A useful annotated bibliography of some key recent studies.
Here’s one that I hadn’t known about that sounds really interesting.
Gender bias against women of color in science
“Double Jeopardy? Gender Bias Against Women of Color in Science”
Center for WorkLife Law | 2014
In this report, Joan C. Williams, Katherine W. Phillips, and Erika V. Hall revisit and build upon the classic 1976 study, “The Double Bind: The Price of Being a Minority Woman in Science.” Their study finds that the four most common practices of gender biases in the sciences are: 1) women have to provide more evidence than men in order to be seen as equally competent; 2) women are caught between the perceptions that science requires masculine qualities and the cultural imperative to appear feminine; 3) “the maternal wall”: the assumption that women lose their competence and commitment after they have children; 4) the fact that women as well as men can be biased against women in masculine work environments. These conditions are exacerbated in STEM environments, practitioners of which often view their disciplines and practices as highly meritocratic. In addition, the dearth of women in STEM fields exacerbates the pernicious effects of tokenism. The report details how these biases function in different ways in relation to black, Asian-American, and Latina women, and how their experiences of bias in fact exceed the limits of these four categories. The report concludes with a list of best practices to implement when recruiting hiring, promoting, and tenuring women of color scientists.
Hard to believe that just a few weeks ago, hardly anyone had heard of the Zika virus or the condition to which it is now suspected to be linked. Microcephaly is a rare congenital condition where infants are born with undersized craniums. Though Zika’s exact relationship, if any, to this lifelong condition has yet to be determined, WHO has declared Zika a global emergency, and government officials in Brazil, Colombia, Ecuador and El Salvador are “advising women to avoid getting pregnant, for fear that the fast-spreading Zika virus may cause severe brain defects in unborn children.” Officials outside affected countries in Latin America and the Caribbean are advising women to “avoid traveling“ to those areas.
Notice anything odd about these warnings? No? Let’s continue:
As many commentators have pointed out, it seems mind boggling that countries without contraception, and where abortion is illegal even in cases of rape, incest, or to save the life of the mother, are now recommending that women stop having babies for at least two years, or until medical researchers have a better understanding of Zika’s impact on developing fetuses. Human rights advocates and health workers have rightly pushed back against those recommendations. “Even if women attempt to follow the recommendations through abstinence,” writes Charlotte Alter for Time, “sexual violence is so pervasive throughout the region that many women may get pregnant against their will.”
Here is the problem: All of these warnings to women about getting pregnant have managed to avoid a particular word. That word is “men.”
– See more at: http://www.damemagazine.com/2016/02/03/three-letter-word-missing-zika-virus-warnings#sthash.csJH5iLM.dpuf
From Inside Higher Ed:
There’s mounting evidence suggesting that student evaluations of teaching are unreliable. But are these evaluations, commonly referred to as SET, so bad that they’re actually better at gauging students’ gender bias and grade expectations than they are at measuring teaching effectiveness? A new paper argues that’s the case, and that evaluations are biased against female instructors in particular in so many ways that adjusting them for that bias is impossible.
As the UK embraces a new system of ranking teaching effectiveness, and allowing this to partly determine funding, it’s really important to bear this in mind. If NSS (National Student Satisfaction survey) scores are key to the TEF (the new system), and the best way to get high NSS scores is to have men doing the teaching, there might be a worrying incentive for discrimination.
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.