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Stereotypes, Prejudice, and Discrimination02:55

Stereotypes, Prejudice, and Discrimination

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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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Socioemotional Experience and Gender Development01:30

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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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Stereotype Content Model02:16

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The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence...
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Stereotype Threat and Self-fulfilling Prophecies02:09

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When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
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Ethnic Identity within a Larger Culture01:27

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Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...
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Factors Affecting Dissolution: Polymorphism, Amorphism and Pseudopolymorphism01:21

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Polymorphism refers to the existence of a drug substance in multiple crystalline forms, known as polymorphs. Recently, this term has been expanded to include solvates (forms containing a solvent), amorphous forms (non-crystalline forms), and desolvated solvates (forms from which the solvent has been removed).
Some polymorphic crystals possess lower aqueous solubility than their amorphous counterparts, leading to incomplete absorption. For instance, the oral suspension of Chloramphenicol, which...
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Updated: Nov 27, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Gender Diversity in STEM Disciplines: A Multiple Factor Problem.

Carmen Botella1, Silvia Rueda1, Emilia López-Iñesta2

  • 1School of Engineering (ETSE-UV), Universitat de València, Av. De l'Universitat s/n, 46100 Valencia, Spain.

Entropy (Basel, Switzerland)
|December 3, 2020
PubMed
Summary
This summary is machine-generated.

A program at the School of Engineering at the University of Valencia (ETSE-UV) successfully increased female student enrollment and graduation rates in science, technology, engineering, and mathematics (STEM) fields. The initiative focused on support, networking, leadership, and role models to address gender diversity gaps.

Keywords:
gender diversitygendered innovationwomen in STEM

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Area of Science:

  • STEM education
  • Gender studies in technology
  • Information Theory

Background:

  • Gender diversity is a significant challenge in technology and academia.
  • Female enrollment in STEM has declined, and women are leaving tech careers at high rates.
  • Addressing these issues is crucial for both industry and education.

Purpose of the Study:

  • To review barriers women face in STEM careers.
  • To explore gendered innovation in Information Theory.
  • To present and evaluate a program aimed at reducing the gender diversity gap in STEM at ETSE-UV.

Main Methods:

  • Literature review of challenges for women in STEM.
  • Analysis of gendered innovation in Information Theory.
  • Implementation and assessment of a multi-level program (Bachelor, Master, PhD) at ETSE-UV.
  • Chi-square test to evaluate the program's impact on female student enrollment.
  • Comparative analysis of female graduation rates against national benchmarks.

Main Results:

  • The ETSE-UV program has contributed to higher female graduation rates, particularly at the Bachelor level.
  • The initiative has also led to an increase in the number of women in top faculty positions.
  • The program's four key actions (institutional support, professional networks, leadership promotion, role model visibility) show positive impact.

Conclusions:

  • Targeted interventions in higher education can effectively improve gender diversity in STEM.
  • The ETSE-UV program demonstrates a successful model for increasing female participation and leadership in technology fields.
  • Continued efforts in supporting women are essential to close the gender gap in STEM and Information Theory.