Science faculty's subtle gender biases favor male students
Science faculty's subtle gender biases favor male students
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DOI：
10.1073/pnas.1211286109
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发表时间：
2012-10-09
影响因子：
11.1
通讯作者：
Handelsman, Jo
中科院分区：
文献类型：
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作者：
Moss-Racusin, Corinne A.;Dovidio, John F.;Handelsman, Jo
尽管努力招募和留住更多的女性，但在学术科学领域仍然存在明显的性别差异。大量的研究表明，在许多人口群体中存在性别偏见，但尚未通过实验研究科学教师是否对女学生表现出偏见，这可能导致学术科学中的性别差异。在一项随机双盲研究（n = 127）中，来自研究型大学的科学教师对一名学生的实验室经理职位的申请材料进行了评分，该学生被随机分配了一个男性或女性的名字。教师参与者认为男性申请人比（相同的）女性申请人更有能力和可雇用性。这些参与者还选择了更高的起薪，并为男性申请人提供更多的职业指导。教师参与者的性别并不影响反应，这样的女性和男性教师同样有可能表现出对女学生的偏见。调解分析表明，这名女学生不太可能被雇用，因为她被认为能力较差。我们还使用标准工具评估了教师参与者对女性的预先存在的微妙偏见，发现对女性的预先存在的微妙偏见起着调节作用，例如对女性的微妙偏见与对女学生的支持较少有关，但与对男学生的反应无关。这些结果表明，解决教师性别偏见的干预措施可能会促进提高妇女参与科学的目标。
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.