![]() The implications of these stereotypes for women in STEM, particularly those who may be considered role models, are then discussed. However what are the implications of being a visible woman in STEM? This study aims to provide insight into the perceptions of the stereotypes which are applied to women who speak publicly about their research and/or work. ![]() ![]() Role models can be used to address negative stereotypical perceptions of women in STEM fields, as well as both attract and retain girls and women in STEM studies and careers (Drury et al., 2011 Shin et al., 2016). ![]() Public perceptions of science are shaped by exposure to science and role models, and the cultural contexts and beliefs of the individuals who are exposed (Noy and O’Brien, 2019). These gendered STEM stereotypes are inherently influenced by the dominant social norms that position STEM as being male-oriented (Garriott et al., 2017), including in media coverage of science and technology (Women’s Leadership Institute Australia, 2019). Gender based stereotypes like this not only influence the career choices for women in STEM, but also the retention of women in STEM fields as they must overcome deeply embedded discrimination and bias (Ellemers, 2018 Carli et al., 2016). Comparatively, women are seen as highly communal (i.e., kinder, warmer, empathetic) and less agentic (i.e., analytical, independant, and competitive) and therefore less likely to have the qualities and personality characteristics needed to be successful scientists (Carli et al., 2016). In addition, stereotypical traits of scientists such as objectivity and rationality are generally consistent with male gender-normative traits (Settles et al., 2016). One dominant stereotype is that boys are better at maths and science than girls, which studies show is not true (O’Dea et al., 2018). Experiences with gender bias and stereotypes in STEM are compounded throughout female scientist’s careers and have been shown to emerge as early as kindergarten (Bian et al., 2017 Cimpian et al., 2016). Gender-based stereotypes present obstacles for women in STEM and continue to play a role in ongoing discrimination and under-representation of women in STEM professions (Carli et al., 2016). Gender gaps and bias are still prevalent in science, technology, engineering and mathematics (STEM) fields. However, it should be ensured that the intended solutions to facilitate this change are not compounding the problem. Systematic cultural and institutional change is needed in STEM fields to address the underlying bias and negative stereotypes facing women. It may also have implications for programs which use role models to address prevailing STEM stereotypes. These findings suggest that women may be in a more vulnerable position when communicating publicly about their work, which could have implications for them participating fully in their careers. Using workshops with over 300 participants, predominantly female STEM professionals, from over 25 different cultural backgrounds, the results showed women who publicly communicate their work are likely to be stereotyped as ‘bitchy’, ‘bossy’, and ‘emotional’-often by their own gender. This study explores the perceptions of the stereotypes applied to female STEM professionals who publicly speak about their work in both academic and non-academic settings. There are many initiatives which are used to attempt to address these biases and stereotypes, including the use of visible role models. Gender biases and stereotypes are prevalent in science, technology, engineering and mathematics (STEM) fields, which can create obstacles for the attraction, retention and progression of girls and women to STEM studies and careers.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |