College Chemistry Textbooks Fail on Gender Representation

Autor/inn/en	Becker, Mona L.; Nilsson, Melanie R.
Titel	College Chemistry Textbooks Fail on Gender Representation
Quelle	In: Journal of Chemical Education, 98 (2021) 4, S.1146-1151 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nilsson, Melanie R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.0c01037
Schlagwörter	College Science; Chemistry; Textbooks; Textbook Content; Disproportionate Representation; Gender Bias; STEM Education; Professional Personnel; Visual Aids; Males; Females + Suchen Sie Ihr Suchwort? Chemie; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Geschlechterstereotyp; STEM; Personalbestand; Anschauungsmaterial; Male; Männliches Geschlecht; Weibliches Geschlecht
Abstract	This study examines gender representation in 10 current (2016-2020) US college-level general chemistry textbooks. On average, females were found to constitute 30% of images and 3% of the named science, technology, engineering, math, and medical (STEMM) professionals in the index. A male name appears on average every four pages of text, while a female name appears every 250 pages of text. Male overrepresentation is not driven by a pedagogical need to include specific individuals, since the textbooks only have eight names in common. Gender imbalance was ubiquitous among all publishers examined and observed in both traditional and electronic texts. We speculate that male overrepresentation in chemistry textbooks reflects and perpetuates unconscious gender bias in STEMM. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01