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As a woman in science who has experienced significant success along with a few obvious gender-specific barriers during my career, I try hard not to view my professional world through the lens of gender bias. However, in honor of International Women's Day today and Equal Pay Day approaching, it seems timely to write about an important issue in science, which is how women scientists' contributions can be overlooked or mis-attributed to their male colleagues. This phenomenon is known to social scientists as the " Matilda Effect."

Scientists have done plenty of research demonstrating the range of problems caused by implicit bias against women in science. (Remember, the implicit part of implicit bias refers to the fact that the bias is not conscious or deliberate.) For example, we know that both men and women editors are more likely to give positive peer reviews on scientific articles where men are the lead authors. Similarly, both men and women grant reviewers are more likely to give male applicants higher scores, and both men and women managers are more likely to hire male scientists (and pay them higher salaries).

Although I am aware of these problems, I generally don't want to spend a lot of energy looking for examples of these types of biases in my own life. It's not that they don't make me mad - they do. But perhaps naively, and perhaps because I happen to work with a lot of progressive, thoughtful people, I hope that my focus on doing good science will make me immune to the impacts of bias. Recently, though, a book I've been reading with my 5-year-old daughter inspired me to think a little more about the Matilda Effect and how it is detrimental to the scientific community at large.

The book I'm reading with my little girl is called Good Night Stories for Rebel Girls. It was written by Elena Favilli and Francesca Cavallo, with beautiful illustrations by more than 60 women artists, and funded through a successful crowdfunding campaign. The book includes 100 single-page stories about different women, including several scientists. The profile of Marie Curie explains, in simple language, how she was originally not going to be included in at least one of the two Nobel Prize citations that she deservedly won. This was the story that got me thinking about how often the accomplishments of women scientists have been overlooked, how the phenomenon is still a problem for the scientific community today, and possible ways we can work to fight against it.

The "Matilda Effect" is a term coined by Prof. Margaret W. Rossiter, named after the 19 th century author and activist Matilda Joslyn Gage, who observed and experienced the phenomenon herself. There are some famous historical examples where the Matilda Effect was at work, including the near miss for Marie Curie mentioned above. Another you might have heard of is Rosalind Franklin's often-overlooked role in discovering the structure of DNA (her male colleagues Watson and Crick are much more famous). You might not have heard of Lise Meitner, who was not awarded the the 1944 Nobel Prize for chemistry along with her male colleague for their foundational work in nuclear fission. Nettie Stevens was a pioneering geneticist who discovered the chromosomal determinants of an organism's sex, but a man who described the same concepts later was awarded the Nobel Prize instead. And Marthe Gautier discovered the chromosomal source of Downs Syndrome, but a male colleague was given sole credit for many years.

These are just a few among many other cases, both known and unknown. There are contemporary studies showing that the Matilda Effect is still alive and well, if usually (not always) more subtle than it was in past decades. Some common contemporary manifestations include the disproportionately small number of (1) award nominations and wins by women scientists, (2) citations of studies by women scientists, and (3) collaboration opportunities, especially in some more "male-associated" fields.

One can argue that underrecognizing women scientists is wrong from a simple fairness standpoint and should be actively remedied for that reason alone. But even if that reason is not compelling on its own, we must also consider the loss in scientific advances that likely comes when our loudest scientific voices and most visible scientists represent only half our population. We know that better science happens when diverse voices are part of the process.

There is only limited published research about how to mitigate gender bias in science, and none that I could find specifically about the Matilda Effect. But I do have some thoughts about how we can start to address this problem:

First, we should work harder to normalize the concept of women scientists, including efforts to increase representation of women among practicing scientists. (A discussion of how to go about this could be its own blog post, and in fact has been the subject of plenty of research in itself.)

Second, men and women alike should actively try to come up with women candidates for awards, collaborations, or leadership positions.

Third, editors of scientific journals should examine the data regarding how the gender breakdown of papers submitted to their journal compares to papers published, and make their staff aware of working to overcome bias on this front.

Fourth, women scientists should actively pursue publicity for their work and mentors of women scientists should also push them to pursue these opportunities.

Fifth, academic leaders should think about explicit criteria for determining authorship, teach their mentees about these criteria, and then follow these criteria based on careful consideration of actual contributions to the studies done.

While the actions in this list are focused on better recognizing women scientists, they could just as easily be applied to other underrepresented groups and, in all likelihood, are even more necessary in cases of intersectionality (i.e. a scientist who is a woman of color). I'm sure there are more actions that would help insure fair crediting of scientific accomplishment - I'd love to hear what our readers come up with on this front. In any case, it shouldn't take a "rebel girl" to get credit for the work that she's done.

EDUCATIONAL RESOURCES

REFERENCES
Note: This post was edited on March 9, 2017 to update the second photo and the add the first sentence in the last paragraph, which had been accidentally omitted. The post was edited again on March 8, 2019 to correct a typo in the caption of the Marie Curie image, which had left out the word "two."

1. Proceedings of the National Academy of Sciences, 2012, 109(41), 16474-16479. doi: 10.1073/pnas.1211286109

2. Cobb, M. Sexism in science: did Watson and Crick really steal Rosalind Franklin's data? 2015, The Guardian, retrieved from: https://www.theguardian.com/science/2015/jun/23/sexism-in-science-did-watson-and-crick-really-steal-rosalind-franklins-data

3. Lee, J. 6 Women Scientists Who Were Snubbed Due to Sexism. National Geographic, 2013, retrieved from:http://news.nationalgeographic.com/news/2013/13/130519-women-scientists-overlooked-dna-history-science/

4. Lincoln, A. et al. The Matilda Effect in science: Awards and prizes in the US, 1990s and 2000s. Social Studies of Science, 2012, 42(2), 307-320. doi: 10.1177/0306312711435830

5. Maliniak, D. et al. The Gender Citation Gap. APSA 2013 Annual Meeting Paper; American Political Science Association 2013 Annual Meeting. Available at SSRN: https://ssrn.com/abstract=2303311

6. Zeng, X. et al. Differences in Collaboration Patterns across Discipline, Career Stage, and Gender. PLoS Biology, 2016, 14(11): e1002573. doi: 10.1371/journal.pbio.1002573

7. Freeman, R. & Huang, W. Collaborating with People Like Me: Ethnic Coauthorship within the United States. Journal of Labor Economics, 2015, 33(S1), S289-S318.doi: 10.1086/678973

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What is the "Matilda Effect," and How Can We Improve Recognition of Women Scientists?

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As a woman in science who has experienced significant success along with a few obvious gender-specific barriers during my career, I try hard not to view my professional world through the lens of gender bias. However, in honor of International Women's Day today and Equal Pay Day approaching, it seems timely to write about an important issue...

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Jane the Movie | National Geographic Partners

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Jane the movie

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Jane, the movie - Vocabulary List : Vocabulary.com

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Answer a few questions on each word on this list. Get one wrong? We'll ask some follow-up questions. Use it to prep for your next quiz!

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The genre of biography can also be categorized in the sub-genre of narrative nonfiction/historical nonfiction. When a teacher assigns a biography as a writing assignment, the purpose is to have a student utilize multiple research tools to gather and to synthesize information that may be used as evidence in a written report about an individual. The evidence gained from research can include a person's words, actions, journals, reactions, related books, interviews with friends, relatives, associates, and enemies.

The historical context is equally important. Since there are people who have influenced every academic discipline, assigning a biography can be a cross-disciplinary or inter-disciplinary writing assignment.

Middle and high school teachers should allow students to have a choice in selecting the subject for a biography. Providing student choice, particularly for students in grades 7-12, increases their engagement and their motivation especially if students select individuals they care about. Students would find it difficult to write about a person they do not like. Such an attitude compromises the process of researching and writing the biography.

According to by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes in their book Taking Action on Adolescent Literacy:

"As humans, we are motivated to engage when we are interested or have real purpose for doing so. So motivation to engage [students] is the first step on the road to improving literacy habits and skills" (Chapter 1).

Students should find at least three different sources (if possible) to make sure the biography is accurate. A good biography is well-balanced and objective. That means if there is disagreement between sources, the student can use the evidence to state that there is a conflict. Students should know that a good biography is more than a timeline of events in a person's life.

Thecontext of a person's life is important. Students should include information about the historical time period in which a subject lived and did her/his work.

In addition, the student should have a purpose for researching another person's life. For example, the purpose for a student to research and write a biography can be in a response to the prompt:

"How does this writing this biography help me to understand the influence of this person on history, and quite possibly, this person's impact on me?"

The following standards-based criteria and scoring rubrics can be used to grade a student-selected biography. Both criteria and rubrics should be given to students before they begin their work.

A General Outline for Biography Details

Facts
-Birthdate /Birthplace.
-Death (if applicable).
-Family Members.
-Miscellaneous (religion, titles, etc).

Education/Influences
-Schooling.
-Training.
-Work Experiences.
-Contemporaries/Relationships.

Accomplishments/ Significance
-Evidence of major accomplishments.
-Evidence of minor accomplishments (if relevant).
-The analysis that supports why the individual was worthy of note in their field of expertise during his or her life.

-Analysis why this individual is worthy of note in their field of expertise today.

Quotes/Publications
-Statements made.
-Works published.

Biography Organization using the CCSS Anchor Writing Standards

Transitions are effective in assisting the reader to understand shifts.

Ideas within each paragraph are fully developed.

Each point is supported by evidence.

All evidence is relevant.

Important terms are explained to the reader.

Purpose of each paragraph (introduction, body paragraphs, conclusion) is clear.

Clear relationship between topic sentence(s) and paragraph(s) that came before is evident.

Grading Rubric: Holistic Standards with Letter Grade Conversions

(based on extended response Smarter Balanced Assessment writing rubric)

Student response is a thorough elaboration of the support/evidence on the topic (individual) including the effective use of source material.

The response clearly and effectively develops ideas, using precise language:

Comprehensive evidence (facts and details) from source materials are integrated.

Relevant, and specific clear citations or attribution to source materials.

Effective use of a variety of elaborative techniques.

Vocabulary is clearly appropriate for the audience and purpose.

Effective, appropriate style enhances content.

Score: 3 Letter Grade: B

Student response is an adequate elaboration of the support/evidence in the biography that includes the use of source materials. The student response adequately develops ideas, employing a mix of precise and more general language:

Adequate evidence (facts and details) from the source materials is integrated and relevant, yet the evidence and explanation may be general.

Adequate use of citations or attribution to the source material.

Adequate use of some elaborative techniques.

Vocabulary is generally appropriate for the audience and purpose.

The style is generally appropriate for the audience and purpose.

Student response is uneven with a cursory elaboration of the support/evidence in the biography that includes the uneven or limited use of source material. The student response develops ideas unevenly, using simplistic language:

Some evidence (facts and details) from the source materials may be weakly integrated, imprecise, repetitive, vague, and/or copied.

Weak use of citations or attribution to source materials.

Weak or uneven use of elaborative techniques.

Development may consist primarily of source summaries.

Vocabulary use is uneven or somewhat ineffective for the audience and purpose.

Inconsistent or weak attempt to create the appropriate style.

Student response provides a minimal elaboration of the support/evidence in the biography that includes little or no use of source material. The student response is vague, lacks clarity, or is confusing:

Evidence (facts and details) from the source material is minimal, irrelevant, absent, incorrectly used.

Insufficient use of citations or attribution to the source material.

Minimal, if any, use of elaborative techniques.

Vocabulary is limited or ineffective for the audience and purpose.

Little or no evidence of appropriate style.

NO SCORE

Insufficient or plagiarized (copied without credit) text.

Off-topic.

Off-purpose.

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The genre of biography can also be categorized in the sub-genre of narrative nonfiction/historical nonfiction. When a teacher assigns a biography as a writing assignment, the purpose is to have a student utilize multiple research tools to gather and to synthesize information that may be used as evidence in a written report about an individual.

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What did Marie Curie accomplish?

Why was Marie Curie important?

Marie Curie, née Maria Salomea Skłodowska, (born November 7, 1867, Warsaw, Congress Kingdom of Poland, Russian Empire-died July 4, 1934, near Sallanches, France), Polish-born French physicist, famous for her work on radioactivity and twice a winner of the Nobel Prize. With Henri Becquerel and her husband, Pierre Curie, she was awarded the 1903 Nobel Prize for Physics. She was the sole winner of the 1911 Nobel Prize for Chemistry. She was the first woman to win a Nobel Prize, and she is the only woman to win the award in two different fields.
(Read Marie Curie's 1926 Britannica essay on radium.)

Early life

From childhood she was remarkable for her prodigious memory, and at the age of 16 she won a gold medal on completion of her secondary education at the Russian lycée. Because her father, a teacher of mathematics and physics, lost his savings through bad investment, she had to take work as a teacher and, at the same time, took part clandestinely in the nationalist "free university," reading in Polish to women workers. At the age of 18 she took a post as governess, where she suffered an unhappy love affair. From her earnings she was able to finance her sister Bronisława's medical studies in Paris, with the understanding that Bronisława would in turn later help her to get an education.

Move to Paris, Pierre Curie, and first Nobel Prize

In 1891 Skłodowska went to Paris and, now using the name Marie, began to follow the lectures of Paul Appell, Gabriel Lippmann, and Edmond Bouty at the Sorbonne. There she met physicists who were already well known- Jean Perrin, Charles Maurain, and Aimé Cotton. Skłodowska worked far into the night in her student-quarters garret and virtually lived on bread and butter and tea. She came first in the licence of physical sciences in 1893. She began to work in Lippmann's research laboratory and in 1894 was placed second in the licence of mathematical sciences. It was in the spring of that year that she met Pierre Curie.

Their marriage (July 25, 1895) marked the start of a partnership that was soon to achieve results of world significance, in particular the discovery of polonium (so called by Marie in honour of her native land) in the summer of 1898 and that of radium a few months later. Following Henri Becquerel's discovery (1896) of a new phenomenon (which she later called "radioactivity"), Marie Curie, looking for a subject for a thesis, decided to find out if the property discovered in uranium was to be found in other matter. She discovered that this was true for thorium at the same time as G.C. Schmidt did.

Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral whose activity, superior to that of pure uranium, could be explained only by the presence in the ore of small quantities of an unknown substance of very high activity. Pierre Curie then joined her in the work that she had undertaken to resolve this problem and that led to the discovery of the new elements, polonium and radium. While Pierre Curie devoted himself chiefly to the physical study of the new radiations, Marie Curie struggled to obtain pure radium in the metallic state-achieved with the help of the chemist André-Louis Debierne, one of Pierre Curie's pupils. On the results of this research, Marie Curie received her doctorate of science in June 1903 and, with Pierre, was awarded the Davy Medal of the Royal Society. Also in 1903 they shared with Becquerel the Nobel Prize for Physics for the discovery of radioactivity.

The birth of her two daughters, Irène and Ève, in 1897 and 1904, did not interrupt Marie's intensive scientific work. She was appointed lecturer in physics at the École Normale Supérieure for girls in Sèvres (1900) and introduced there a method of teaching based on experimental demonstrations. In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie.

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Marie Curie | Biography, Nobel Prize, Accomplishments, & Facts

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Marie Curie, Polish-born French physicist, famous for her work on radioactivity. She was the first woman to win a Nobel Prize, and she is the only woman to win the award in two different fields (Physics, 1903; Chemistry, 1911). Learn more about Marie Curie in this article.

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Newsela | Debugging the summer camp: Coding programs give girls skills, confidence

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Sally Ride was the first American woman to fly in space.

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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In April, National Geographic News published a story about the letter in which scientist Francis Crick described DNA to his 12-year-old son. In 1962, Crick was awarded a Nobel Prize for discovering the structure of DNA, along with fellow scientists James Watson and Maurice Wilkins.
Several people posted comments about our story that noted one name was missing from the Nobel roster: Rosalind Franklin, a British biophysicist who also studied DNA. Her data were critical to Crick and Watson's work. But it turns out that Franklin would not have been eligible for the prize-she had passed away four years before Watson, Crick, and Wilkins received the prize, and the Nobel is never awarded posthumously.

But even if she had been alive, she may still have been overlooked. Like many women scientists, Franklin was robbed of recognition throughout her career (See her section below for details.)

She was not the first woman to have endured indignities in the male-dominated world of science, but Franklin's case is especially egregious, said Ruth Lewin Sime, a retired chemistry professor at Sacramento City College who has written on women in science.

Over the centuries, female researchers have had to work as "volunteer" faculty members, seen credit for significant discoveries they've made assigned to male colleagues, and been written out of textbooks.

They typically had paltry resources and fought uphill battles to achieve what they did, only "to have the credit attributed to their husbands or male colleagues," said Anne Lincoln, a sociologist at Southern Methodist University in Texas, who studies biases against women in the sciences.

Here are six female researchers who did groundbreaking work-and whose names are likely unfamiliar for one reason: because they are women.

Born in Northern Ireland in 1943, Jocelyn Bell Burnell discovered pulsars in 1967 while still a graduate student in radio astronomy at Cambridge University in England.

Pulsars are the remnants of massive stars that went supernova. Their very existence demonstrates that these giants didn't blow themselves into oblivion-instead, they left behind small, incredibly dense, rotating stars.

Bell Burnell discovered the recurring signals given off by their rotation while analyzing data printed out on three miles of paper from a radio telescope she helped assemble.

The snub generated a "wave of sympathy" for Bell Burnell. But in an interview with National Geographic News this month, the astronomer was fairly matter-of-fact.

"The picture people had at the time of the way that science was done was that there was a senior man-and it was always a man-who had under him a whole load of minions, junior staff, who weren't expected to think, who were only expected to do as he said," explained Bell Burnell, now a visiting astronomy professor at the University of Oxford.

But despite the sympathy, and her groundbreaking work, Bell Burnell said she was still subject to the prevailing attitudes toward women in academia.

"I didn't always have research jobs," she said. Many of the positions the astrophysicist was offered in her career were focused on teaching or administrative and management duties.

"[And] it was extremely hard combining family and career," Bell Burnell said, partly because the university where she worked while pregnant had no provisions for maternity leave.

She has since become quite "protective" of women in academia. Some individual schools may give them support, but Bell Burnell wants a systemic approach to boost the numbers of female researchers.

Born in 1922 in the Bronx, Esther Lederberg would grow up to lay the groundwork for future discoveries on genetic inheritance in bacteria, gene regulation, and genetic recombination.

Lederberg, along with her first husband Joshua Lederberg, also developed a way to easily transfer bacterial colonies from one petri dish to another, called replica plating, which enabled the study of antibiotic resistance. The Lederberg method is still in use today.

Joshua Lederberg's work on replica plating played a part in his 1958 Nobel Prize for physiology or medicine, which he shared with George Beadle and Edward Tatum.

"She deserved credit for the discovery of lambda phage, her work on the F fertility factor, and, especially, replica plating," wrote Stanley Falkow, a retired microbiologist at Stanford University, in an email. But she didn't receive it.

Lederberg also wasn't treated fairly in terms of her academic standing at Stanford, added Falkow, a colleague of Lederberg's who spoke at her memorial service in 2006. "She had to fight just to be appointed as a research associate professor, whereas she surely should have been afforded full professorial rank. She was not alone. Women were treated badly in academia in those days."

Born in Liu Ho, China, in 1912, Chien-Shiung Wu overturned a law of physics and participated in the development of the atom bomb.

Wu was recruited to Columbia University in the 1940s as part of the Manhattan Project and conducted research on radiation detection and uranium enrichment. She stayed in the United States after the war and became known as one of the best experimental physicists of her time, said Nina Byers, a retired physics professor at the University of California, Los Angeles.

In the mid-1950s, two theoretical physicists, Tsung-Dao Lee and Chen Ning Yang, approached Wu to help disprove the law of parity. The law holds that in quantum mechanics, two physical systems-like atoms-that were mirror images would behave in identical ways.

This milestone in physics led to a 1957 Nobel Prize for Yang and Lee-but not for Wu, who was left out despite her critical role. "People found [the Nobel decision] outrageous," said Byers.

Pnina Abir-Am, a historian of science at Brandeis University, agreed, adding that ethnicity also played a role.

Wu died of a stroke in 1997 in New York.

Her story is a complicated tangle of sexism, politics, and ethnicity.

After finishing her doctoral degree in physics at the University of Vienna, Meitner moved to Berlin in 1907 and started collaborating with chemist Otto Hahn. They maintained their working relationship for more than 30 years.

After the Nazis annexed Austria in March 1938, Meitner, who was Jewish, made her way to Stockholm, Sweden. She continued to work with Hahn, corresponding and meeting secretly in Copenhagen in November of that year.

Although Hahn performed the experiments that produced the evidence supporting the idea of nuclear fission, he was unable to come up with an explanation. Meitner and her nephew, Otto Frisch, came up with the theory.

Hahn published their findings without including Meitner as a co-author, although several accounts say Meitner understood this omission, given the situation in Nazi Germany.

"That's the start of how Meitner got separated from the credit of discovering nuclear fission," said Lewin Sime, who wrote a biography of Meitner.

"Meitner's colleagues at the time, including physicist Niels Bohr, absolutely felt she was instrumental in the discovery of nuclear fission," Sime said. But since her name wasn't on that initial paper with Hahn-and she was left off the Nobel Prize recognizing the discovery-over the years, she has not been associated with the finding.

The nuclear physicist died in 1968 in Cambridge, England. ( Learn more about Meitner's career.)

Born in 1920 in London, Rosalind Franklin used x-rays to take a picture of DNA that would change biology.

Hers is perhaps one of the most well-known-and shameful-instances of a researcher being robbed of credit, said Lewin Sime.

Franklin graduated with a doctorate in physical chemistry from Cambridge University in 1945, then spent three years at an institute in Paris where she learned x-ray diffraction techniques, or the ability to determine the molecular structures of crystals. ( Learn more about her education and qualifications.)

She returned to England in 1951 as a research associate in John Randall's laboratory at King's College in London and soon encountered Maurice Wilkins, who was leading his own research group studying the structure of DNA.

Photo 51 enabled Watson, Crick, and Wilkins to deduce the correct structure for DNA, which they published in a series of articles in the journal Nature in April 1953. Franklin also published in the same issue, providing further details on DNA's structure.

Franklin died of ovarian cancer in 1958 in London, four years before Watson, Crick, and Wilkins received the Nobel. Since Nobel prizes aren't awarded posthumously, we'll never know whether Franklin would have received a share in the prize for her work. ( Learn more about Franklin and Photo 51.)

After receiving her doctorate from Bryn Mawr College in Pennsylvania, Stevens continued at the college as a researcher studying sex determination.

Stevens fell victim to a phenomenon known as the Matilda Effect -the repression or denial of the contributions of female researchers to science.

Thomas Hunt Morgan, a prominent geneticist at the time, is often credited with discovering the genetic basis for sex determination, said Pomona College's Hoopes. He was the first to write a genetics textbook, she noted, and he wanted to magnify his contributions.

"Textbooks have this terrible tendency to choose the same evidence as other textbooks," she added. And so Stevens' name was not associated with the discovery of sex determination.

Hoopes has no doubt that Morgan was indebted to Stevens. "He corresponded with other scientists at the time about his theories," she said. "[But] his letters back and forth with Nettie Stevens were not like that. He was asking her for details of her experiments."

"When she died [of breast cancer in 1912], he wrote about her in, [and] he wrote that he thought she didn't have a broad view of science," said Hoopes. "But that's because he didn't ask her."

And now we'd like to ask: Who would you add to this list of female researchers who did not get the credit they deserved for their work?

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6 Women Scientists Who Were Snubbed Due to Sexism

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In April, National Geographic News published a story about the letter in which scientist Francis Crick described DNA to his 12-year-old son. In 1962, Crick was awarded a Nobel Prize for discovering the structure of DNA, along with fellow scientists James Watson and Maurice Wilkins.

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Jane Goodall's TED talks

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Jane Goodall - Vocabulary List : Vocabulary.com

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fossilized remains of early humans in Africa. And you can tell an awful lot about what those beings looked like from the fossils, from the shape of the muscle attachments,...

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Vocabulary jam on J. Goodall's TED talks

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Vocabulary jam on J. Goodall's TED talks

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Vocabulary.com - learn new words, play games that improve your vocabulary, and find easy-to-understand definitions in our super-fast dictionary.

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Jane Goodall's TED Talks

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Jane Goodall - Vocabulary List : Vocabulary.com

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fossilized remains of early humans in Africa. And you can tell an awful lot about what those beings looked like from the fossils, from the shape of the muscle attachments,...

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Jane Goodall: What separates us from chimpanzees?

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Jane Goodall hasn't found the missing link, but she's come closer than nearly anyone else. The primatologist says the only real difference between humans and chimps is our sophisticated language. She urges us to start using it to change the world.

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Jane Goodall: How humans and animals can live together

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The legendary chimpanzee researcher Jane Goodall talks about TACARE and her other community projects, which help people in booming African towns live side-by-side with threatened animals.

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Based on Jane, the movie

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In "Jane," Goodall discusses her remarkable life in her own words

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In "Jane," Goodall discusses her remarkable life in her own words

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Newsela

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Newsela | "Jane" paints intimate portrait of Goodall's research on chimpanzees

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New film chronicles the legendary primatologist's mission to study the link between humans and chimps

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Kids draw female scientists more often than they did decades ago

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Kids draw female scientists more often than they did decades ago

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Newsela

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Newsela | Only 3 in 10 kids draw scientists as women; but that's more than ever

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Study finds as students grow older, the proportion of male scientists in their drawings increases

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Videoinfographic on women's rights in India

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Videoinfographic on women's rights in India

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Infographic about global statistics on women's rights. Music: Ketto Revisited feat. Bonobo - Kidkanevil For more info visit onebillionrising.org

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International Women's Day facts

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The Surprising History of International Women’s Day

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The Surprising History of International Women’s Day

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Newsela

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Newsela is an Instructional Content Platform that supercharges reading engagement and learning in every subject.

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For the Future of Women in Science, Look to the Past | Nathalia Holt | TEDxPasadenaWomen

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For the best experience, please turn JavaScript on. Here's how

These women are trailblazers inspiring a new generation of girls to follow their lead and change the ratio in STEM (science, math, engineering and tech).

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You have JavaScript disabled For the best experience, please turn JavaScript on. Here's how These women are trailblazers inspiring a new generation of girls to follow their lead and change the ratio in STEM (science, math, engineering and tech).

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Leaders worldwide are forging gender equality

Executives leaders play a significant part in advancing gender equality. From helping forge an inclusive world where diversity is valued to creating workplaces where women's careers can thrive, leaders are responsible for driving positive change.

Here we shine a light on industry champions actively forging gender equality and learn how they #ChooseToChallenge.

More IWD 2021 influencer statements coming soon.

To read last year's 2020 IWD influencer statements, click here.

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Global leaders pledge support on International Women's Day

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Executives leaders play a significant part in advancing gender equality. From helping forge an inclusive world where diversity is valued to creating workplaces where women's careers can thrive, leaders are responsible for driving positive change. Here we shine a light on industry champions actively forging gender equality and learn how they #ChooseToChallenge .

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Newsela | Inventors and Scientists: Rachel Carson

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Rachel Carson's views on pesticides and their effect on the environment, outlined in "Silver Spring," inspired many people to take action and stop their misuse.

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According to UIS data, less than 30% of the world's researchers are women. UIS data also show the extent to which these women work in the public, private or academic sectors, as well as their fields of research.

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Newsela | These female marine scientists have a message: Sharks aren't just for boys

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Newsela | Women in STEM careers mentor girls interested in coding

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Women software developers and website designers are in the minority in their positions - for now.

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This House would ban sexist advertising

As concern for gender equality continues around the world, so do the concerns in how women and children are portrayed and perceived in an ever increasing international media. Since advertising carries those messages, images of women continue to come under scrutiny. In May of 2011, the Council of Europe Parliamentary Assembly received a report from its Committee on Equal Opportunities for Women and Children which discussed the nature of this problem and called for action regarding sexist advertising. These portrayals of women are believed by opponents to sexist advertising to present unrealistic beauty standards and often objectify women. These opponents argue stereotypic images are contributing to harmful effects such as eating disorders and violence against women. One primary focus in this dialogue is whether responses should be made which interfere with business practices. What is the nature of the marketplace? Should business be monitored and censured? How or could appropriate criteria for judgement be established?

Advertising is the promotion of good and services through public messages. Sexism can be defined as discrimination based on gender or attitudes which promote stereotyping of social roles based on gender. Sexist advertising, then, is the promotion of goods or services which stereotype women and men based on gender. Banning refers to the public restriction of a particular action to achieve a desired goal.

Object.Org. "Women not Sex Objects." 2011/ August 24 Newswise.com. "Study Find Rise in Sexualized Images of Women." 2011/08/10 Kilbourne, Jean. "Beauty...and the Beast of Advertising." Originally published in MediaEValues, Issue #49. Accessed from Center for Media Literacy.org. 2011/August 24 Harris, Sarah. "Airbrushed pictures 'need' warning labels to prevent insecurity in young girls, government warns." DailyMail.com. 2010/February 20 Healthyplace.com "Eating Disorders: Body Image and Advertising." 2008/December 11 Young,Toby. "The Home Office report on child sexualisation is a 100-page Cosmopolitan article." Telegraph.com. 2010/February 26 Holmes, Stefanie. "Scandinavian split on sexist ads." BBCnews. 2008/April 25. Accessed 2011/08/25 Parliamentary Assembly of 26 May 2011, The Council of Europe. Kennedy, Jean. "Fashion Industry asked to adopt body image code." ABCNews. 2010/June 27 Kumar, Sheila. "Milk Board Alters Sexist PMS-Themed Ad Campaign." The Huffington Post. 2011/July 22. Skibola, Nicole. "Gender Ethics in Advertising: The New CSR." Forbes.com. 2011/August 4 Thomas, Christine. "The New Sexism." Socialism Today, Issue #77. 2003/September

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As concern for gender equality continues around the world, so do the concerns in how women and children are portrayed and perceived in an ever increasing international media. Since advertising carries those messages, images of women continue to come under scrutiny.

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Newsela | New Mexico teen, once homeless, helps others through his growing business

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Formerly homeless teen now helping others.