Presentation from the webinar „What are the challenges that female researchers face and what support is useful?” led by dr Hilde Janssens from the Institute of Science and Technology Austria, 2.07.2020
Dylan Musselman received a Bachelor of Science in Psychology from the University of Florida in 2016 and is expected to receive a Masters of Science in Management from the University of Florida in May 2017. As an undergraduate researcher from 2013 to 2016, he assisted in various psychology labs, helping to build studies, collect data, and co-author a poster. He has received numerous academic scholarships and awards for his excellence in studies. He presented posters on implicit racial biases at the Undergraduate Research Forum at UF and at the Society of Southeastern Social Psychologists conference.
1. Equity in education does not mean all students receive the same treatment, which could be unfair, but that each student gets what they need to succeed.
2. Research shows that in classroom interactions, teachers give more attention and praise to male students compared to female students. This can lead female students to develop "learned helplessness" and lower self-confidence.
3. The design of some classroom activities, like lectures, tend to favor male students. Using more cooperative learning and discussion can help create a more equitable environment.
Mehta, Kenner, & Shrier_2013_Advatages and Disadvantages of being a female gr...Clare Mehta
This article discusses a qualitative study that investigated the perceived advantages and disadvantages of being a female graduate student in the US and UK. The study interviewed six female master's students in psychology or social sciences. Both US and UK students reported advantages like being the majority in their fields and receiving lenient treatment from faculty. Disadvantages included being viewed through gender stereotypes and receiving unwanted sexual attention. The findings are discussed through the theoretical framework of ambivalent sexism, which posits both hostile and benevolent forms of sexism.
First Year Programming & An Introduction to Men & Masculinities Research, Aug...Daniel Zepp
First Year Programming & An Introduction to Men & Masculinities Research, August 19th, 2013. Boston College Peer Minister Training Presentation. Office of Campus Ministry & Office of Residential Life
Guest Lecture, Introduction to Feminist PhilosophiesDaniel Zepp
Guest Lecture, November 18th, 2011, History of American Men and Survey of Men & Masculinities Research. Introduction to Feminist Philosophies (PL526), Taught by Dr. Marina McCoy, Boston College, Philosophy Department
The Effect of Stereotype Threat Upon African American Studentsguest1d9146
This study examined the effects of stereotype threat on the academic performance, racial identity, and self-esteem of 62 African American university students. Students either received a survey that highlighted negative stereotypes about Black academic achievement or did not. Results showed that stereotype threat had no effect on self-esteem but significantly lowered scores on a racial identity scale and math problems. While inconsistent with social identity theory, this suggests that making race salient may hinder African American students' school engagement and performance by weakening their racial identity and causing them to devalue academic domains. More research is needed to understand why stereotype threat impacts performance independent of identity and esteem.
This document discusses bullying and cyberbullying in middle schools from the perspective of teachers. It aims to determine how often bullying occurs, how teachers intervene, and the effectiveness of intervention programs. The document also examines the psychological, social, and physical effects of bullying on students in 6th, 7th, and 8th grades. Research data includes foundational research on what constitutes bullying, profiles of bullies and targets, current intervention processes, and statistics on bullying.
This document discusses bullying and cyberbullying in middle schools from the perspective of teachers. It aims to determine how often bullying occurs, how teachers intervene, and the effectiveness of intervention programs. The document also examines the psychological, social, and physical effects of bullying on students in 6th, 7th, and 8th grades. Research data includes foundational research on what constitutes bullying, profiles of bullies and targets, current intervention processes, and statistics on bullying.
Dylan Musselman received a Bachelor of Science in Psychology from the University of Florida in 2016 and is expected to receive a Masters of Science in Management from the University of Florida in May 2017. As an undergraduate researcher from 2013 to 2016, he assisted in various psychology labs, helping to build studies, collect data, and co-author a poster. He has received numerous academic scholarships and awards for his excellence in studies. He presented posters on implicit racial biases at the Undergraduate Research Forum at UF and at the Society of Southeastern Social Psychologists conference.
1. Equity in education does not mean all students receive the same treatment, which could be unfair, but that each student gets what they need to succeed.
2. Research shows that in classroom interactions, teachers give more attention and praise to male students compared to female students. This can lead female students to develop "learned helplessness" and lower self-confidence.
3. The design of some classroom activities, like lectures, tend to favor male students. Using more cooperative learning and discussion can help create a more equitable environment.
Mehta, Kenner, & Shrier_2013_Advatages and Disadvantages of being a female gr...Clare Mehta
This article discusses a qualitative study that investigated the perceived advantages and disadvantages of being a female graduate student in the US and UK. The study interviewed six female master's students in psychology or social sciences. Both US and UK students reported advantages like being the majority in their fields and receiving lenient treatment from faculty. Disadvantages included being viewed through gender stereotypes and receiving unwanted sexual attention. The findings are discussed through the theoretical framework of ambivalent sexism, which posits both hostile and benevolent forms of sexism.
First Year Programming & An Introduction to Men & Masculinities Research, Aug...Daniel Zepp
First Year Programming & An Introduction to Men & Masculinities Research, August 19th, 2013. Boston College Peer Minister Training Presentation. Office of Campus Ministry & Office of Residential Life
Guest Lecture, Introduction to Feminist PhilosophiesDaniel Zepp
Guest Lecture, November 18th, 2011, History of American Men and Survey of Men & Masculinities Research. Introduction to Feminist Philosophies (PL526), Taught by Dr. Marina McCoy, Boston College, Philosophy Department
The Effect of Stereotype Threat Upon African American Studentsguest1d9146
This study examined the effects of stereotype threat on the academic performance, racial identity, and self-esteem of 62 African American university students. Students either received a survey that highlighted negative stereotypes about Black academic achievement or did not. Results showed that stereotype threat had no effect on self-esteem but significantly lowered scores on a racial identity scale and math problems. While inconsistent with social identity theory, this suggests that making race salient may hinder African American students' school engagement and performance by weakening their racial identity and causing them to devalue academic domains. More research is needed to understand why stereotype threat impacts performance independent of identity and esteem.
This document discusses bullying and cyberbullying in middle schools from the perspective of teachers. It aims to determine how often bullying occurs, how teachers intervene, and the effectiveness of intervention programs. The document also examines the psychological, social, and physical effects of bullying on students in 6th, 7th, and 8th grades. Research data includes foundational research on what constitutes bullying, profiles of bullies and targets, current intervention processes, and statistics on bullying.
This document discusses bullying and cyberbullying in middle schools from the perspective of teachers. It aims to determine how often bullying occurs, how teachers intervene, and the effectiveness of intervention programs. The document also examines the psychological, social, and physical effects of bullying on students in 6th, 7th, and 8th grades. Research data includes foundational research on what constitutes bullying, profiles of bullies and targets, current intervention processes, and statistics on bullying.
This document discusses the need for leadership development programs designed specifically for women in higher education. It summarizes that while women now earn over half of college degrees, they hold significantly fewer top administrative positions than men. Gender-specific leadership programs can help advance more women by addressing barriers like unconscious biases, lack of mentors and networks, and challenges balancing career and family responsibilities. The document examines differences in typical leadership styles between men and women, and argues leadership training should consider reinforcing women's tendency toward transformational leadership styles.
Education, Citizenship and Social Justice-2015-Jones-Qual.Paper.pdf.md6fdmpBrandolyn Jones
This document summarizes a study that explored the lived experiences of five African American female professors who successfully attained tenure and promotion at predominantly White institutions. The study aimed to identify coping mechanisms and supports these professors relied on to navigate the tenure process, with the goal of providing strategies for supporting other African American female faculty. The background discusses challenges faced by these professors, such as disrespect, marginalization, shifting identities, and bullying. It also outlines institutional support strategies recommended by previous research, such as transparent tenure guidelines, formal support networks, and mentoring relationships. The study was grounded in theories of Black feminist thought and relational-cultural theory.
Dooley Lindeman and Durik URAD 2016 poster (final)Maura Dooley
This study investigated how women perceive self-promotion versus promoting others. The researchers aimed to replicate previous findings in a more ethnically diverse sample. Forty-five female undergraduate students wrote either a self-promoting or other-promoting scholarship essay. Results showed that while women did not perceive their own self-promotion as less successful than promoting others, they did perceive their self-promoting essay as worth less money than those who promoted others. Overall, the results replicated previous findings and suggest women may view their own achievements less positively than the achievements of others. The study was limited to women and future research should explore potential gender differences and why women view self-promotion less favorably.
Taylor Hartman is a social work student at Case Western Reserve University seeking a career in clinical social work. She has a strong educational background with degrees in psychology and sociology from John Carroll University and extensive clinical experience working with various populations including adolescents, children with autism or ADHD, and individuals in inpatient psychiatric facilities. Through internships and research, Taylor has developed assessment and treatment skills while gaining experience in program evaluation and qualitative data analysis. She is licensed as a social work trainee and has certifications in areas such as HIPAA and crisis intervention.
King and Kitchener's Reflective Judgment ModelShane Young
This document provides biographical information on Shane Young and Patricia King, two researchers who developed the Reflective Judgment Model. It then summarizes the key aspects of the model, including its 7 stages of epistemic assumption development from pre-reflective to reflective reasoning. The model proposes that knowledge progresses from being seen as absolute to subjective to constructed through evaluation. It has been applied to understand changes in thinking about ill-structured problems from undergraduate to graduate levels. Some criticisms note its limited generalizability and lack of accounting for demographic factors.
Mentorship Experiences of LGBT Undergraduates Pursuing Health Careers Jeffrey Wong
As the Principal Investigator of this independent research project, I wanted to explore the intersections of mentorship and LGBT undergraduates at UCLA seeking a career in health care.
Standardized Testing: Does It Contribute to the Academic Achievement Gap?jamathompson
In the era of increased educational accountability, students are expected to demonstrate a level of proficiency on state administered, standardized tests. The purpose of this presentation is to address standardized testing issues surrounding the academic achievement gap among African American students. Research has demonstrated that placing students in certain academic tracks merely on their standardized test scores can have negative effects on students’ ability to excel in the classroom. The presenter will address other concerns, such as stereotype threat, that African American students face while taking high stakes test which can lead to poor performance.
Also known as Academic misconduct or Academic fraud
A type of cheating in academic exercise
It is not a crime. But it’s a moral offence
It reflects the students behaviour
Lack of academic integrity
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document provides an introduction and literature review for a paper examining the disproportionate suspension of Black boys from schools through the lens of Critical Race Theory. It begins by outlining data showing Black boys are suspended at much higher rates than white boys, even when controlling for similar offenses. It then discusses several theories that provide context for this problem, such as how schools reproduce social inequalities. Next, it introduces three key aspects of Critical Race Theory in education - the lack of rights for Black students, negative perceptions of Black boys, and their exclusion from equitable treatment and opportunities. The document argues these CRT frameworks can help explain why Black boys continue to face disproportionate suspension despite evidence they are no more disruptive than white students.
The document discusses gender and sex portrayals in printed media. It finds that women are more likely to be portrayed as victims, caretakers, or sex objects, while men are more likely shown as independent, competitive, and aggressive. A survey of coworkers found that women feel more pressure to look like media portrayals and feel more victimized than men. Future research could explore how to promote healthy self-confidence and body images for both genders to reduce stereotypes.
This document discusses different types of bullying, including student-to-student bullying, teacher-to-student bullying, student-to-teacher bullying, and workplace bullying. Research shows that bullying negatively impacts both the targets and bystanders through increased stress, poor mental and physical health, and lost productivity. Effective solutions require creating a supportive environment, consistent enforcement of anti-bullying policies, training for teachers and students, and reporting systems without fear of reprisal. A whole community effort is needed to understand and address bullying.
The document discusses diversity among law school faculties and examines how unconscious bias may negatively impact efforts to diversify. It notes that while some progress has been made in increasing the number of women in doctrinal faculty positions, people of color still have lower rates of promotion and tenure. Unconscious bias is identified as a key barrier, as empirical research shows people tend to associate positive traits with their own groups and negative traits with others. The document explores strategies to counteract unconscious bias in hiring, retention, and tenure decisions in order to further diversify law school faculties.
1) The stalking of professors by students can create difficulties for both faculty and administration, especially in the closed environment of a college campus where relationships are more likely to develop.
2) Cases of student stalking of professors are often underestimated and underreported, as professors may dismiss problematic behaviors as harmless crushes or be reluctant to draw attention to the stalker.
3) Certain attributes of the college environment, such as students' limited life experience and desire for independence, can contribute to poorly adjusted students developing inappropriate fixations or obsessions with professors.
The document summarizes research on the gender digital divide, which shows that women and girls tend to have higher levels of computer anxiety and are less likely to pursue technology-related fields than men and boys. This gender divide can be attributed to gender stereotypes promoted through educational software, parental attitudes, and stereotype threat experienced by girls in technology contexts. The gender digital divide will likely continue growing if steps are not taken to make technology education and experiences more equitable for women and girls.
Sexual harassment can have negative physical and psychological effects on victims. Research shows victims may experience increased heart rate, depression, anxiety, PTSD, and issues like work or academic withdrawal. Both short and long term effects are seen - immediate effects include impaired task performance while long term effects involve higher rates of PTSD and alcohol abuse. More severe or frequent harassment typically leads to worse outcomes.
1. The document discusses challenges faced by women and underrepresented groups in STEM fields. It notes that women and certain racial/ethnic groups are underrepresented in many STEM jobs compared to their percentages in the general population.
2. It explores some potential reasons for underrepresentation, such as subtle biases where women are viewed or treated differently from men. It discusses the "minimal group paradigm" where people tend to favor others similar to themselves, even based on trivial or arbitrary distinctions.
3. It provides advice on strategies for success such as having mentors, self-promotion, publishing in top journals, collaborating with others, and understanding what is valued in one's field such as publications, funding,
Presentation by Dr. Mónica I. Feliú-Mójer, Manager of Outreach, Department of Biostatistics, University of Washington, Seattle at open forum discussing the challenges faced by women in science, particularly at the intersection of gender, race and culture.
December 3, 2013, Samuel Kelly Ethnic Cultural Center.
Event co-organized by Mónica I. Feliú-Mójer, Verónica Guajardo and Stephanie Gardner and sponsored by Department of Biostatistics, MESA Community College Program, Louis Stoke Alliance for Minority Participation and School of Public Health, Diversity Committee, all at the University of Washington.
Jennifer Saul's presentation for Cambridge University's gender equality summit Elsevier
This document discusses implicit biases and stereotype threat that can negatively impact women and other underrepresented groups in fields like science and academia. It notes that while explicit sexism has decreased, unconscious biases still exist and influence perceptions and evaluations. These unconscious biases can result in unfair outcomes like lower marks, unequal hiring, and impediments to women's career progress. The document also describes how stereotype threat can cause members of these groups to underperform on tasks when their social identity is emphasized. It provides suggestions for addressing these issues, such as anonymizing processes, focusing on merit-based criteria, increasing diversity among role models, and reflecting on one's own biases.
This document discusses the need for leadership development programs designed specifically for women in higher education. It summarizes that while women now earn over half of college degrees, they hold significantly fewer top administrative positions than men. Gender-specific leadership programs can help advance more women by addressing barriers like unconscious biases, lack of mentors and networks, and challenges balancing career and family responsibilities. The document examines differences in typical leadership styles between men and women, and argues leadership training should consider reinforcing women's tendency toward transformational leadership styles.
Education, Citizenship and Social Justice-2015-Jones-Qual.Paper.pdf.md6fdmpBrandolyn Jones
This document summarizes a study that explored the lived experiences of five African American female professors who successfully attained tenure and promotion at predominantly White institutions. The study aimed to identify coping mechanisms and supports these professors relied on to navigate the tenure process, with the goal of providing strategies for supporting other African American female faculty. The background discusses challenges faced by these professors, such as disrespect, marginalization, shifting identities, and bullying. It also outlines institutional support strategies recommended by previous research, such as transparent tenure guidelines, formal support networks, and mentoring relationships. The study was grounded in theories of Black feminist thought and relational-cultural theory.
Dooley Lindeman and Durik URAD 2016 poster (final)Maura Dooley
This study investigated how women perceive self-promotion versus promoting others. The researchers aimed to replicate previous findings in a more ethnically diverse sample. Forty-five female undergraduate students wrote either a self-promoting or other-promoting scholarship essay. Results showed that while women did not perceive their own self-promotion as less successful than promoting others, they did perceive their self-promoting essay as worth less money than those who promoted others. Overall, the results replicated previous findings and suggest women may view their own achievements less positively than the achievements of others. The study was limited to women and future research should explore potential gender differences and why women view self-promotion less favorably.
Taylor Hartman is a social work student at Case Western Reserve University seeking a career in clinical social work. She has a strong educational background with degrees in psychology and sociology from John Carroll University and extensive clinical experience working with various populations including adolescents, children with autism or ADHD, and individuals in inpatient psychiatric facilities. Through internships and research, Taylor has developed assessment and treatment skills while gaining experience in program evaluation and qualitative data analysis. She is licensed as a social work trainee and has certifications in areas such as HIPAA and crisis intervention.
King and Kitchener's Reflective Judgment ModelShane Young
This document provides biographical information on Shane Young and Patricia King, two researchers who developed the Reflective Judgment Model. It then summarizes the key aspects of the model, including its 7 stages of epistemic assumption development from pre-reflective to reflective reasoning. The model proposes that knowledge progresses from being seen as absolute to subjective to constructed through evaluation. It has been applied to understand changes in thinking about ill-structured problems from undergraduate to graduate levels. Some criticisms note its limited generalizability and lack of accounting for demographic factors.
Mentorship Experiences of LGBT Undergraduates Pursuing Health Careers Jeffrey Wong
As the Principal Investigator of this independent research project, I wanted to explore the intersections of mentorship and LGBT undergraduates at UCLA seeking a career in health care.
Standardized Testing: Does It Contribute to the Academic Achievement Gap?jamathompson
In the era of increased educational accountability, students are expected to demonstrate a level of proficiency on state administered, standardized tests. The purpose of this presentation is to address standardized testing issues surrounding the academic achievement gap among African American students. Research has demonstrated that placing students in certain academic tracks merely on their standardized test scores can have negative effects on students’ ability to excel in the classroom. The presenter will address other concerns, such as stereotype threat, that African American students face while taking high stakes test which can lead to poor performance.
Also known as Academic misconduct or Academic fraud
A type of cheating in academic exercise
It is not a crime. But it’s a moral offence
It reflects the students behaviour
Lack of academic integrity
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document provides an introduction and literature review for a paper examining the disproportionate suspension of Black boys from schools through the lens of Critical Race Theory. It begins by outlining data showing Black boys are suspended at much higher rates than white boys, even when controlling for similar offenses. It then discusses several theories that provide context for this problem, such as how schools reproduce social inequalities. Next, it introduces three key aspects of Critical Race Theory in education - the lack of rights for Black students, negative perceptions of Black boys, and their exclusion from equitable treatment and opportunities. The document argues these CRT frameworks can help explain why Black boys continue to face disproportionate suspension despite evidence they are no more disruptive than white students.
The document discusses gender and sex portrayals in printed media. It finds that women are more likely to be portrayed as victims, caretakers, or sex objects, while men are more likely shown as independent, competitive, and aggressive. A survey of coworkers found that women feel more pressure to look like media portrayals and feel more victimized than men. Future research could explore how to promote healthy self-confidence and body images for both genders to reduce stereotypes.
This document discusses different types of bullying, including student-to-student bullying, teacher-to-student bullying, student-to-teacher bullying, and workplace bullying. Research shows that bullying negatively impacts both the targets and bystanders through increased stress, poor mental and physical health, and lost productivity. Effective solutions require creating a supportive environment, consistent enforcement of anti-bullying policies, training for teachers and students, and reporting systems without fear of reprisal. A whole community effort is needed to understand and address bullying.
The document discusses diversity among law school faculties and examines how unconscious bias may negatively impact efforts to diversify. It notes that while some progress has been made in increasing the number of women in doctrinal faculty positions, people of color still have lower rates of promotion and tenure. Unconscious bias is identified as a key barrier, as empirical research shows people tend to associate positive traits with their own groups and negative traits with others. The document explores strategies to counteract unconscious bias in hiring, retention, and tenure decisions in order to further diversify law school faculties.
1) The stalking of professors by students can create difficulties for both faculty and administration, especially in the closed environment of a college campus where relationships are more likely to develop.
2) Cases of student stalking of professors are often underestimated and underreported, as professors may dismiss problematic behaviors as harmless crushes or be reluctant to draw attention to the stalker.
3) Certain attributes of the college environment, such as students' limited life experience and desire for independence, can contribute to poorly adjusted students developing inappropriate fixations or obsessions with professors.
The document summarizes research on the gender digital divide, which shows that women and girls tend to have higher levels of computer anxiety and are less likely to pursue technology-related fields than men and boys. This gender divide can be attributed to gender stereotypes promoted through educational software, parental attitudes, and stereotype threat experienced by girls in technology contexts. The gender digital divide will likely continue growing if steps are not taken to make technology education and experiences more equitable for women and girls.
Sexual harassment can have negative physical and psychological effects on victims. Research shows victims may experience increased heart rate, depression, anxiety, PTSD, and issues like work or academic withdrawal. Both short and long term effects are seen - immediate effects include impaired task performance while long term effects involve higher rates of PTSD and alcohol abuse. More severe or frequent harassment typically leads to worse outcomes.
1. The document discusses challenges faced by women and underrepresented groups in STEM fields. It notes that women and certain racial/ethnic groups are underrepresented in many STEM jobs compared to their percentages in the general population.
2. It explores some potential reasons for underrepresentation, such as subtle biases where women are viewed or treated differently from men. It discusses the "minimal group paradigm" where people tend to favor others similar to themselves, even based on trivial or arbitrary distinctions.
3. It provides advice on strategies for success such as having mentors, self-promotion, publishing in top journals, collaborating with others, and understanding what is valued in one's field such as publications, funding,
Presentation by Dr. Mónica I. Feliú-Mójer, Manager of Outreach, Department of Biostatistics, University of Washington, Seattle at open forum discussing the challenges faced by women in science, particularly at the intersection of gender, race and culture.
December 3, 2013, Samuel Kelly Ethnic Cultural Center.
Event co-organized by Mónica I. Feliú-Mójer, Verónica Guajardo and Stephanie Gardner and sponsored by Department of Biostatistics, MESA Community College Program, Louis Stoke Alliance for Minority Participation and School of Public Health, Diversity Committee, all at the University of Washington.
Jennifer Saul's presentation for Cambridge University's gender equality summit Elsevier
This document discusses implicit biases and stereotype threat that can negatively impact women and other underrepresented groups in fields like science and academia. It notes that while explicit sexism has decreased, unconscious biases still exist and influence perceptions and evaluations. These unconscious biases can result in unfair outcomes like lower marks, unequal hiring, and impediments to women's career progress. The document also describes how stereotype threat can cause members of these groups to underperform on tasks when their social identity is emphasized. It provides suggestions for addressing these issues, such as anonymizing processes, focusing on merit-based criteria, increasing diversity among role models, and reflecting on one's own biases.
Challenges, barriers and experiences women superintendents doneWilliam Kritsonis
This document summarizes a study on the experiences, challenges, and barriers faced by women seeking and serving in superintendent positions. The study found that women superintendents encountered barriers such as isolation, lack of mentors, and perceptions of being a poor role model. However, many were encouraged by strong family support and mentors of both genders. The most common recommendations for aspiring women leaders were to gain experience in diverse roles, build professional networks, and pursue advanced degrees. Mentorship and perseverance were seen as key factors in women's success in achieving and serving in superintendent positions.
Presented at IEEE All India Student Congress 2013 and 14th Regional Conference of International Network of Women Engineers and Scientists (INWES), questions the existence of the proverbial glass ceiling and provides justification in support of its existence.
This study examined the impact of gender-based education on student achievement. Sixty students in grades 3-8 completed surveys on their educational experiences and preferences. Results showed that third graders felt gender-based education would improve academics, while eighth graders were less interested. The literature review discussed research from 1988-2008 on topics like cognitive differences between genders, disadvantages of coeducational and single-sex schools, and benefits of single-sex schools. The study concluded that gender-specific environments can positively impact achievement, but more research is needed on this topic.
Girls are socialised to grow knowing that their role is taking care of the families. The homemaking role continues to override women career aspirations among the Kenyan women. With emerging trends in the last three decades in Kenya, more girls have continued to access higher education with most studies showing that they still fall under the social sciences. Very few women enrol and complete training in science and technology fields at higher education. This paper examines the role of career counsellors in informing career decision-making process for girls to empower them to aspire fields in science fields, a Kenyan perspective.
This study aims to examine how gender attitudes, self-esteem, and communication styles influence assertiveness in female undergraduate students. The researcher hypothesizes that self-esteem and communication style will positively correlate with assertiveness, while gender attitudes will negatively correlate. 400 female students will complete surveys measuring these variables. Correlation analyses will test if assertiveness relates more strongly to self-esteem, gender attitudes, or communication style. The results could provide insight into why women may lack assertiveness in professional settings.
The document provides annotations for 5 sources on the topic of educating girls.
[1] The first annotation summarizes a book that discusses how identities, including gender identities, shape economic and social outcomes. It notes that schools must promote belonging for all students.
[2] The second annotation summarizes an article that discusses perceived biological differences between boys and girls. It questions relying too heavily on stereotypes and recommends getting to know individual students.
[3] The third annotation analyzes interviews with girls in STEM programs that found girls felt they had to work harder than boys for the same achievements and feared abilities would be attributed to gender.
[4] The fourth annotation discusses research finding benefits of
This document discusses gender socialization and its impact on education. It addresses several key points:
1) Gender socialization begins early, with parents, schools, media and peers influencing children's views of masculinity and femininity.
2) Schools play a role in socializing gender through unequal treatment of boys and girls by teachers, textbooks, and valuing of male vs. female extracurricular activities.
3) While girls now outperform boys in education, gender inequality persists in careers and society. Factors like differential choices in college majors and prioritizing family over career contribute to this outcome.
4) Challenging gender stereotypes and making STEM fields seem more communal and inclusive
The document provides biographies of Deborah Brown and Peter Dean, who work for the Leaders By Design organization. It then outlines topics that will be covered in a workshop on developing skills for creating an inclusive workplace, including managing diversity and unconscious bias. Key exercises are described, such as the "Broken Squares" activity, that aim to demonstrate challenges of inclusion and ways to overcome them.
Learning OutcomesThis week students will1. Apply the concep.docxsmile790243
Learning Outcomes
This week students will:
1. Apply the concept of inclusion to educational settings.
2. Describe how to implement the Four S’s of inclusion within a physical education lesson.
3. Reflect on the influence of home and school environment on motivation and motor development.
Introduction
This week you will discuss how inclusion extends beyond formally recognized disabilities, and into having more sensitivity and respect for others. In the text, you will read how inclusion can relate to children from different cultural backgrounds, where certain beliefs, values, and practices are different from traditional American ones. Therefore, you extend the notion of inclusion to children who may face barriers while engaging in physical education, not only from a particular disability, but also perhaps due to their body composition, the language they speak, or their cultural background. You will discuss how you can use teaching strategies to provide an enjoyable physical education for every child.
Required Resources
Required Text
1. Foundations of Moving and Learning
a. Chapter 8 – Including All Children for Success
· This chapter explores the concept of inclusion as it applies to educational settings
.
Recommended Resources
Multimedia
1. Goodman, R. (Director) & Read, M. R. (Producer). (2005). Special needs students in regular classrooms? Sean’s story [Television series episode]. In J. Tomlin (Executive producer) Turning point. New York, NY: ABC News. Retrieved from Films on Demand.
· This is the story of an 8-year-old boy with Down syndrome who was part of a battle over "inclusion," the practice of placing mentally or physically challenged students in regular classrooms.
Running head: GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 1
GENDER DISCRIMINATION; A CONSEQUENCE OF INEQUALITY 2
Gender Discrimination; a Consequence of Inequality
Student’s Name:
Course Name and Number:
Instructor’s Name:
Date Submitted:
Gender Discrimination; a Consequence of Inequality
Introduction
Description
Inequality is a theme that has become rampant in society over the years receiving interest from big organizations. It is an unseen ailment that arises from poverty, gender disparity, educational level, age, and even race. With the far reach of inequality, it is no surprise several bodies are looking into the issue with the aim of closing that chapter and advancing to newer issues.
Gender Discrimination (Social Problem)
Associated to Meyer (2004), we contemplate the definition of sex to be all practices that are communal, traditional and dialectal that result in processes which differ males from females. Some cultural aspects in our communities have pre-programed individuals to adhere to certain norms that create the disparity between genders. Those of the male gender are usually given the upper hand in some populations, leaving out women and children to the mercy of the men in their lives. There is a constant scuffle for ...
This document summarizes research on factors that influence attraction and relationships. It discusses how both evolution and culture impact perceptions of attractiveness. Proximity, similarity, familiarity, reciprocity, and barriers have been shown to influence attraction. While opposites may attract in some cases, research suggests people are generally attracted to others who are similar. The document provides references and suggests experts and resources for further research on the psychology of attraction.
The document discusses gender bias and fairness in multiple contexts. It begins by defining the differences between gender and sex, noting that gender refers to social and cultural differences while sex refers to biological ones. It then examines how gender is constructed beginning in infancy, with girls and boys receiving different social reinforcement. Gender bias can also occur in schools and testing. Teachers may unintentionally exhibit bias by interacting more with and calling on boys more than girls, or having different expectations of students based on gender. Test publishers work to prevent bias in testing materials and recommended uses. Reducing bias requires examination of teaching practices and interactions with different students.
This document outlines a research study on the impact of gender-based education on academic achievement. The study utilized surveys to collect data from 60 male and female students aged 8-14 on their preferences and perceptions of single-sex versus coeducational classrooms. The results showed third grade students felt gender-based education would improve academics, while eighth graders were less interested. Overall, the benefits of gender-based education on aspects like behavior, self-esteem and achievement were found to outweigh the negatives, but more research is still needed.
Surname 7Student’s NameProfessor’s NameCourseDate How .docxdeanmtaylor1545
Surname 7
Student’s Name
Professor’s Name
Course
Date
How Unconsciously Held Gender Stereotypes Affect Women at the Work Place
Introduction
In a speech she presented on TED Talk, Adichie (n.p) explained the dangers of only hearing one story about a person, a culture, a gender, a nation, a war and generally any phenomenon that possibly has more than one side to the story. Through her speech Adichie informed her audience just how powerful one story was in imprinting a perception in the mind of its audience that could both be upheld for an individual’s lifetime and transferred or passed down to the individuals generations. Her speech speaks of how culture has worked since time immemorial in defining gender roles, ethics and moral values and even more, cultural beliefs. Reflecting on the idea of gender stereotypes, I agree with Adichie (n.p) that one story can be destructive and its effects can be difficult but not impossible to undo.
Many would deny that not only do gender stereotypes exist in the twenty first century but that they continue to define what roles men and women should perform in the society. For instance, the article by the Singapore Management University (n.p) revealed that even in a post gender-stereotypical age, men continued to be preferred to hold the majority seats of leadership and boardroom positions as compared to women who continued to be preferred to follow instead of to lead. West (n.p) in a similar study disclosed that the reason why gender stereotypes continue to haunt the present day woman is because although society does not actively proclaim and pronounce the roles of men and women in society and at the workplace, individuals continue to carry what they learnt were each gender’s roles as children and embrace those gender roles.
For example, men in the past were considered to be bread winners, professionals and leaders. Women on the other hand were considered to be individuals who were required to spend more time at home and less time at work. Although these stereotypes sound outdated and forgotten, Mariani (202) explains how individuals continue to uphold and unconsciously live by the gender stereotypes among other stereotypes they learnt in their past as they grew up. Therefore, although more women are encouraged to take up more competitive and scientific courses at school, when it comes to hiring for the jobs, most organizations still consider that men are better for such positions and prefer to hire men instead of women despite the fact that all candidates may show equal qualification, possess similar skill sets and demonstrate equivalent experience levels.
Significance of the Study
For this report, the single story that that we focus on that has been passed on from generation to generation, more unconsciously than it has consciously, is that a woman’s place is first at home and then or not all in a boardroom or leadership position. For that reason, society has secretly either demanded more of a woman inter.
Three theoretical approaches to gender: Implications for creating effective p...ADVANCE-Purdue
In recent decades, there have been increasing national, state, local and institutional efforts to increase the representation of women in Science, Technology, Engineering and Mathematics (STEM) disciplines and careers. For example, many Colleges and Universities have established programs to recruit female students, and increase female students’ persistence in STEM majors. While some of these programs have been successful in their efforts, a major limitation is that most of the programs do not address the underlying socio-psychological factors that may inhibit the representation of women in STEM disciplines. This presentation provides a discussion of three socio-psychological theoretical perspectives of gender and how these theories highlight some misleading societal explanations for the gender disparity in STEM majors and careers. Specifically, this presentation will discuss the essentialist approach, socialization approach and social constructionist approach, and their implications for creating effective programs to increase the participation of women in the STEM pipeline.
Essentialist perspective holds that behavioral differences between men and women result from innate biological differences that are culturally stable, and not susceptible to the influences of socio-cultural factors. Sex and gender are thought to be “isomorphic” and “conceptualized as stable, innate, bipolar property of individuals” (Howard and Hollander, p. 27). Although the essentialist perspective is no longer considered valid in recent social psychological research, this presentation will highlight some of its underlying assumptions that still prevail in the explanation of gender disparities in STEM. For example, the gender gap in STEM is often explained as a result of the biological and psychological differences between men and women. Men are thought of as “wired” for STEM disciplines while women are viewed as lacking the “intelligent capacity” needed to be successful scientists and engineers.
Socialization perspective holds that gendered behaviors are not biologically determined, but, are learned through a myriad of social learning processes. That is, children learn to be ‘male’ or ‘female’ by observing and imitating their parents and other members of the society, and by internalizing the gender norms of the society. This approach argues that children, through the process of socialization, learn and fulfill the gender stereotypes and role expectations (e.g., career choices) embedded in the norms of their societies. For example, parents are likely to encourage and stir their sons to engineering careers and girls to education and liberal arts. Similarly, boys are viewed as capable of succeeding in STEM careers because the requirements and qualities associated with these professions (e.g., strength and confidence) are consistent with societal views of male roles. This presentation will discuss how gender focused STEM programs can effectively address the effects of the socialization process on the participation of women in STEM careers.
Social constructionist perspective views gendered behaviors as the result of complex and dynamic processes, external to the individual. The basic argument of the social constructionist approach is that gendered behaviors are created by the daily lived experiences of people, the complex interactions between people and by the discourse of a culture. Social constructionists opine that men and women often act in gender-defined ways because they face different societal constraints and expectations. For example, women may not choose full time research careers in STEM disciplines because of other time demanding roles (e.g., parenting and other family responsibilities.) This presentation will provide some insights to how effective programs can address the societal constraints that hinder women’s participation in STEM careers.
In summary, this presentation will examine the impact of each of these
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5. PROPORTIONS OF MEN AND WOMEN IN ACADEMIC
CAREERS IN SCIENCE & ENGINEERING
Postdocs (%) Group leaders (%)
She Figures 2018
6. YES
And … women are more likely to quit at
the postdoc-to-group leader transition
Martinez et al, EMBO reports, 2007
IS THERE REALLY A GENDER GAP?
7. Women have lower
confidence in
obtaining tenure
Women experience
discrimination and
less support Women more frequently
have a partner with an
equivalent education and
move due to their
partners’ career
Women take more career
breaks than men. Mostly,
these breaks are motivated
by the need to spend more
time with family
Ledin et al, EMBO reports, 2007
More women than men foresee
family responsibilities as a possible
source of conflict with their future
professional life
The majority of both male and female fellows
thought that they had adequate levels of
creativity, competitive drive, assertiveness,
passion for science and experimental skills
WHY HAVE ALL THE WOMEN GONE?
8. Ledin et al, EMBO reports, 2007
WHY DO MANY WOMEN LEAVE ACADEMIA?
The decisions of women to try to obtain a group leader
position are influenced by
considerations of family-related factors
a level of self confidence that is lower than that of men
emphasized by lower levels of support and a women-
unfriendly environment
13. STUDIES – LERU POSITION PAPER 2019
Perceived math abilities of female students are
underestimated and of male students overestimated in
relation to their grades;
Female teachers receive less favourable evaluations than male
teachers in all disciplines;
Female scholars are less likely than men to achieve tenure;
Male scholars receive more grant money;
Male scholars are more likely to receive research awards;
Papers where women were the sole, first or last author were
cited less often (5-10% lower)
14. Emily Brown
Greg Johnson
Samir Sharma
Tara Singh
Ali Saeed
Hina Chaudhry
Lei Li
Xuiying Zhang
Goldin & Rouse (2000) American Economic Review
BIAS IN SELECTION OF JOB
CANDIDATES
15. Case study:
“Science faculty’s subtle gender biases favor male students”
Moss-Racusin et al, PNAS (2012)
• When gender is known, there is a bias from the evaluator
• This bias is independent of the gender of the evaluator
IMPLICIT BIAS
19. CONSIDERATIONS WHEN
IMPLEMENTING MEASURES
Framework: what is the commitment of management?
Image-protection or genuine interest
Equality or equity
Resources (budget, staff)
21. CONSIDERATIONS WHEN
IMPLEMENTING MEASURES
Framework: what is the commitment of management?
Image-protection or genuine interest
Equality or equity
Resources (budget, staff)
Who is my target group? What are their needs?
What is the responsibility of the institute?
What is personal responsibility?
23. CONSIDERATIONS WHEN
IMPLEMENTING MEASURES
Framework: what is the commitment of management?
Image-protection or genuine interest
Equality or equity
Resources (budget, staff)
Who is my target group? What are their needs?
What is the responsibility of the institute?
What is personal responsibility?
What are the limitations of institutional support?
Which participatory measures are mandatory and which
ones not?
24. CONSIDERATIONS WHEN
IMPLEMENTING MEASURES
How would you know that you offer an inclusive
environment for your female researchers?
Women apply
Female group leaders stay
Female PhDs and Postdocs move on to other academic
positions
People take initiative, engage, volunteer
People collaborate
People speak up in a respectful way when they
witness/experience inequity
25. I. Create an inclusive, supportive environment
II. Create opportunities
to increase self-confidence
III. Create opportunities
to obtain life balance
Inclusive language
Inclusive group dynamics
Inclusive attitude
Gender equity
A. Awareness of self and other
B. Communication skills
C. Gender balance / Diverse teams
D. Committed, reflective organisation
E. Self-reflection and self-development
for women
F. Concrete help for women
SUPPORTIVE MEASURES FOR FEMALE RESEARCHERS
26. A. Awareness of self and other
B. Communication skills
C. Gender balance / Diverse team
E. Self-reflection and
self-development for women
D. Committed, reflective organisation
F. Concrete help for women
Mentoring (programmes)
Mentoring (self-initiative)
One-to-one coaching
Peer groups
My role models/inspiration
Walk-the-talk
Visible topic
Budget + Staff
Monitoring
Recruitment strategy
External support
Kindergarten
Dual Career
Mobility support
Financial support
Support for people on leave
Home support network
Training
Implicit bias
Gender equity
Communication skills
Negotiation skills
Self-leadership
27. Mentoring (programme)
Mentoring (self-initiative)
One-to-one coaching: external + conflict system
Peer group: diversity
My role models/inspiration: lecture series
Kindergarten
Dual career
Mobility support
Financial support
Support for people on leave
Home support network
Training
Implicit bias
Gender equity
Communication skills
Negotiation skills
Self-leadership
A. Awareness of self and other
B. Communication skills
C. Gender balance / Diverse team
E. Self-reflection and
self-development for women
D. Committed, reflective organisation
F. Concrete help for women
Walk-the-talk
Visible topic
Budget + Staff
Monitoring
Recruitment: committee+observer
External support: Family Audit
IST Austria
28. IST AUSTRIA
CAREER SUPPORT STAFF
International Officer
Family Services Contact (PT)
Dual Career Contact (PT)
Kindergarten Coordinator (PT)
Career Development Officer
Grant Office
Good Practice Officer, Trusted Advisors
Occupational Psychologist
29. Thank you for your attention
hilde.janssens@ist.ac.at