A 'Scientific Diversity' intervention to reduce gender bias in a sample of life scientists
| Autor: | Moss-Racusin, C. A., van der Toorn, J., Dovidio, J. F., Brescoli, V. L., Graham, M. J., Handelsman, J., Social identity: Morality and diversity, Leerstoel Ellemers |
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| Přispěvatelé: | Social identity: Morality and diversity, Leerstoel Ellemers |
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Adult
Male media_common.quotation_subject education Sexism Psychological intervention 050109 social psychology behavioral disciplines and activities Article Biological Science Disciplines General Biochemistry Genetics and Molecular Biology Education Developmental psychology 5. Gender equality Intervention (counseling) Humans 0501 psychology and cognitive sciences Aged media_common Research 4. Education 05 social sciences 050301 education respiratory system Middle Aged Consciousness raising Meritocracy Female Women in science Attitude change Faculty development Psychology human activities 0503 education Diversity (politics) |
| Zdroj: | CBE Life Sciences Education CBE Life Sciences Education, 15(3). American Society for Cell Biology |
| ISSN: | 1931-7913 |
| Popis: | A workshop increased awareness of diversity issues, reduced gender bias, and increased readiness to take action on diversity issues from pretest (2 weeks before the intervention) to posttest (2 weeks after the intervention) among a sample of life science instructors. Mounting experimental evidence suggests that subtle gender biases favoring men contribute to the underrepresentation of women in science, technology, engineering, and mathematics (STEM), including many subfields of the life sciences. However, there are relatively few evaluations of diversity interventions designed to reduce gender biases within the STEM community. Because gender biases distort the meritocratic evaluation and advancement of students, interventions targeting instructors’ biases are particularly needed. We evaluated one such intervention, a workshop called “Scientific Diversity” that was consistent with an established framework guiding the development of diversity interventions designed to reduce biases and was administered to a sample of life science instructors (N = 126) at several sessions of the National Academies Summer Institute for Undergraduate Education held nationwide. Evidence emerged indicating the efficacy of the “Scientific Diversity” workshop, such that participants were more aware of gender bias, expressed less gender bias, and were more willing to engage in actions to reduce gender bias 2 weeks after participating in the intervention compared with 2 weeks before the intervention. Implications for diversity interventions aimed at reducing gender bias and broadening the participation of women in the life sciences are discussed. |
| Databáze: | OpenAIRE |
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