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A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life Scientists
Mounting experimental evidence suggests that subtle gender biases favoring men contribute to the underrepresentation of women in science, technology, engineering, and mathematics (STEM), including many subfields of the life sciences. However, there are relatively few evaluations of diversity interve...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5008876/ https://www.ncbi.nlm.nih.gov/pubmed/27496360 http://dx.doi.org/10.1187/cbe.15-09-0187 |
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author | Moss-Racusin, Corinne A. van der Toorn, Jojanneke Dovidio, John F. Brescoll, Victoria L. Graham, Mark J. Handelsman, Jo |
author_facet | Moss-Racusin, Corinne A. van der Toorn, Jojanneke Dovidio, John F. Brescoll, Victoria L. Graham, Mark J. Handelsman, Jo |
author_sort | Moss-Racusin, Corinne A. |
collection | PubMed |
description | Mounting experimental evidence suggests that subtle gender biases favoring men contribute to the underrepresentation of women in science, technology, engineering, and mathematics (STEM), including many subfields of the life sciences. However, there are relatively few evaluations of diversity interventions designed to reduce gender biases within the STEM community. Because gender biases distort the meritocratic evaluation and advancement of students, interventions targeting instructors’ biases are particularly needed. We evaluated one such intervention, a workshop called “Scientific Diversity” that was consistent with an established framework guiding the development of diversity interventions designed to reduce biases and was administered to a sample of life science instructors (N = 126) at several sessions of the National Academies Summer Institute for Undergraduate Education held nationwide. Evidence emerged indicating the efficacy of the “Scientific Diversity” workshop, such that participants were more aware of gender bias, expressed less gender bias, and were more willing to engage in actions to reduce gender bias 2 weeks after participating in the intervention compared with 2 weeks before the intervention. Implications for diversity interventions aimed at reducing gender bias and broadening the participation of women in the life sciences are discussed. |
format | Online Article Text |
id | pubmed-5008876 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-50088762016-09-09 A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life Scientists Moss-Racusin, Corinne A. van der Toorn, Jojanneke Dovidio, John F. Brescoll, Victoria L. Graham, Mark J. Handelsman, Jo CBE Life Sci Educ Article Mounting experimental evidence suggests that subtle gender biases favoring men contribute to the underrepresentation of women in science, technology, engineering, and mathematics (STEM), including many subfields of the life sciences. However, there are relatively few evaluations of diversity interventions designed to reduce gender biases within the STEM community. Because gender biases distort the meritocratic evaluation and advancement of students, interventions targeting instructors’ biases are particularly needed. We evaluated one such intervention, a workshop called “Scientific Diversity” that was consistent with an established framework guiding the development of diversity interventions designed to reduce biases and was administered to a sample of life science instructors (N = 126) at several sessions of the National Academies Summer Institute for Undergraduate Education held nationwide. Evidence emerged indicating the efficacy of the “Scientific Diversity” workshop, such that participants were more aware of gender bias, expressed less gender bias, and were more willing to engage in actions to reduce gender bias 2 weeks after participating in the intervention compared with 2 weeks before the intervention. Implications for diversity interventions aimed at reducing gender bias and broadening the participation of women in the life sciences are discussed. American Society for Cell Biology 2016 /pmc/articles/PMC5008876/ /pubmed/27496360 http://dx.doi.org/10.1187/cbe.15-09-0187 Text en © 2016 C. A. Moss-Racusin et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. |
spellingShingle | Article Moss-Racusin, Corinne A. van der Toorn, Jojanneke Dovidio, John F. Brescoll, Victoria L. Graham, Mark J. Handelsman, Jo A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life Scientists |
title | A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life Scientists |
title_full | A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life Scientists |
title_fullStr | A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life Scientists |
title_full_unstemmed | A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life Scientists |
title_short | A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life Scientists |
title_sort | “scientific diversity” intervention to reduce gender bias in a sample of life scientists |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5008876/ https://www.ncbi.nlm.nih.gov/pubmed/27496360 http://dx.doi.org/10.1187/cbe.15-09-0187 |
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