https://padlet.com/eliana_bernat/g208w0blgm38m21o Visual Organizer en-us 2022-03-09 14:12:17 UTC 2025-11-30 23:05:22 UTC hello@padlet.com eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142335 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142335 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142336 - importance of diversity in STEM - social justice imperative to ensure all genders have the opportunity to pursue their interests and people who are at social intersections are “uniquely positioned” to address global challenges between STEM disciplines and across disciplines of other sectors (Isler 2015).
- current state of women in STEM - girls have lower rates of persistence and lower rates of emerging in high school, on top of having an interest gap to begin with. Additionally, Black and Hispanic students consistently had significantly lower rates of interest and persistence than white students (Saw, G., Chang, C.-N., & Chan, H.-Y. 2018)
- gap carries into the workforce as well - Women make up a large majority of all workers in health-related jobs, but remain underrepresented in other job clusters, such as the physical sciences, computing and engineering (Fry, R., Kennedy, B., & Funk, C. 2021)
- broader problem of gender inequity (gender as a social construct) which overlaps with other issues (intersectionality)
- social lens to understand trends and issues as part of a wider context (gender as a social system) and not just as isolated incidents]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142336 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142337 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142337 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142338 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142338 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142340 - faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant, even giving them a higher starting salary (26500 vs 30100) and more career mentoring.
- about a point and a half difference out of 5 for competence, hireability, and mentoring
- This bias was regardless of faculty gender, scientific discipline, age, and tenure status
- faculty are less likely to give validation to female science students - important because informs their perceptions of their own abilities to succeed in the field (especially because of the time period of undergrad)]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142340 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142343 - most successful programs had more structural perspective on women in scientific fields (vs individual) and integrated with the core academic context (ie hands on research opportunities) rather than being removed from it (ie peer mentoring)
- Reported program activities largely leave key structural obstacles reported in the previous section (classroom climate, faculty commitment to undergraduate education) untouched and focus on individual components (women’s self confidence and knowledge about careers in science)
- For each of the 11 goals, the mean reported impact is significantly lower than reported importance of the goal
- focusing on individual rather than structural doesn't address the root cause of the individual attitudes]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142343 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142345 - "there is a positive and significant association between the proportion of female math and science teachers in high school and young women’s probability of declaring a STEM major" which extends to success (graduating w a degree) in STEM, but this is not the case for Black women (tie in thing about importance of same-race role model for Black girls)
- Joshua Price (2010) and Kevin Rask and Elizabeth Bailey (2002) conclude that Black students are more likely to major in STEM if they have a Black teacher for a STEM class
- Teachers who share a race with students have more positive evaluations of those students than teachers from different racial groups (Dee 2005; Downey and Pribesh 2004; McGrady and Reynolds 2012) (active representation)
- Higher test scores for minority students in schools with more African American teachers (Meier, Wrinkle, and Polinard 1999)
- girls have higher math achievement scores when they attend schools with more female math teachers (Keiser et al. 2002) and they are more likely to major in physical science, engineering, and mathematics when they attend high schools with more female math and science teachers (Bottia et al. 2015).
- One crucial part of deciding a major is whether they perceive those fields to be suitable for people like them / more welcoming / less male-biased - having female math/science teachers “at their schools may signal to young women that those fields are indeed a home for people like them” - offset bias of male teachers]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142345 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142346 - as the percentage of females employed in STEM occupations increases, the odds of girls taking physics compared to boys also increases
- females are significantly less likely than male students to enroll in physics overall (but equally likely for advanced math)
- in communities with high proportions of women employed in STEM, "traditional gender norms and stereotypes are likely less salient." "Such alternative definitions of gender likely permeate the interactions and experiences not only of high school girls, but those of parents, teachers, and men and women throughout the community."
- Local environments have the capacity to construct their own micro-level gender systems where individuals are less constrained by traditional definitions of gender.
- For example - countries where girls score more equally (or even better) than boys on math assessments are the same countries with higher scores on the world economic forum gender gap index]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142346 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142347 - intersectionality useful concept to examine the educational experiences of students in STEM fields across and within groups beyond seeing it as racism + sexism separately - understand the multidimensional co constructing factors that may promote or preclude the participation of underrepresented groups
- Black women at HBCU more likely to declare STEM major than Black women at non HBCU and white women overall
- "in higher education, Black women experience learning environments characterized by experiences of racial microaggressions, exclusion from study groups, encounters with gendered stereotypes, alienation and discrimination, and feelings of isolation as a result of being a Black woman in a male and white dominated field" (feel invisible or hyper visible)
- “our analysis of the psychological constructs associated with intersectionality in the prior literature suggests that despite their cultural assets, abilities, and motivations, there are many documented factors, in both the individual and institutional levels, which can undermine Black women’s sense of competence and belonging in STEM fields”]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142347 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142349 - a common explanation for women's underrepresentation in STEM fields of study (and subsequently related occupations), namely, that inequality is mostly a consequence of gaps in achievement at earlier points in school
- Accounting for average test scores and GPA as well as advanced course-taking does very little to explain the gender disparity in entrance into PS/E majors
- internalized beliefs and values are much more relevant than differences in individual skills]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142349 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142351 - "the current racial and gender structure in the technology industry has produced a culture and set of hiring practices that operates against the hiring, recruitment, and retention of qualified Black women, and Black women have to work harder to compensate for their lack of social contacts in the industry"
- "A wave of gender discrimination lawsuits, tech industry surveys and sociological research has lifted what I call the “Silicon Curtain,” revealing a culture that tolerates sexual harassment, gender wage disparities and the dominance of men"
- Survey of 200 women working in Silicon Valley found 87% had witnessed demeaning comments from their colleagues and 40% said they were harassed (none reported)
- Race more salient than gender (5.35x for Black women, 2.91x for Asian women) as no progress in Black women managers/execs but some progress for white women
- "Diversity initiatives have failed within Silicon Valley because they continue to rely on social referrals (which Black women are less likely to have access to) and cultural perceptions of being good or likable enough for the job"]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142351 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142352 - students who visited the high tech company to observe women scientists' work and discuss with them showed significant negative change on the perceptions of women scientists / engineers, the capability of dealing with STEM, and the STEM career choices
- As a result of the visits in the company, the research group girls were "frightened": Girls respected the women engineers and thought that women can be engineers, but didn’t think that they specifically could go into STEM due to the distancing between them and the women engineers]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142352 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142354 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142354 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142356 These sources connect because they both highlight the severity of the discrimination Black women face as people living at the intersection of race and gender. However, while (Un)Hidden Figures focused on Black women's experiences in learning environments, Technology's Invisible Women highlighted the struggles of Black women who have made it to the STEM workforce, specifically the technology sector in Silicon Valley. This shows that the "intersectional experiences" of women in STEM are in many ways consistent across their level of expertise (school vs workplace)]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142356 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142357 STEM classroom and work environments are sometimes unsuitable for girls and women pursuing STEM, especially in specific sectors such as technology, engineering, and the physical sciences where women are particularly underrepresented.]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142357 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142358 These sources connect because they both discuss the impacts of having women succeeding in STEM as role models for students. However, while Demographic Characteristics looks at the ways successful women in STEM can motivate girls to pursue STEM majors, Encouraging Girls into Science shows how this is not a foolproof solution; girls need to be taught about STEM careers in a way that seems achievable for them specifically, as opposed to the highlighting of a gap between the role model and the student.]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142358 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142359 These sources connect because Science faculty's biases qualifies the findings of Demographic Characteristics. While women STEM teachers can act as "active" and "passive" representation which encourages girls to pursue STEM, all teachers (regardless of gender) tend to disadvantage women STEM students due to implicit bias. This means that rather than looking to individual teachers / instructors as the bearers of change, there needs to be institutional changes to ensure faculty address their bias.]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142359 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142361 Interactions that girls have with teachers and adults have significant power to either encourage (through meaningful representation) or discourage (through the perpetuation of bias) them to pursue STEM. ]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142361 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142363 - Women possess equal talent and interest in STEM fields if their interests are nurtured equal to men, but are often not encouraged to actually pursue it
- girls tend to have negative perceptions of STEM careers in general and scientists in particular (science is for old, white males)]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142363 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142364 These two sources connect because they both show how women are fully capable of succeeding in STEM. While Broadening Participation focuses on how women students' STEM interests must be nurtured, while The More Things Change focuses on how gaps in test scores fail to explain the gender gap of STEM majors. In other words, although girls have the skills to pursue STEM, they often don't, which points to systemic obstacles and the impacts of societal norms.]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142364 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142365 These sources are similar because the both give overviews of the problems and solutions of increasing the proportion of women in STEM. However, Broadening Participation is more general while Undergraduate Women focuses specifically on the situation with college programs. ]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142365 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142369 Individual perceptions of their own abilities and of STEM careers impact women in STEM because they aren't able to see themselves succeeding in that field. However, rather than these perceptions being a result of their true academic abilities or personal faults, ultimately these attitudes are the result of the gendered (and racialized) expectations put onto girls by society.]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142369 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142370 The micro level of interactions that girls experience as conversations and other actions between individuals is informed by the salience of gender stereotypes about STEM present in the community around them.]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142370 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142371 Girls' individual perceptions of STEM are heavily informed by the explicit and implicit cues they are given by teachers and adults in their lives.]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142371 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142373 These sources connect because they both discuss the particularities of specific communities on women's participation in STEM. Technology's Invisible Women looks at the detrimental practices within Silicon Valley's technology industry, while The Gender Gap in High School Physics investigates the positive potential impact of surrounding communities on students' decisions to pursue STEM courses. This shows how communities can have positive or negative impacts on women in STEM.]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142373 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142375 It is crucial that the reasons for women's ongoing underrepresentation in STEM are examined through a social lens in order to pinpoint how the broader social systems that reinforce gendered stereotypes about STEM can be dismantled at the interconnected levels of individual, interpersonal, and community. These themes build off of each other, each shedding a more complete picture of the obstacles women and girls face while pursuing STEM, as well as some of the solutions.

3.  What is your proposed solution/ conclusion/ resolution?

4.  What are some of the limitations, implications, and consequences of this?

(ALL SHOULD BE BACKED BY EVIDENCE)

]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142375 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142377 emphasize the importance of diversity in STEM not only for social justice, but for the advancement of STEM.]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142377 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142379  They found that while women have made incremental progress in many STEM fields, Black and Hispanic people’s representation is more stagnant, and there is still a considerable gap for both women and people of color in many STEM jobs which is likely to continue due to the gap at the college level. ]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142379 eliana_bernat https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142380 16.1% gap between higher SES white boys and lower SES Black girls
46% of higher SES white boys persisted, compared to 14% of lower SES Black boys/higher SES Hispanic girls/lower SES Asian girls]]> 2022-03-09 14:12:17 UTC https://padlet.com/eliana_bernat/g208w0blgm38m21o/wish/2086142380