Here is an examination of the scientific flaws in the recent New York Times (NYT) Op-Ed: “Academic Science Isn’t Sexist.” The Op-Ed authors, psychologists Professor Wendy Williams and Professor Stephen Ceci, put forward various wide-sweeping statements about the effect of gender on academic careers of women scientists. The article outlines the fact that women make up a minority of junior faculty members, particularly in maths-intensive fields like engineering and computer science (25%-30%) and an even smaller proportion in senior positions (7%-15%).
Williams and Ceci argue that much of the empirical studies that established gender inequality in academia are outdated (mostly published prior to the year 2000). They argue that more recent data show that inequality has been diminished in academia. The researchers claim that women are promoted and remunerated at the same rate as men – except in economics. Williams and Ceci further argue that women’s numbers have been steadily growing in the life sciences and psychology. They note that the proportion of women in maths-intensive fields has also been growing, but not as much. Their analysis attempts to explain why this is the case.
The central argument presented in their NYT article is that women would fare well in maths-intensive subjects, “if they choose to enter these fields in the first place.” To put it another way, the problem as they see it, is that gender inequality is a myth, and that the discrepancies between men and women would be reduced if women chose to stay in STEM.
The Op-Ed is based on the co-authors’ study published in November in the journal, Psychological Science in the Public Interest. In their study, Ceci is first author and they are joined by two economists, Professor Donna Ginther and Professor Shulamit Kahn. The research team see that the sex variations within the fields of Science, Technology, Engineering and Mathematics (STEM) represent a “contradiction” and a “paradox.” The logic of their argument is that because there are more women in STEM fields today in comparison to the 1970s, and because there are different patterns of attrition amongst various disciplines, this is evidence that sexism in academia is a moot point. The crux of their argument is simple: if there are differences between men and women’s career trajectories in STEM, these arise from personal preferences, and not due to a culture of sexism.
The are several problems with the Op-Ed, which overly simplifies the body of literature the authors reviewed, but the analysis of study itself is highly flawed. The most glaring issues include the concepts used, such as the authors’ confusion of sex and gender and how these relate to inequality. Another set of problems arise from the authors’ methods. Put simply: the way they measure gender inequality does not match the data they have available, and their interpretation and conclusions of the data are therefore invalid. In science, a study can be seen to be valid when the phenomenon measured matches the instruments used. The concepts, data collection and analysis need to match the authors’ research questions. This is not the case with this study.
Let’s start with the key concept the authors measured: gender inequality, which is also discussed as “academic sexism.”
We spoke with Professor Chad Forbes about his research on stereotype threat and how it undermines the success of women in STEM. Chad is a social neuroscientist in the Department of Psychological and Brain Sciences at the University of Delaware.
Social neuroscience is a burgeoning field that uses neuroscience methodologies such as electroencephalograms (EEG), functional magnetic resonance imaging (fMRI) and molecular genetics- anything that indexes neural activity, to inform social psychological theory and test a research hypothesis. Social neuroscience methods examine people in real time and can index their reaction to stimuli- even if these thought processes are unconscious or if the subjects are unaware or unwilling to acknowledge their feelings.
Rather auspiciously, we commemorated the 45th anniversary of the Apollo 11 moon landing through a Hangout on Air interview with engineer Candy Torres! She gained a degree in astrophysics in the 1970s, where she was only one of seven women in her classes. Candy spoke about the challenges of following her career in science, which included gender exclusion and not having any women colleagues to support her education. Despite the gender and cultural barriers she faced, Candy walked into her dream job the day after graduating from university. Through networking, tenacity and a commitment to learning new skills, Candy went on to work on satellites, the NASA Space Shuttle & the International Space Station. She has been part of a team to make space exploration history. Watch the video or read more below!
In a New England pub after a conference, our male academic colleagues shrug their collective shoulders at the gender imbalance; in their opinion, women drop out of science because their hormones make them “different”. As women in science know all too well, similar examples of bias abound in academia. We read with familiar dismay, therefore, the arguments that girls find science “boring,” that attempts to bridge the gender divide “deny human biology and nature,” and that efforts to achieve gender equality in the Science, Technology, Engineering and Mathematics (STEM) fields are doomed. Attributing the gender gap to biology misses the obvious contribution of societal and institutional biases.
The “girls are not interested in STEM” mantra is itself an example. Knowledge of a prejudicial stereotype can lead to enough anxiety that it becomes a self-fulfilling prophecy. Although initially applied to racial bias in IQ tests, ‘stereotype threat’ can be extended to gender as well. Negative stereotypes are transmitted from parents and teachers to girls. Reminding girls that they are girls just before a math test can impede their performance. This effect can be seen in children as young as age five. The key point is that as adults, we are able to view stereotypes as generalisations about a group. Unfortunately, young children are more accepting of stereotypes, and may implicitly believe that girls are indeed poor at STEM subjects. As girls grow up, these stereotypes affect their identities as STEM professionals. So how do these stereotypes take shape?
The Draw a Scientist Test (DAST) shows that science stereotypes are socialised from an early age. The test has its origins in a pilot study from 1957, in which high school students were asked to describe their image of a scientist. Subsequent research from the 1960s onwards has examined a timeline of when this image is cemented. This research finds that children in kindergarten and the first grade are less likely to draw a stereotypical scientist; that is, a White man with facial hair, who wears a lab coat and glasses, and who is surrounded by lab equipment, formulae and books, making a “Eureka!” style exclamation. By the second grade, however, “the stereotype has began to take root,” due to a combination of how science is taught at school as well as through media images and social ideas and expectations that children pick up from parents, teachers and other influences. By the fifth grade, the stereotype is overwhelmingly fixed. A review study of 50 years worth of international research on the DAST demonstrates that, across cultures, “the stereotype of scientists being male has largely endured since 1957.” More specifically, the research shows that in Western cultures, this image is of a White male, even amongst minority students. However, children exposed to female scientists, via a combination of visits by women scientists in the classroom and by talks and readings about women’s contribution to science and their careers, are more likely to draw both women and men as scientists. Studies demonstrate that teachers themselves can contribute to these stereotypes, by giving boys more attention in class, and by rating their abilities higher than girls, even when girls get the same test scores as boys. Conversely, “intervention programs” for teachers, including career information and weekly visits by women researchers to the classroom, as well as short courses with follow-up visits, are subsequently less likely to result in stereotypical DAST results amongst students. This is because the teacher’s bias has been actively addressed, leading to the reinforcement of diversity in their teaching.
Despite the fact that people are socialised into believing that girls can’t do science, popular culture blames the individual; young girls are often chastised Don’t get your dress dirty, or Be careful, why don’t you hand that to your brother, as a recent viral video reminded us. If only girls were more confident. If only girls spoke up and asked more questions in class. If only they actively looked for mentors. Then they could easily overcome this stereotype threat and perform just as well as boys in STEM subjects. Unfortunately this “leaning in” viewpoint is naive because it ignores the institutional disadvantages contributing to the academic exclusion of women and minorities.
Sexual harassment is widespread in academic fieldwork. Women trainees are the primary targets with the perpetrators being predominantly senior professional males. Female undergraduates in male dominated fields report higher levels of sex discrimination, and are more likely to consider changing majors. Another study showed that high-achieving male biologists train fewer women than men in their laboratories, and that these men predominantly fill Assistant Professor slots in academia. In the same study, biomedical science male postdocs are 90% more likely than women to have an adviser who is a Nobel laureate. Not only is there a ‘leaky pipeline’ problem, the plumbing itself is broken.
It is social conditioning, unconscious biases and institutional practices that create an environment where girls feel unwelcome and insecure in STEM fields. UNESCO data show that women are disadvantaged in STEM, with only one in five nations achieving equality. But the cultural variation in itself tells us that it is socialisation and policy intervention, not biology, that matters. Research shows that institutional gender bias develops in several phases. First, children lack female scientist role models from primary school. Second, young undergraduates learn that science privileges a masculine culture, which makes it hard to imagine their career path. Third, diversity barriers are witnessed first-hand by early career researchers. Both male and female faculty are less willing to hire women applicants with the same credentials as men. Given these clear prejudices, we must move away from lazy explanations that attribute women’s under-representation in STEM to their biology. Instead, we must acknowledge that the system actively discourages women in ways both obvious and insidious. We must move away from the individual and address the broader narrative of everyday sexism.
Practical ways to tackle this problem include diversity training for hiring committees and better mentorship programmes for female graduate students and postdocs. Another avenue for change is to address stereotypes and their effects. Research mapping neurophysiology during tests on STEM subjects show that there are no cognitive differences in men and women’s performance in tests until stereotype threat is triggered. Women perform comparably well until they are reminded about their gender, at which point their working memory and performance are negatively impacted. When girls and women are made aware of their minority status, they become hypervigilant about negative feedback, discouraging them despite their success, even if they are high achievers. Professor Chad Forbes is a social neuroscientist from the University of Delaware who studies the impact of negative stereotypes on individuals. One aspect of his research is looking at different ways to combat stereotype threat. The most effective strategy remains acknowledging and understanding the existence of stereotype threat and addressing its consequences, such as through training. Active intervention at the institutional level also leads to positive change. Already, some colleges are reporting huge improvements: at Carnegie Mellon University, 40% of undergraduate incoming class in computer science are women, a welcome contrast to the dismal 18% of graduates in the U.S., and at Harvey Mudd College, more than half of the freshman engineering class this year were women. Their strategies ranged from featuring women on their brochures and as tour guides, to training teachers and hosting camps for high school students.
Why should we care if girls remain underrepresented in STEM? Apart from basic fairness, if we want our best and brightest working on innovative ideas and creative solutions, it makes little sense to potentially abandon half the population. We already face many hurdles; lack of funding, lack of jobs, and pushback from science denialists backed by populist politics. We need all hands on deck to forge ahead.
Professor Inger Mewburn is Director of Research Training at the Australian National University. Her research focuses on student experiences, which are used to inform University practices. We asked her about gender differences in the way men and women PhD students negotiate their relationships with their supervisors. Dr. Mewburn began by acknowledging that there is a dearth of female role models in academia and those that are there have tended to assume the dominant culture that is heavily masculinized. She then made a really interesting observation: during informal academic gatherings, women students find themselves in the kitchen!
Science magazine’s July 11, 2014 issue unleashed a firestorm on social media today. The issue, a special focused on ways to stay ahead of HIV and AIDS, prominently features two transgender women sex workers on its cover. While relevant to the focus of the issue — transwomen sex workers in Jakarta have been largely ignored by the Indonesian government in its efforts to combat HIV and AIDS — the focal point of the photo is incredibly problematic. Instead of showing viewers a humanizing glimpse into the lives of these women, the reader’s eye is drawn directly to their thighs, which are placed almost dead center on the cover. Indeed, their legs take up about half of the cover, and their heads have been cropped out of the picture.
Photographers who are sensitive to the privacy of their subjects use a number of techniques to capture a moment without revealing the identity of people involved. One of these techniques is the cropping of the face — most often before or after the nose, in order to convey some emotion through the mouth, but occasionally the face is cropped in its entirety.
This isn’t necessarily dehumanizing, but the context is extremely important. When you are dealing with members of a highly stigmatized population who are at risk of systemic violence and murder, it is unacceptable to commit the metaphoric violence of beheading for the purpose of staging. If this is somehow confusing to you, look up Gary Ridgeway.
Professor Julia Greer is a materials scientist at Caltech. Her research focuses on creating and studying lightweight nanomaterials. These nanomaterials have a wide range of applications, such as energy, construction, transport, prosthetics, and electronics. We spoke to Julia about her work, and also touched upon some of the challenges she faces as a woman in STEM. Watch the video below, or keep reading for a summary of our conversation!
ScienceAlert, a pop science news site, has published a “science news” story using a sexist image, which prominently features a woman’s breasts. Several issues arise about the use of sex to sell science publishing. One major issue relates to links between “everyday sexism” women encounter through their daily lives, including through the media, and the professional barriers that women face in STEM careers. Another issue relates to the scientific value of using sexism to specifically sell pop science reporting. The image is designed as “click bait.” We’ll analyse this in the context of the science in the article and the subsequent discussion on ScienceAlert’s Facebook page. The issue we highlight is how the blurring of sexist marketing and pop science news leads to a decreased public understanding of science, while also hurting educational campaigns to boost public awareness about women’s contribution in STEM.
We recently spoke to Erin Leverton and Samantha Schaevitz from Google’s Information Technology Residency Program (ITRP). We chose to highlight this program because it is an career opportunity that allows many new graduates the opportunity to get their ‘foot in the door’in a technology career. Watch the video below, or keep reading for a summary of our conversation!
Erin Kane is a graduate student in physical anthropology who recently returned to Ohio State University, USA, after conducting field research in Tai Forest, Cote d’Ivoire, from June 2013 to March 2014. She spoke about her study on monkeys, her thrilling experiences in the field (interacting with local educators and surviving an ant attack!), as well addressing the need for better training on sexual harassment for researchers. Erin also discusses how blogging helped her make sense of her data. She provides advice for early career researchers looking to establish a niche expertise and wondering how they might apply their research later in their careers. Read on below for a summary of our conversation.