Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations
Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations
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DOI：
10.1037/edu0000005
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发表时间：
2015-08-01
影响因子：
4.9
通讯作者：
Linn, Marcia C.
中科院分区：
文献类型：
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作者：
Miller, David I.;Eagly, Alice H.;Linn, Marcia C.
在过去的40年里，女性在科学课程和职业中的比例在一些国家急剧增加，但在其他国家却没有。我们的研究调查了女性科学参与的国家差异与性别科学刻板印象的关系，这些刻板印象将科学与男性联系在一起，而不是女性。来自66个国家的350 000名参与者的数据表明，高等科学教育（社区学院或以上）中女性入学率较高与国家性别科学陈规定型观念的外显和内隐较弱有关。女性在研究人员队伍中的就业率较高，这与显性而非隐性的性别科学陈规定型观念有关。在控制了许多理论上相关的协变量后，这些关系仍然存在。即使是总体性别平等程度较高的国家（例如，如果男性专门主导科学领域，那么荷兰）就会有强烈的性别科学刻板印象。此外，女性在科学教育入学率和隐性性别科学刻板印象之间的关系是更强的大学教育的参与者比没有大学教育的参与者。教学实践和教育政策的影响进行了讨论。
In the past 40 years, the proportion of women in science courses and careers has dramatically increased in some nations but not in others. Our research investigated how national differences in women's science participation related to gender-science stereotypes that associate science with men more than women. Data from similar to 350,000 participants in 66 nations indicated that higher female enrollment in tertiary science education (community college or above) related to weaker explicit and implicit national gender-science stereotypes. Higher female employment in the researcher workforce related to weaker explicit, but not implicit, gender-science stereotypes. These relationships remained after controlling for many theoretically relevant covariates. Even nations with high overall gender equity (e.g., the Netherlands) had strong gender-science stereotypes if men dominated science fields specifically. In addition, the relationship between women's educational enrollment in science and implicit gender-science stereotypes was stronger for college-educated participants than participants without college education. Implications for instructional practices and educational policies are discussed.