A recent study provides evidence that:
among similarly qualified female students — those who are physically attractive earn better grades than others. For male students, there is no significant relationship between attractiveness and grades. And the results hold true whether the faculty member is a man or a woman.
The attractiveness gap disappears in online courses. And would presumably do so in an effective anonymous marking regime as well.
Geoffrey Marcy is resignng from UC, Berkeley. (For background, see here.). According to the NY Times:
In a statement announcing Dr. Marcy’s resignation, the university’s chancellor, Nicholas B. Dirks, and the executive vice chancellor and provost, Claude Steele, said they had accepted Dr. Marcy’s resignation and added: “We want to state unequivocally that Professor Marcy’s conduct, as determined by the investigation, was contemptible and inexcusable. We also want to express our sympathy to the women who were victimized, and we deeply regret the pain they have suffered.”
Jared Mauldin, a senior in mechanical engineering at Eastern Washington University published the following letter in his campus newspaper.
from an MIT student. And it contained a discussion of a remarkable study I hadn’t come across before, on how to eliminate the gap between men and women on mental rotation. It turns out that just spending a little time imagining oneself as a stereotypical male raises women’s scores so dramatically the gap is reduced to statistical insignificance.
In a now-famous study, psychologists at the University of Berlin falsely told participants that they had been selected to participate in a series of tests “to measure the ability to put oneself in someone else’s position” – a fabrication devised to avoid confounding factors in their real study on gender identity priming. They prepared a text describing a day in the life of a “stereotypical woman” who takes care of her family, works part time, and is insightful, helpful, and agreeable. They also prepared an equivalently-structured text outlining the activities of a stereotypical manly man who is tough, risk-taking, and does weight training after work. Subjects were randomly given one of the two texts, and then asked: “If you were the person described in the text, which adjectives would you use to describe yourself?”
Soon after participants described themselves with either the male- or female-associated traits, they were asked to take a mental rotation test presented as independent of the first part of the study, supposedly to measure their personal spatial aptitude. On this mental rotation test, women who were “primed” with the female identity scored an average of 3.86 on the exercise, compared to the female-primed males’ average of 5.14. Okay, expected. But then when primed with the male text, women scored an average of 5.49, while men scored 5.53… wait a second, what?
As it turns out, there is zero statistically significant gender difference in mental rotation ability after test-takers are asked to imagine themselves as stereotypical men for a few minutes. None. An entire standard deviation of female underperformance is negated on this condition, just as a man’s performance is slightly hindered if he instead imagines himself as a woman. (well then.) Although this study is of course not a logically definitive answer to all things “nature versus nurture,” it does add a tremendous structural asset to the growing mountain of evidence that “natural” ability differences are confounded by identity and subconscious self-stereotyping. Demographic expectations may be subtle or overt, but they are omnipresent, and they are likely much more powerful than most of us have ever considered.
Thanks to S, and S, for calling this article to my attention!
Over the last year, we have heard a lot about the feminist/women’s (there are different versions) takeover of philosophy. That line of thought is nicely put in perspective by the various other similar claims discussed here.
The idea of a gender perception gap is borne out by studies in other areas. In one study on gender parity in the workforce, sent my way by colleague Flavia Dzodan, it was found that men “consistently perceive more gender parity” in their workplaces than women do. For example, when asked whether their workplaces recruited the same number of men and women, 72 percent of male managers answered “yes.” Only 42 percent of female managers agreed. And, while there’s a persistent stereotype that women are the more talkative gender, women actually tend to talk less than men in classroom discussions, professional contexts and even romantic relationships; one study found that a mixed-gender group needed to be between 60 and 80 percent female before women and men occupied equal time in the conversation. However, the stereotype would seem to have its roots in that same perception gap: “[In] seminars and debates, when women and men are deliberately given an equal amount of the highly valued talking time, there is often a perception that [women] are getting more than their fair share.”
How do you give men the impression of a female majority? Show them a female minority, and let that minority do some talking. This is how 15 minutes of Fey and Poehler becomes three hours of non-stop “estrogen,” how a Congress that’s less than 19 percent female becomes a “feminized” and male-intolerant political environment, and how one viable female Presidential candidate becomes an unstoppable, man-squashing Godzilla. Men tend to perceive equality when women are vastly outnumbered and underrepresented; it follows that, as we approach actual parity, men (and Elisabeth Hasselbeck, for some reason) will increasingly believe that we are entering an era of female domination.
Another great article about that Williams and Ceci article Michael Brownstein had a great post on.
The 2015 study, performed by Wendy M. Williams and Stephen J. Ceci, isn’t rigorous. It’s plagued by five serious methodological flaws.
To read about them, go here.
You may be aware of the this recent incident of supposedly discovered fraud:
IN December, Science published a paper claiming that people could change their minds about same-sex marriage after talking for just 20 minutes with a gay person. It seemed too good to be true — and it was.
On Wednesday, the journal distanced itself from the study, after its accuracy was disputed, and one of the authors could not back up the findings.
We joined in on the initial enthusiasm for the reported research, and now we want to recognize that the results are disputed. The question remains, how do scientists with much to lose take the chances involved in publicly putting forth cooked data? The article linked to above offers an answer:
Economists like to say there are no bad people, just bad incentives. The incentives to publish today are corrupting the scientific literature and the media that covers it. Until those incentives change, we’ll all get fooled again.
and non-anonymous marking has long-lasting effects.
Beginning in 2002, the researchers studied three groups of Israeli students from sixth grade through the end of high school. The students were given two exams, one graded by outsiders who did not know their identities and another by teachers who knew their names.
In math, the girls outscored the boys in the exam graded anonymously, but the boys outscored the girls when graded by teachers who knew their names. The effect was not the same for tests on other subjects, like English and Hebrew. The researchers concluded that in math and science, the teachers overestimated the boys’ abilities and underestimated the girls’, and that this had long-term effects on students’ attitudes toward the subjects.
For example, when the same students reached junior high and high school, the economists analyzed their performance on national exams. The boys who had been encouraged when they were younger performed significantly better.
They also tracked the advanced math and science courses that students chose to take in high school. After controlling for other factors that might affect their choices, they concluded that the girls who had been discouraged by their elementary schoolteachers were much less likely than the boys to take advanced courses.
For more, go here.