Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence from 66 Nations

Autor/inn/en	Miller, David I.; Eagly, Alice H.; Linn, Marcia C.
Titel	Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence from 66 Nations
Quelle	In: Journal of Educational Psychology, 107 (2015) 3, S.631-644 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000005
Schlagwörter	Females; Science Education; Scientists; Career Choice; Womens Education; Sex Stereotypes; College Science; Employment Level; Researchers; Gender Issues; Gender Bias; Correlation; Educational Attainment; Web Sites; Online Surveys; Cultural Differences; Cross Cultural Studies; Majors (Students); Science Achievement; Predictor Variables; Foreign Countries; Multiple Regression Analysis; Africa; Asia; North America; South America; Program for International Student Assessment; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Naturwissenschaftliche Bildung; Scientist; Wissenschaftler; 'Women''s education'; Frauenbildung; Beschäftigungsgrad; Researcher; Forscher; Geschlechterfrage; Geschlechterstereotyp; Korrelation; Bildungsabschluss; Bildungsgut; Web-Design; Kultureller Unterschied; Cultural comparison; Kulturvergleich; Prädiktor; Ausland; Afrika; Asien; Nordamerika; Südamerika
Abstract	In the past 40 years, the proportion of women in science courses and careers has dramatically increased in some nations but not in others. Our research investigated how national differences in women's science participation related to gender-science stereotypes that associate science with men more than women. Data from ~350,000 participants in 66 nations indicated that higher female enrollment in tertiary science education (community college or above) related to weaker explicit and implicit national gender-science stereotypes. Higher female employment in the researcher workforce related to weaker explicit, but not implicit, gender-science stereotypes. These relationships remained after controlling for many theoretically relevant covariates. Even nations with high overall gender equity (e.g., the Netherlands) had strong gender-science stereotypes if men dominated science fields specifically. In addition, the relationship between women's educational enrollment in science and implicit gender-science stereotypes was stronger for college-educated participants than participants without college education. Implications for instructional practices and educational policies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01