The Quality of Evidence Revealing Subtle Gender Biases in Science is in the Eye of the Beholder

Scientists are trained to evaluate and interpret evidence without bias or subjectivity. Thus, growing evidence revealing a gender bias against women—or favoring men—within science, technology, engineering, and mathematics (STEM) settings is provocative and raises questions about the extent to which gender bias may contribute to women’s underrepresentation within STEM fields. To the extent that research illustrating gender bias in STEM is viewed as convincing, the culture of science can begin to address the bias. However, are men and women equally receptive to this type of experimental evidence? This question was tested with three randomized, double-blind experiments—two involving samples from the general public (n = 205 and 303, respectively) and one involving a sample of university STEM and non-STEM faculty (n = 205). In all experiments, participants read an actual journal abstract reporting gender bias in a STEM context (or an altered abstract reporting no gender bias in experiment 3) and evaluated the overall quality of the research. Results across experiments showed that men evaluate the gender-bias research less favorably than women, and, of concern, this gender difference was especially prominent among STEM faculty (experiment 2). These results suggest a relative reluctance among men, especially faculty men within STEM, to accept evidence of gender biases in STEM. This finding is problematic because broadening the participation of underrepresented people in STEM, including women, necessarily requires a widespread willingness (particularly by those in the majority) to acknowledge that bias exists before transformation is possible

Reducing STEM gender bias with VIDS (video interventions for diversity in STEM)

Gender biases contribute to the underrepresentation of women in STEM. In response, the scientific community has called for methods to reduce bias, but few validated interventions exist. Thus, an interdisciplinary group of researchers and filmmakers partnered to create VIDS (Video Interventions for Diversity in STEM), which are short videos that expose participants to empirical findings from published gender bias research in 1 of 3 conditions. One condition illustrated findings using narratives (compelling stories), and the second condition presented the same results using expert interviews (straightforward facts). A hybrid condition included both narrative and expert interview videos. Results of two experiments revealed that relative to controls, VIDS successfully reduced gender bias and increased awareness of gender bias, positive attitudes toward women in STEM, anger, empathy, and intentions to engage in behaviors that promote gender parity in STEM. The narratives were particularly impactful for emotions, while the expert interviews most strongly impacted awareness and attitudes. The hybrid condition reflected the strengths of both the narratives and expert interviews (though effects were sometimes slightly weaker than the other conditions). VIDS produced substantial immediate effects among both men and women in the general population and STEM faculty, and effects largely persisted at follow-up. (PsycINFO Database Record (c) 2018 APA, all rights reserved

Reducing STEM gender bias with VIDS (video interventions for diversity in STEM)

Gender biases contribute to the underrepresentation of women in STEM. In response, the scientific community has called for methods to reduce bias, but few validated interventions exist. Thus, an interdisciplinary group of researchers and filmmakers partnered to create VIDS (Video Interventions for Diversity in STEM), which are short videos that expose participants to empirical findings from published gender bias research in 1 of 3 conditions. One condition illustrated findings using narratives (compelling stories), and the second condition presented the same results using expert interviews (straightforward facts). A hybrid condition included both narrative and expert interview videos. Results of two experiments revealed that relative to controls, VIDS successfully reduced gender bias and increased awareness of gender bias, positive attitudes toward women in STEM, anger, empathy, and intentions to engage in behaviors that promote gender parity in STEM. The narratives were particularly impactful for emotions, while the expert interviews most strongly impacted awareness and attitudes. The hybrid condition reflected the strengths of both the narratives and expert interviews (though effects were sometimes slightly weaker than the other conditions). VIDS produced substantial immediate effects among both men and women in the general population and STEM faculty, and effects largely persisted at follow-up. (PsycINFO Database Record (c) 2018 APA, all rights reserved

Establishing the content of gender stereotypes across development.

Gender stereotypes shape individuals' behaviors, expectations, and perceptions of others. However, little is known about the content of gender stereotypes about people of different ages (e.g., do gender stereotypes about 1-year-olds differ from those about older individuals?). In our pre-registered study, 4,598 adults rated either the typicality of characteristics (to assess descriptive stereotypes), or the desirability of characteristics (to assess prescriptive and proscriptive stereotypes) for targets who differed in gender and age. Between-subjects, we manipulated target gender (boy/man vs. girl/woman) and target age (1, 4, 7, 10, 13, 16, or 35). From this, we generated a normed list of descriptive, prescriptive, and proscriptive gender-stereotyped characteristics about people across the early developmental timespan. We make this archive, as well as our raw data, available to other researchers. We also present preliminary findings, demonstrating that some characteristics are consistently ungendered (e.g., challenges authority), others are gender-stereotypic across the early developmental timespan (e.g., males from age 1 to 35 tend to be dirty), and still others change over development (e.g., girls should be submissive, but only around age 10). Implications for gender stereotyping theory-as well as targets of gender stereotyping, across the lifespan-are discussed

Boosting the sustainable representation of women in STEM with evidence-based policy initiatives

Women are missing from Science, Technology, Education, and Mathematics (STEM) fields, undermining intellectual inclusivity, meritocracy goals, national competitiveness, and high-quality advances. Solutions require not only hiring more women, but boosting their sustainable representation (i.e., their lasting, substantial presence and valued engagement). Evidence-based policies can shift organizational culture, enabling women’s full and durable participation. The present review presents (1) numerous causes of women’s underrepresentation in STEM and (2) evidence-based interventions to tackling these causes. Specific policy initiatives (derived from the scientific evidence) would promote the sustainable representation of women in STEM

Boosting the sustainable representation of women in STEM with evidence-based policy initiatives

Women are missing from Science, Technology, Education, and Mathematics (STEM) fields, undermining intellectual inclusivity, meritocracy goals, national competitiveness, and high-quality advances. Solutions require not only hiring more women, but boosting their sustainable representation (i.e., their lasting, substantial presence and valued engagement). Evidence-based policies can shift organizational culture, enabling women’s full and durable participation. The present review presents (1) numerous causes of women’s underrepresentation in STEM and (2) evidence-based interventions to tackling these causes. Specific policy initiatives (derived from the scientific evidence) would promote the sustainable representation of women in STEM