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Concept: Gender role


Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student-who was randomly assigned either a male or female name-for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants' preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.

Concepts: Scientific method, Female, Gender, University, Gender role, Experiment, Woman, Bias


Common stereotypes associate high-level intellectual ability (brilliance, genius, etc.) with men more than women. These stereotypes discourage women’s pursuit of many prestigious careers; that is, women are underrepresented in fields whose members cherish brilliance (such as physics and philosophy). Here we show that these stereotypes are endorsed by, and influence the interests of, children as young as 6. Specifically, 6-year-old girls are less likely than boys to believe that members of their gender are “really, really smart.” Also at age 6, girls begin to avoid activities said to be for children who are “really, really smart.” These findings suggest that gendered notions of brilliance are acquired early and have an immediate effect on children’s interests.

Concepts: Male, Female, Gender, Gender role, Woman, Transgender, Man, Sexism


There is a widespread belief that women are better at selecting gifts than men; however, this claim has not been assessed on the basis of objective criteria. The current studies do exactly that and show that women do indeed make better gift selections for others, regardless of the gender of the receiver and the type of relationship between the giver and receiver. We investigate the mediating role of different aspects of interpersonal sensitivity and reveal that differences in interpersonal interest (measured with an autism questionnaire), but not differences in interpersonal reactivity, explain gender differences in gift selection quality. The current studies thus present the first objective evidence for the claim that women are better in selecting gifts for others and also give an indication of why this is the case.

Concepts: Natural selection, Gender, Gender role, Gender identity, Transgender, Selection


Scientists are trained to evaluate and interpret evidence without bias or subjectivity. Thus, growing evidence revealing a gender bias against women-or favoring men-within science, technology, engineering, and mathematics (STEM) settings is provocative and raises questions about the extent to which gender bias may contribute to women’s underrepresentation within STEM fields. To the extent that research illustrating gender bias in STEM is viewed as convincing, the culture of science can begin to address the bias. However, are men and women equally receptive to this type of experimental evidence? This question was tested with three randomized, double-blind experiments-two involving samples from the general public (n = 205 and 303, respectively) and one involving a sample of university STEM and non-STEM faculty (n = 205). In all experiments, participants read an actual journal abstract reporting gender bias in a STEM context (or an altered abstract reporting no gender bias in experiment 3) and evaluated the overall quality of the research. Results across experiments showed that men evaluate the gender-bias research less favorably than women, and, of concern, this gender difference was especially prominent among STEM faculty (experiment 2). These results suggest a relative reluctance among men, especially faculty men within STEM, to accept evidence of gender biases in STEM. This finding is problematic because broadening the participation of underrepresented people in STEM, including women, necessarily requires a widespread willingness (particularly by those in the majority) to acknowledge that bias exists before transformation is possible.

Concepts: Scientific method, Critical thinking, Gender, Science, Gender role, Experiment, Gender identity, Bias


On July 13, 2015, U.S. Defense Secretary Ashton Carter announced that the military anticipates lifting its ban on service by transgender persons, those whose gender identity does not match the sex that they were assigned at birth. Although an estimated 12,800 transgender personnel currently serve in the U.S. armed forces (see table for explanations of estimates), they must conceal their gender identity because military policy bans them from serving and prohibits military doctors from providing transition-related care. Although some transgender people do not change their bodies to match their gender identities, government agencies, courts, and scientists agree that for many, transition-related . . .

Concepts: Gender, Gender role, Gender identity, Transgender, Third gender, Armed forces, Homosexuality, United States Department of Defense


The aim of this study was to describe gender differences in patients operated on for TOF and to define the impact of pregnancy in late post-surgical follow-up in women.

Concepts: Gender, Gender role, Gender identity, Tetralogy of Fallot, Gender differences


Summary This paper explores the hypothesis that gender attitude scales (which measure the degree of equity in gender attitudes) are associated with contraceptive use. Four hundred male and female respondents (200 couples) were interviewed using a pre-tested, structured questionnaire. Analyses included comparisons of means and prevalence rates on gender equity indicators, other related factors and socio-demographic characteristics; t-tests to compare mean scores on each gender scale for wives and husbands to identify any significant differences; chi-squared tests to compare associations between individual attributes, attitudes and contraceptive use; and multivariate logistic regression to examine associations between each gender scale and contraceptive use. The findings revealed that, on average, wives endorsed more inequitable gender attitudes compared with husbands on all gender attitude scales. For wives, more equitable gender attitudes were positively associated with contraceptive use. For husbands, the role of gender attitudes had no significant association with wives' reported contraceptive use. Family planning programmes that aim to challenge inegalitarian gender norms should not overlook women in their efforts since both men and women often accept and support inequality in a social system and, in some cases, it may be women’s gender attitudes that most influence family planning decisions.

Concepts: Family planning, Male, Female, Gender, Gender role, Arithmetic mean, Woman, Questionnaire


Many studies have shown that women use the Internet more often for health-related information searches than men, but we have limited knowledge about the underlying reasons. We also do not know whether and how women and men differ in their current use of the Internet for communicating with their general practitioner (GP) and in their future intention to do so (virtual patient-physician relationship).

Concepts: Gender, Gender role, Gender identity, German language, Transgender, History of the Internet


Women are underrepresented in most high-level positions in organizations. Though a great deal of research has provided evidence that bias and discrimination give rise to and perpetuate this gender disparity, in the current research we explore another explanation: men and women view professional advancement differently, and their views affect their decisions to climb the corporate ladder (or not). In studies 1 and 2, when asked to list their core goals in life, women listed more life goals overall than men, and a smaller proportion of their goals related to achieving power at work. In studies 3 and 4, compared to men, women viewed high-level positions as less desirable yet equally attainable. In studies 5-7, when faced with the possibility of receiving a promotion at their current place of employment or obtaining a high-power position after graduating from college, women and men anticipated similar levels of positive outcomes (e.g., prestige and money), but women anticipated more negative outcomes (e.g., conflict and tradeoffs). In these studies, women associated high-level positions with conflict, which explained the relationship between gender and the desirability of professional advancement. Finally, in studies 8 and 9, men and women alike rated power as one of the main consequences of professional advancement. Our findings reveal that men and women have different perceptions of what the experience of holding a high-level position will be like, with meaningful implications for the perpetuation of the gender disparity that exists at the top of organizational hierarchies.

Concepts: Gender, Perception, Gender role, Explanation, Gender identity, The Current, Transgender, Gender differences


Gender disparities appear to be decreasing in academia according to a number of metrics, such as grant funding, hiring, acceptance at scholarly journals, and productivity, and it might be tempting to think that gender inequity will soon be a problem of the past. However, a large-scale analysis based on over eight million papers across the natural sciences, social sciences, and humanities reveals a number of understated and persistent ways in which gender inequities remain. For instance, even where raw publication counts seem to be equal between genders, close inspection reveals that, in certain fields, men predominate in the prestigious first and last author positions. Moreover, women are significantly underrepresented as authors of single-authored papers. Academics should be aware of the subtle ways that gender disparities can occur in scholarly authorship.

Concepts: Mathematics, Science, Academia, Gender role, Social sciences, Humanities, Natural science, Author