Academics as Agentic Superheroes: Female academics’ lack of fit with the agentic stereotype of success limits their career advancement

Gender gaps in academia persist with women being less likely to attain leadership, earning lower salaries, and receiving less research funding and resources compared to their male peers. The current research demonstrates yet another, more intangible gender gap in academia called lack of fit, whereby compared to male academics, female academics perceive higher misfit between their professional self-concept and the agentic ‘superhero’ stereotype of the successful academic. The entire population of Dutch academics (i.e., assistant, associate, and full professors from 14 universities) was approached to participate in a nationwide survey. Results from this unique dataset (N = 3978) demonstrate that academics perceive agency (e.g., self-confident, self-focused, competitive) as more descriptive of the stereotypical successful academic than communality (e.g., team-oriented, good teacher, collegial). Importantly, early career female academics perceived highest lack of fit with this narrowly-defined agentic occupational stereotype, which was correlated with lower work engagement, professional identification and career efficacy, and higher work exhaustion and exit intentions. Thus, lack of fit seems yet another barrier contributing to pervasive gender gaps in academia. Implications for building more inclusive academic cultures, where not only agentic but also communal academic practice is recognized and rewarded are discussed

Open Science Monitor 2022

This is the second version of the Open Science monitor on awareness, attitudes and behaviours in relation to 12 open science practices. The monitor was conducted among academics at Utrecht University and UMC Utrecht (the Netherlands) in the summer of 2022 with the aim to gain insight in academics’ attitude and behaviours towards various open science practices, the opportunities these practices may provide for the scientific community and the barriers in implementing open science practices the researchers may experience. With this monitor the university hopes to gain insight into what can be done to facilitate and support open science among academics at Utrecht University. The questionnaire on which this report was based can be found here: 10.5281/zenodo.837570

Double Trouble: How Being Outnumbered and Negatively Stereotyped Threatens Career Outcomes of Women in STEM

Masculine work contexts form an important source of social identity threat for working women. But what aspect of masculine work contexts is most threatening to women’s gender identity at work: A numerical majority of male colleagues (i.e., numerical male dominance), working in a profession in which women are negatively stereotyped (i.e., normative male dominance), or the combination? The current study aimed to disentangle these two aspects of masculine work contexts by testing its combined impact on the experience of gender identity threat among women and men who work in the STEM sector (i.e., Science, Technology, Engineering and Mathematics). A field study was conducted among women (N = 177) and men (N = 630) graduates holding an academic degree in a STEM educational program. Respondents either worked in- or outside the STEM sector (i.e., stronger vs. weaker gender stereotype) and estimated the ratio of men to women in their direct work environment. Results from a Structural Equation Model demonstrated that women in STEM face double trouble: The combination of working almost solely with male colleagues (being outnumbered) and working in the technical sector (where women are negatively stereotyped) predicted the highest levels of experienced gender identity threat, particularly among women who highly identified with their gender group. Gender identity threat, in turn, negatively predicted women’s work engagement and career confidence. Men did not face double trouble: Their experience of gender identity threat was not related to working in a masculine STEM sector. Importantly, considering that the women in this sample already hold a degree in STEM, and have proven their competence in STEM and resilience to gender stereotypes, this research reveals how in naturalistic work settings, prevailing social identity threats continue to affect women’s professional careers

It’s a man’s world; right? How women’s opinions about gender inequality affect physiological responses in men

In two experiments, we examined how men respond to women who either challenge or legitimize societal gender inequality, and how gender identification moderates these responses. We hypothesized that men feel less threatened by women who legitimize (vs. challenge) the gender hierarchy, and evaluate these women more positively. To investigate these expectations, we assessed self-reports (Studies 1 and 2) and cardiovascular threat/challenge responses (Study 2). Both studies showed that men experience less negative emotions when presented with a woman who legitimized (vs. challenged) the gender hierarchy. Moreover, among men with a relatively high gender identification, a woman who challenged the gender hierarchy elicited a physiological response pattern indicative of threat, whereas a woman who legitimized the gender hierarchy elicited a pattern indicative of challenge. Results are discussed in terms of social identity theory, status threat, and self-distancing behavior