ranking women, men's position paradoxically entraps them in restrictive roles, compelling them to prioritize dominance. An inclusive framework challenges prevailing narratives by considering personal costs borne by men. Identifying with a man's traditional role is a mixed privilege, as five gendered arrangements show for men who subscribe to them: 1. Masculine norms can restrict men's choices and are associated with adverse health trajectories; 2. Some men's disengagement from communal roles denies them positive outcomes associated with caring for others; 3. Hostile sexism fosters antipathy, fueling tension in some men's interactions with women; 4. Benevolent sexism forces some men into scripted interactions, preventing genuine connections and burdening them with unrealistic breadwinner and protector roles; 5. Societal shifts in gender hierarchies can elicit threat responses in men, depending on intersections with social class and racial identities. Understanding costs to men calls for more empirical research. Gender equity for men, whose circumstances differ from those of women, would enable men to make informed choices and achieve better outcomes for themselves-paralleling the progress women have made in many areas of life. Striving for equity for all genders can ultimately enhance overall human well-being.

Gender Identity and Aggression

Gender identity, or people's deeply felt, internal sense of their gender, plays an important role in aggression perpetration and victimization. In this article, I review and organize the psychological research literatures on gender identity-based aggression. I first discuss the need to move beyond binary, cisgender understandings of gender by embracing expansive definitions that more fully capture people's experiences and identities. Next, I summarize relevant research indicating two paths from gender identity to aggression. In one path, individuals with a more masculine (i.e., dominant, agentic) gender identity use aggression proactively, motivated by pursuit of social dominance. In another path, individuals with a more uncertain (i.e., insecure, precarious) gender identity use aggression defensively-and often toward vulnerable, gender nonconforming targets-as a means of protecting their gender identity against threats. I end by identifying important areas for future research and considering how interventions might best mitigate gender identity-based aggression.

Predicting women's career decisiveness in the ICT sector: A serial multiple mediation model among MIS students

This study explores the factors that influence women's career decisions in the Information and Communication Technologies (ICT) sector, as perceived by women Management Information Systems (MIS) students. It examines how career optimism (CO) and perceived employability (PE) affect the link between irrational beliefs about employment (IB) and career decisiveness (CD). The study involved 232 female students from ICT-related programs in Turkey. Data were collected using four different scales and analyzed for accuracy and connections between factors. To prevent the effects of common method bias, Harman's single-factor test was used, followed by an analysis of mediation effects. Results showed that women students' IB about employment negatively impacted their CD. CO helped mediate this effect. Moreover, both CO and PE together had a mediating role in how IB affected CD. These findings offer valuable insights into the individual and contextual factors shaping women's career decisions. They also support initiatives to boost women's career stability, which aligns with the United Nations (UN) Sustainable Development Goals (SDGs) 5 and 8. Encouraging career optimism and employability may reduce the negative effects of IB and contribute to a fairer job market where women can pursue ambitious careers.

The impact of informal control on the innovation performance of female technology professionals from the perspective of role pressure

Background

With the rapid advancement of the technology industry, particularly in STEM fields, female professionals have increasingly become key drivers of innovation. Despite this, existing research has seldom examined the psychological impact of informal control on their innovation performance. Therefore, this study distributed questionnaires to female technology professionals in China's STEM field to investigate the effect of informal control on their innovation performance from a psychological perspective. It further explored the mediating role of role pressure and the moderating role of environmental turbulence in this relationship.

Methods

This study primarily utilized AMOS 24.0 to develop structural equation models, and employed PROCESS 24.0 and SPSS 26.0 for data analysis purposes.

Results

The findings reveal that informal control positively predicted the innovation performance of female technology professionals in STEM field. Role pressure partially mediates this relationship, while environmental turbulence positively moderates the relationship between informal control and innovation performance among female technology professionals in STEM field.

Discussion

Theoretically, this research enriches the individual-level approaches to enhancing management control effectiveness. Practically, it aids managers in focusing on the psychological well-being of female technology professionals in STEM field, thereby facilitating the judicious selection of management control methods. The study's conclusions aim to provide logical guidance for enterprises to further strengthen their attention and support for female technology professionals in STEM field. Simultaneously, it offers a theoretical foundation for enhancing their innovative capabilities.

A multidimensional gender analysis of health technology self-efficacy among people with Parkinson's disease

BACKGROUND

Digital health technologies (DHT) enable self-tracking of bio-behavioral states and pharmacotherapy outcomes in various diseases. However, the role of gender, encompassing social roles, expectations, and relations, is often overlooked in their adoption and use. This study addresses this issue for persons with Parkinson's disease (PD), where DHT hold promise for remote evaluations.

METHODS

We conducted a cross-sectional survey study in the Netherlands, assessing the impact of gender identity, roles, and relations on health technology self-efficacy (HTSE) and attitude (HTA). An intersectional gender analysis was applied to explore how gender intersects with education, employment, disease duration, and severity in influencing HTSE and HTA.

RESULTS

Among 313 participants (40% women), no significant correlation was found between gender identity or relations and HTSE or HTA. However, individuals with an androgynous (non-binary) gender role orientation demonstrated better HTSE and HTA. The exploratory intersectional analysis suggested that sociodemographic and clinical factors might affect the influence of gender role orientations on HTSE and HTA, indicating complex and nuanced interactions.

CONCLUSION

This study highlights the importance of investigating gender as a multidimensional variable in PD research on health technology adoption and use. Considering gender as a behavioral construct, such as through gender roles and norms, shows more significant associations with HTSE and HTA, although effect sized were generally small. The impact of gender dimensions on these outcomes can be compounded by intersecting social and disease-specific factors. Future studies should consider multiple gender dimensions and intersecting factors to fully understand their combined effects on technology uptake and use among people with PD.

Women in the Medical Physics Workforce: Insights from Membership Trends of the American Association of Physicists in Medicine, 1993 to 2023

PURPOSE

Women remain underrepresented in medical physics in the United States, and determinants of persisting disparities remain unclear. Here, we performed a detailed investigation of American Association of Physicists in Medicine (AAPM) membership trajectories to evaluate trends in Full membership with respect to gender, age, and highest degree.

METHODS AND MATERIALS

Membership data, including gender, date of birth, highest degree, membership type, and years of active membership for 1993 to 2023 were obtained from AAPM. Group 1 included Full members who joined AAPM in 1993 or later. A subset of group 1 including only members who joined and left AAPM since 1993 (former members, group 1F) was used to calculate age at membership cessation and duration. Results were compared by gender and highest degree. A Kaplan-Meier analysis was also used to evaluate membership "survival" by age and highest degree.

RESULTS

Complete data were available for 6647 current and former Full members (group 1), including 2211 former members (group 1F). On average, women became Full members at a significantly younger age than men (34.6 vs 37.5 years of age, P < .001) and ended their memberships (if applicable) at a significantly younger age than men (46.1 vs 50.1 years of age, P < .001). The Kaplan-Meier "survival" analysis showed that for a given age, women were at a significantly greater risk of membership cessation than men, and women with master's degrees had the lowest membership survival of any gender/degree subgroup. When analyzing by membership duration, there was no difference in survival by gender alone. Still, women with PhDs were found to have the greatest membership survival among gender/degree subgroups.

CONCLUSIONS

Both gender and degree type influenced AAPM membership trajectories. Although we have offered a discussion of possible explanations, qualitative data collected from both continuing and departing AAPM members will be critical in the ongoing journey toward gender parity in the profession of medical physics.

All that glitters is not gold! Job insecurity and well-being in STEM research fellows: a latent profile analysis

Job insecurity is now one of the major stressors affecting well-being at work. In academia, researchers appear to be in the most precarious position. To explore the relationship between job insecurity and well-being at work, we analyzed a sample of research fellows belonging to STEM disciplines in Italy. Using a latent profile approach, we identified three "hidden" subgroups: "Safe & Sound"; "Safe not so Sound" and "Neither Safe or Sound." Compared to previous studies, our results show that even within a population of STEM researchers that tends to have good levels of employability and mobility, there are subgroups of people characterized by greater job insecurity and low work commitment, who suffer from emotional exhaustion and cynicism at work level, i.e., more exposed to the risk of burnout.

Dealing With Diversity in Psychology: Science and Ideology

In the spirit of America's Shakespeare, August Wilson (1997), I have written this article as a testimony to the conditions under which I, and too many others, engage in scholarly discourse. I hope to make clear from the beginning that although the ideas presented here are not entirely my own-as they have been inherited from the minority of scholars who dared and managed to bring the most necessary, unpalatable, and unsettling truths about our discipline to the broader scientific community-I do not write for anyone but myself and those scholars who have felt similarly marginalized, oppressed, and silenced. And I write as a race scholar, meaning simply that I believe that race-and racism-affects the sociopolitical conditions in which humans, and scholars, develop their thoughts, feelings, and actions. I believe that it is important for all scholars to have a basic understanding of these conditions, as well as the landmines and pitfalls that define them, as they shape how research is conducted, reviewed, and disseminated. I also believe that to evolve one's discipline into one that is truly robust and objective, it must first become diverse and self-aware. Any effort to suggest otherwise, no matter how scholarly it might present itself, is intellectually unsound.

Why are there no girls? Increasing children's recognition of structural causes of the gender gap in STEM

The gender disparity in STEM fields emerges early in development. This research examined children's explanations for this gap and investigated two approaches to enhance children's structural understanding that this imbalance is caused by societal, systematic barriers. Five- to 8-year-old children (N = 145) observed girls' underrepresentation in a STEM competition; the No Structural Information condition presented no additional information, the Structural: Between-Group Comparison (Between) condition compared boys' greater representation to girls' when boys had more opportunities to practice than girls, and the Structural: Within-Group Comparison (Within) condition compared girls' greater STEM representation when they had opportunities versus not. Children in the No Structural condition largely generated intrinsic explanations; in contrast, children in both structural conditions favored structural explanations for girls' lack of participation (Experiment 1) and achievement (Experiment 2). Importantly, each structural condition also had unique effects: Between raised children's fairness concerns, while Within increased children's selection of girls as teammates in a competitive STEM activity.

Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses

The tension between religion and science as a long-standing barrier to science education has led researchers to explore ways of improving the experiences of Christian students in biology who can experience their Christianity as stigmatized in academic biology environments. As undergraduate science classes become student-centered, interactions among students increase, and Christians may feel a need to conceal their religious identities during peer discussions. In this interview study, we used the social psychology framework of concealable stigmatized identities to explore 30 Christian students' experiences during peer interactions in undergraduate biology courses to find potential ways to improve those experiences. We found that students felt their religious identity was salient during peer interactions in biology, and students thought revealing their religious identity to peers in their biology courses could be beneficial, yet few actually did so. Additionally, though most students anticipated stigma, comparatively few had experienced stigma from other students in their biology courses, despite the prior documented cultural stigma against Christians in biology. These results indicate a need for future studies exploring the impact of learning environments in which students are given the opportunity to share their religious identities with one another, which could reduce their anticipated and perceived stigma.

Understanding the role of gender in humor expression: Directions for future scholarship

Humor expression is a potent interpersonal and professional communication tool, conveying intelligence and competence. This review examines the role of gender in outcomes of humor expression, particularly in professional settings. Despite humor's association with masculinity and stereotypes that women are less funny than men, we highlight findings that suggest potentially nuanced benefits of humor for women, depending upon contextual moderators including humor type and status. However, we also highlight that extant findings are mixed, limited for methodological reasons, and in some cases, inconclusive, necessitating future scholarship. Given that humor can be a powerful tool, coupled with persistent gender gaps in leadership, we call for future research to better understand how, when, and why gender influences the effectiveness of humor expression.

Why We Should Stop Trying to Fix Women: How Context Shapes and Constrains Women's Career Trajectories

In this review we examine two classes of interventions designed to achieve workplace gender equality: (a) those designed to boost motivations and ambition, such as those that aim to attract more women into roles where they are underrepresented; and (b) those that try to provide women with needed abilities to achieve these positions. While such initiatives are generally well meaning, they tend to be based upon (and reinforce) stereotypes of what women lack. Such a deficit model leads to interventions that attempt to "fix" women rather than address the structural factors that are the root of gender inequalities. We provide a critical appraisal of the literature to establish an evidence base for why fixing women is unlikely to be successful. As an alternative, we focus on understanding how organizational context and culture maintain these inequalities by looking at how they shape and constrain (a) women's motivations and ambitions, and (b) the expression and interpretation of their skills and attributes. In doing so, we seek to shift the interventional focus from women themselves to the systems and structures in which they are embedded.

Talent denied: Equity and excellence gaps in STEMM

In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that-similar to public health approaches-the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.

The perceived role fit of women and men academics: evidence from the social sports sciences

Introduction

The underrepresentation of women in academia is often explained by the presence of gender stereotypes and the perception that women fit the role of an academic to a lesser extent. Based on social role theory and role congruity theory, this study investigates and estimates the perceived role fit of women and men academics in the social sports sciences.

Methods

Data were collected with a quantitative online survey. The sample (n = 792) includes individuals who study or work in sports economics, sport management, or sport sociology (referred to as social sports sciences). The questionnaire included items that reflect attributes of an ideal-typical academic as well as women and men academics in four dimensions, i.e., leadership, research methods, media visibility, and research topics. In the first step, these items were used to estimate a total role fit index for both women and men academics, as well as indices for all dimensions. In a second step, regression analyses were used to examine how respondents' individual characteristics (e.g., discipline, career stage, gender, presence of role models) are related to their perceived role fit indices and the differences in the perceived role fit.

Results and discussion

The role fit index ranges from 0 to 1, and women have a higher total role fit than men (0.77 vs. 0.75). The results suggest that women in the social sports sciences are perceived as a better fit for the role of an academic. In contrast to role congruity theory, women's leadership fit is higher than men's fit in this dimension (0.79 vs. 0.72). Regarding the associations of individual characteristics, professors seem to perceive a lower role fit for both genders than students. Furthermore, the difference between the perceived role fit of men and women is smaller for women respondents. Having a woman role model leads to a higher fit of women academics in the leadership dimension.

'College choice' under the COVID-19 pandemic: Sustainability of engineering campuses for future enrollments

Engineering profession for students and diverse students for Engineering Campuses (ECs) is the prestige to have for both. Worldwide higher education has been impacted by COVID-19 pandemic, but particularly pulling padlocked doors of Indian engineering campuses (ECs) down. Students' attitudes regarding choice, liking, and preferences were also affected. Knowing how tough 'college choice' was before the pandemic, one can guess how difficult it will be today. The objective of this study was to explore students' perceptions of choice characteristics related to ECs and diverse students enabling choice decisions under the COVID-19 situation, and to discover any possible relationships among them. Research questions were qualitatively examined with the statistical confirmation of related hypothesizes by utilizing ANOVA and Regression analysis. A self-reported quantitative survey composed of a closed-ended structured questionnaire was administered on the students of first-year engineering who had recently enrolled in ECs of North Maharashtra Region of India, after pandemic hitting India. According to the study, ECs have several characteristics impacting students' selection of ECs under pandemic. The influence of proximity, image and reputation, educational quality, and curriculum delivery was significant in contributing sustainability of ECs. This influence was significant across students' psychological and behavioural biases on likes, choices, and preferences. Furthermore, multiple relationships were noted within the sub-groups of demographic, geographic, socioeconomic, academic performance, and psychological and behavioural traits due to the impact of ECs' characteristics on sustainability. The study has provided a framework for policymakers and administrators to strengthen repositioning towards sustainability while capturing potentially diverse enrolments. Even if we have to coexist with pandemic forever or with more similar pandemics, the findings of this study may undergo a fundamental transformation for ECs (existing and forthcoming). On the other hand, by understanding the importance and relations of choice characteristics may smoothen the complex nature of "college choice" for prospective students.

Gender disparity in STEM education: a survey research on girl participants in World Robot Olympiad

Robotics competitions boosts the development of STEM education, but gender disparity in this field remains rarely addressed by researchers. This study focused on the World Robot Olympiad (WRO) and tried to explore the gender differences through investigation method. The research questions are as follows: RQ1, what is the tendency of girls' participation in WRO from 2015 to 2019 in terms of the four competition categories and three age groups? RQ2, what advantages and challenges do the all-girl teams have from the perspectives of parents, coaches and students? The results showed that among the 5956 participants in the 2015-2019 WRO finals, girls accounted for only 17.3%. The Open Category that emphasized creativity attracted relatively more girl participants. As age group moved up, the number of girl participants decreased. The qualitative results showed that the focuses of coaches, parents and students was not exactly the same. All-girl team have the advantages in their communication, presentation and collaboration skills but less good at robot building. The results indicated the importance of promoting girl's participation in robot competitions and STEM fields. Coaches, mentors and parents need to provide girls with more support and encouragement in learning STEM subjects, especially at the junior high school level. Organizers of related competitions should give girls more exposure and opportunities by adjusting the mechanism.