Gender Bias in STEM Fields
Gender Bias in STEM Fields
复制标题
STEM 领域的性别偏见
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Rachael D. Robnett
中科院分区：
文献类型：
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作者：
Rachael D. Robnett
目前的研究重点是女孩和妇女在科学、技术、工程和数学 (STEM) 相关领域遭受性别偏见的经历。在第一组分析中，我研究了自我报告的性别偏见的普遍程度是否因教育背景而异。然后，我研究了经历性别偏见是否与较低的 STEM 自我概念有关，如果是这样，拥有 STEM 同伴的支持网络是否会缓冲这种影响。数据是通过一项自我报告调查收集的，该调查针对渴望从事 STEM 职业的高中女生、STEM 本科专业的女性和 STEM 博士课程的女性。总体而言，61% 的参与者表示在过去一年中经历过性别偏见，但患病率根据教育阶段和学习领域的不同而有所不同。特别是数学密集型本科专业的女性尤其容易遇到性别偏见，这种偏见主要源于其专业的男性同龄人。正如预期的那样，遇到性别偏见的参与者比没有遇到性别偏见的参与者具有更低的 STEM 自我概念。然而，对于拥有 STEM 同行支持网络的参与者来说，这种影响会减弱。这些发现表明，积极的同伴关系对于 STEM 管道中的女孩和女性来说可能是宝贵的资源。
The current study focuses on girls’ and women’s reported experiences with gender bias in fields related to science, technology, engineering, and math (STEM). In the first set of analyses, I examined whether the prevalence of self-reported gender bias varied depending on the educational context. I then examined whether experiencing gender bias was associated with lower STEM self-concept and, if so, whether having a supportive network of STEM peers would buffer this effect. Data were collected through a self-report survey that was administered to high school girls who aspired to have STEM careers, women in STEM undergraduate majors, and women in STEM doctoral programs. Overall, 61% of participants reported experiencing gender bias in the past year, but the prevalence rate varied according to their phase of education and field of study. In particular, women in math-intensive undergraduate majors were especially likely to encounter gender bias, which predominately originated from male peers in their major. As expected, participants who encountered gender bias had lower STEM self-concept than participants who did not. However, this effect was attenuated for participants who also had a supportive network of STEM peers. These findings suggest that positive peer connections may be a valuable resource for girls and women in the STEM pipeline.
在具体情况下应对：应对性骚扰的社会文化决定因素。
影响因子：
7.6
作者：
Wasti,SArzu;Cortina,LiliaM
通讯作者：
Cortina,LiliaM
影响因子：
6.6
作者：
Wang, Ming-Te;Degol, Jessica
通讯作者：
Degol, Jessica
女性和男性青少年对数学的主观取向以及这些取向对高等教育专业的影响。
影响因子：
4
作者：
Perez-Felkner, Lara;McDonald, Sarah-Kathryn;Schneider, Barbara;Grogan, Erin
通讯作者：
Grogan, Erin