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Overcoming gender bias in STEM.
Nicole Boivin1, Susanne Täuber2, Morteza Mahmoudi3
1Max Planck Institute for Geoanthropology, Jena, Germany; School of Social Science, The University of Queensland, Brisbane, Australia; Griffith Sciences, Griffith University, Nathan, Queensland, Australia.
Trends in Immunology
|June 11, 2024
Summary
Gender biases persist in science, technology, engineering, and mathematics (STEM) despite diversity programs. Recognizing these biases is key to advancing gender equity and informing effective policies for STEM disparities.
Area of Science:
- Social Sciences
- Gender Studies
- STEM Education
Background:
- Despite widespread diversity and inclusion initiatives in STEM fields, persistent gender biases and stereotypes remain a significant challenge.
- These biases are evident in both educational and professional environments, hindering equitable progress.
Purpose of the Study:
- To highlight the enduring nature of gender biases and stereotypes within STEM.
- To underscore the importance of acknowledging these biases for achieving genuine gender equity.
- To guide policy development towards more effective strategies for addressing STEM disparities.
Main Methods:
- This study is a conceptual analysis and synthesis of existing research on gender bias in STEM.
- It reviews literature on diversity and inclusion programs and their impact on gender equity.
- Qualitative analysis of persistent stereotypes and biases is employed.
Main Results:
- Gender biases and stereotypes continue to be prevalent in STEM educational and professional settings.
- Existing diversity and inclusion programs have not fully eradicated these issues.
- The persistence of bias indicates a need for deeper systemic changes.
Conclusions:
- Recognizing the persistence of gender bias is a critical first step toward transformative change in STEM.
- Effective policy interventions must directly address these deeply ingrained biases.
- Achieving gender equity in STEM requires ongoing critical evaluation and adaptation of strategies.
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