Blog
About

7
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: not found
      • Article: not found

      Diversity in geoscience: Participation, behaviour, and the division of scientific labour at a Canadian geoscience conference

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Related collections

          Most cited references 41

          • Record: found
          • Abstract: found
          • Article: not found

          Science faculty's subtle gender biases favor male students.

          Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student-who was randomly assigned either a male or female name-for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants' preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.
            Bookmark
            • Record: found
            • Abstract: found
            • Article: not found

            Ambient belonging: how stereotypical cues impact gender participation in computer science.

            People can make decisions to join a group based solely on exposure to that group's physical environment. Four studies demonstrate that the gender difference in interest in computer science is influenced by exposure to environments associated with computer scientists. In Study 1, simply changing the objects in a computer science classroom from those considered stereotypical of computer science (e.g., Star Trek poster, video games) to objects not considered stereotypical of computer science (e.g., nature poster, phone books) was sufficient to boost female undergraduates' interest in computer science to the level of their male peers. Further investigation revealed that the stereotypical broadcast a masculine stereotype that discouraged women's sense of ambient belonging and subsequent interest in the environment (Studies 2, 3, and 4) but had no similar effect on men (Studies 3, 4). This masculine stereotype prevented women's interest from developing even in environments entirely populated by other women (Study 2). Objects can thus come to broadcast stereotypes of a group, which in turn can deter people who do not identify with these stereotypes from joining that group.
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Inequality quantified: Mind the gender gap.

               Yan H Shen (2013)
                Bookmark

                Author and article information

                Journal
                FACETS
                FACETS
                Canadian Science Publishing
                2371-1671
                January 2018
                January 2018
                : 3
                : 1
                : 415-440
                Affiliations
                [1 ]Department of Geography, University of British Columbia, 1984 West Mall, Vancouver, BC V6T 1Z2, Canada
                [2 ]Institute for Resources, Environment and Sustainability, University of British Columbia, AERL Building, 2202 Main Mall, Vancouver, BC V6T 1Z4, Canada
                10.1139/facets-2017-0111
                © 2018

                Comments

                Comment on this article