Resumen del artículo: Career Identities and Gender-STEM Stereotypes: When and Why Implicit Gender-STEM Associations Emerge and How They Affect Women’s College Major Choice
Las asociaciones implícitas de las mujeres entre género y ciencia, tecnología, ingeniería y matemáticas (STEM) pueden inhibir su deseo de seguir y tener éxito en carreras STEM. Existe poco consenso sobre cuándo comienzan a desarrollarse estas asociaciones y qué puede conducir a cambios con el tiempo. Este estudio examinó si las asociaciones implícitas género-STEM de mujeres universitarias que se especializan en campos STEM dominados por hombres son menos estereotipadas que aquellas que eligen carreras no STEM, orientadas a las personas y dominadas por mujeres (FDM), si estas asociaciones podrían diferir entre estudiantes de el inicio y el final de su programa de estudios, y si estas asociaciones están relacionadas con experiencias educativas previas relevantes para STEM o asociaciones explícitas de género STEM. Una prueba de asociación implícita de identidad profesional (IAT, por sus siglas en inglés) midió asociaciones implícitas entre identidades personales y elecciones de carrera y una IAT de carrera y género midió asociaciones implícitas entre grupos de género y carreras en una muestra de 240 mujeres universitarias (la mitad con especialización en STEM, la mitad con especialidad en FDM) que completaron el estudiar en línea. La mitad de cada grupo principal estaba compuesta por estudiantes de primer año y la otra mitad por estudiantes más avanzados (tercer año o más). También evaluaron estereotipos explícitos de género-STEM y experiencias educativas tempranas relacionadas con STEM.
Los resultados indican más asociaciones contra estereotipos para la identidad profesional personal y los estereotipos profesionales de género entre las mujeres STEM en comparación con las mujeres que no son STEM, sin ningún efecto por año de escuela. Las experiencias educativas STEM de mayor calidad también se asocian con puntuaciones contrarias a los estereotipos en ambas IAT. Contraintuitivamente, las asociaciones explícitas entre género y STEM se relacionaron con puntuaciones menos estereotipadas en el IAT de identidad profesional. Inesperadamente, las carreras de STEM y los estudiantes avanzados informaron asociaciones explícitas de género-STEM más pronunciadas que las carreras de FDM y los estudiantes de primer año. Tanto las puntuaciones del IAT como las experiencias educativas tempranas predijeron opciones de elección de carrera.
Women’s implicit associations between gender and science, technology, engineering, and math (STEM) may inhibit their desire to pursue and succeed in STEM careers. Little consensus exists regarding when these associations begin to develop and what may lead to changes over time. This study examined whether gender-STEM implicit associations of college women majoring in male-dominated STEM fields are less stereotypical than those who choose non-STEM, people-oriented, female-dominated majors (FDMs), whether these associations might differ between students at the start and end of their degree program, and whether these associations are related to previous STEM-relevant educational experiences or explicit STEM-gender associations. A Career Identity Implicit Association Test (IAT) measured implicit associations between personal identities and career choices and a Gender-Career IAT measured implicit associations between gender groups and careers in a sample of 240 college women (half STEM majors, half FDMs) who completed the study online. Half of each major group was composed of first year students and half were more advanced students (third year or beyond). We also assessed explicit gender-STEM stereotypes and early educational experiences related to STEM. Results indicated more counter-stereotypical associations for personal career identity and gender-career stereotypes among STEM women compared to non-STEM women, with no effect for year in school. Higher quality STEM educational experiences were also associated with counter-stereotypical scores on both IATs. Counterintuitively, explicit gender-STEM associations were related to less stereotypical scores on the Career-Identity IAT. Unexpectedly, STEM majors and advanced students reported more pronounced explicit gender-STEM associations than FDM majors and first-year students. Both IAT scores and early educational experiences predicted major choice. These results have novel implications for interventions that encourage women’s participation in STEM.
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[5] "Women’s implicit associations between gender and science, technology, engineering, and math (STEM) may inhibit their desire to pursue and succeed in STEM careers. Little consensus exists regarding when these associations begin to develop and what may lead to changes over time. This study examined whether gender-STEM implicit associations of college women majoring in male-dominated STEM fields are less stereotypical than those who choose non-STEM, people-oriented, female-dominated majors (FDMs), whether these associations might differ between students at the start and end of their degree program, and whether these associations are related to previous STEM-relevant educational experiences or explicit STEM-gender associations. A Career Identity Implicit Association Test (IAT) measured implicit associations between personal identities and career choices and a Gender-Career IAT measured implicit associations between gender groups and careers in a sample of 240 college women (half STEM majors, half FDMs) who completed the study online. Half of each major group was composed of first year students and half were more advanced students (third year or beyond). We also assessed explicit gender-STEM stereotypes and early educational experiences related to STEM. Results indicated more counter-stereotypical associations for personal career identity and gender-career stereotypes among STEM women compared to non-STEM women, with no effect for year in school. Higher quality STEM educational experiences were also associated with counter-stereotypical scores on both IATs. Counterintuitively, explicit gender-STEM associations were related to less stereotypical scores on the Career-Identity IAT. Unexpectedly, STEM majors and advanced students reported more pronounced explicit gender-STEM associations than FDM majors and first-year students. Both IAT scores and early educational experiences predicted major choice. These results have novel implications for interventions that encourage women’s participation in STEM."
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[1] "Women in Science, Technology, Engineering, and Mathematics (STEM): An investigation of their implicit gender stereotypes and stereotypes’ connectedness to math performance."
[2] "This study examined whether gender-STEM implicit associations of college women majoring in male-dominated STEM fields are less stereotypical than those who choose non-STEM, people-oriented, female-dominated majors (FDMs), whether these associations might differ between students at the start and end of their degree program, and whether these associations are related to previous STEM-relevant educational experiences or explicit STEM-gender associations."
[3] "Dunlap, S.T., Barth, J.M. Career Identities and Gender-STEM Stereotypes: When and Why Implicit Gender-STEM Associations Emerge and How They Affect Women’s College Major Choice."
[4] "Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations."
[5] "Enduring influence of stereotypical computer science role models on women’s academic aspirations."
[6] "Separating implicit gender stereotypes regarding math and language: Implicit ability stereotypes are self-serving for boys and men, but not for girls and women."
[7] "National differences in gender-science stereotypes predict national sex differences in science and math achievement."
[1] "This study examined whether gender-STEM implicit associations of college women majoring in male-dominated STEM fields are less stereotypical than those who choose non-STEM, people-oriented, female-dominated majors (FDMs), whether these associations might differ between students at the start and end of their degree program, and whether these associations are related to previous STEM-relevant educational experiences or explicit STEM-gender associations."
[2] "Enduring influence of stereotypical computer science role models on women’s academic aspirations."
[3] "Women’s representation in science predicts national gender-science stereotypes: Evidence from 66 nations."
[4] "National differences in gender-science stereotypes predict national sex differences in science and math achievement."
[5] "Women in Science, Technology, Engineering, and Mathematics (STEM): An investigation of their implicit gender stereotypes and stereotypes’ connectedness to math performance."
[6] "Separating implicit gender stereotypes regarding math and language: Implicit ability stereotypes are self-serving for boys and men, but not for girls and women."
[7] "Dunlap, S.T., Barth, J.M. Career Identities and Gender-STEM Stereotypes: When and Why Implicit Gender-STEM Associations Emerge and How They Affect Women’s College Major Choice."
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[1] "Keywords IAT · Implicit associations · Gender roles · Career stereotypes · Career identity · STEM majors · Early\neducation experiences · Pursuit of stem · Women\n\n\n\nA review by the American Association of University Women declined, related implicit biases (automatic, involuntary,\n(Corbett & Hill, 2015) identified implicit or unconscious operating outside of conscience awareness, and unavail-\nbiases held by women, educators, and employers as impos- able for introspection) are still pervasive in Western cul-\ning significant barriers for closing the gender gap in science ture (Nosek et al., 2009)."
[2] "Gender stereotypes impact the development\nand Dunlap and Barth (2019) is its comparison of women of career interests by discouraging people from choosing\nmajoring in male-dominated STEM fields to women major- careers considered incongruous with their gender (Eagly,\ning in feminine stereotyped people-oriented helping pro- 1987; Eccles, 2011; Gottfredson, 1981), with adolescents\nfessions (as opposed to liberal arts as has been the case in more interested in careers they believe are predominantly\nother studies; e.g., Zitelny et al., 2017)."
[3] "Nevertheless, these results also support\nHypothesis 1: Effect of Major previous studies indicating that implicit associations regard-\n ing gender and STEM are in place early and thus precede\nAnalyses presented here clearly demonstrate differences in the decision to pursue careers in fields such as engineering or\npersonal identification with STEM fields and gender-STEM computer science (or not), (Cvencek et al., 2011; Passolunghi\ncareer associations between women who choose to pursue et al., 2014; Steffens & Jelenec, 2011)."
El siguiente gráfico muestra una analogía al estudio “she giggles, he gallops” donde cuentan los bigramas que coinciden con “él X” y “ella X”.
En este caso, buscamos las palabras “implicit” and “career”
La idea de la relación logarítmica muestra la probabilidad de que aparezca una palabra en comparación con su contraparte (por lo que “efficacy (algo)” tiene aproximadamente 5 más probabilidades de aparecer que “aspirations (algo)”. En este gráfico, reemplazamos las etiquetas del eje x con “2x” y “4x”, pero sin ellos, se obtienen números como 1, 2 y 3 (o -1, -2, -3)). Para convertir esos números de razones registradas a la versión multiplicativa (es decir, 2x en lugar de 1), eleva 2 a la potencia de la razón logarítmica. Si la relación logarítmica es 3, la versión legible por humanos es 2^3, o sea 8 veces.
@online{robano2024,
author = {Robano, Virginia},
title = {Resumen del artículo: Career Identities and Gender-STEM
Stereotypes: When and Why Implicit Gender-STEM Associations Emerge
and How They Affect Women’s College Major Choice},
date = {2024-04-08},
url = {https://ceibal-fichas-genero-stem.netlify.app/posts/implicit association test/},
langid = {es}
}
