Shattering the Glass Flask: A Women's Battle Against Sexism in STEM
DOI:
https://doi.org/10.58445/rars.781Keywords:
STEM, sexism, glass flaskAbstract
The growth of women in STEM fields has always been a force to be reckoned with. Men have tried to show through countless opportunities that they preside in all fields and have created barriers, such as the female pay gap, to display their dominance and preserve their confidence. Around 27% of women have the confidence to pursue a career in STEM and by breaking down the barriers of sexism, hopefully that number will increase exponentially.
References
American Association of University Professors (AAUP). (2005). Inequities persist for women & non-tenure-track faculty. Academe, 91.
https://doi.org/10.2307/40253410
Ash, A.S., Carr, P.L., Goldstein, R., & Friedman, R.H. (2004). Compensation and advancement of women in academic medicine: Is there equity? Annals of Internal Medicine, 141, 205-212.
https://doi.org/10.7326/0003-4819-141-3-200408030-00009
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
https://doi.org/10.1177/10717919010080010
Bergman, I., & Waltman, J. (2009, January). Satisfaction and discontent: Voices of non-tenure-track faculty. On Campus with Women.
link.gale.com/apps/doc/A197802548/AONE?u=anon~e0339dd5&sid=googleScholar&xid=ed449942.
Casad, B. J., Franks, J. E., Garasky, C. E., Kittleman, M. M., Roesler, A. C., Hall, D. Y., & Petzel, Z. W. (2021). Gender inequality in academia: Problems and solutions for women faculty in STEM.
https://doi.org/10.1002/jnr.24631
Connell, R. W., & Messerschmidt, J. W. (2007). Hegemonic masculinity: Rethinking the concept. Gender & Society, 19, 829-859.
https://doi.org/10.1177/0891243205278639
Eccles, J. S., & Jacobs, J. E. (1986). Social forces shape math attitudes and performance. Signs, 11(2), 367-380.
https://psycnet.apa.org/doi/10.1086/494229
Glazer-Raymo, J. (1999). Shattering the myths: Women in academia. Baltimore: The Johns Hopkins University Press.
Hackett, G., Casas, J. M., Betz, N. E., & Rocha-Singh, I. A. (1992). Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 39(4), 527-538.
https://psycnet.apa.org/doi/10.1037/0022-0167.39.4.527
Hackett, G., & Betz, N. E. (1982, March). Mathematics self-efficacy expectations, math performance, and the consideration of math-related majors. Paper presented at The Annual Meeting of the American Educational Research Association, New York, New York.
https://files.eric.ed.gov/fulltext/ED218089.pdf
Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology, 32(1), 47-56.
https://psycnet.apa.org/doi/10.1037/0022-0167.32.1.47
Laux, S. E. (2018). Experiencing the imposter syndrome in academia: Women faculty members' perception of the tenure and promotion process (Doctoral dissertation, Saint Louis University).
https://www.proquest.com/openview/2bb48f8ee24af8dd8e1436eab240f9d6/1?pq-origsite=gscholar&cbl=18750
Larson, L. M., Wu, T. F., Bailey, D. C., Gasser, C. E., Bonitz, V. S., & Borgen, F. H. (2010). The role of personality in the selection of a major: With and without vocational self-efficacy and interests. Journal of Vocational Behavior, 76, 211-222.
https://doi.org/10.1016/j.jvb.2009.10.007
Lapan, R. T., Shaughnessy, P., & Boggs, K. (1996). Efficacy expectations and vocational interests as mediators between sex and choice of math/science college majors: A longitudinal study. Journal of Vocational Behavior, 49(3), 277-291.
https://doi.org/10.1006/jvbe.1996.0044
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interests, choice, and performance [Monograph]. Journal of Vocational Behavior, 45, 79–122.
https://doi.org/10.1006/jvbe.1994.1027
Lent, R. W., Brown, S. D., & Larkin, K. C. (1986). Self-efficacy in the prediction of academic performance and perceived career options. Journal of Counseling Psychology, 33(3), 265–269. doi:10.1037/0022-0167.33.3.265
https://psycnet.apa.org/doi/10.1037/0022-0167.33.3.265
Marschke, R., Laursen, S., McCarl Nielsen, J., & Rankin, P. (2007). Demographic inertia revisited: An immodest proposal to achieve equitable gender representation among faculty in higher education. Journal of Higher Education, 78, 1-26.
https://doi.org/10.1080/00221546.2007.11778961
McKinney, J. L. (2016). Personality, Interests, Self-Efficacy, and Anxiety of Female STEM Majors: A Description, Comparison, and Prediction of Female STEM Majors.
https://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article=1005&context=seceddoc_etd
Page, M. C., Bailey, L. E., & Van Delinder, J. (2009). The Blue Blazer Club: Masculine Hegemony in Science, Technology, Engineering, and Math Fields. In Forum on Public Policy Online (Vol. 2009, No. 2). Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801.
https://files.eric.ed.gov/fulltext/EJ870103.pdf
Parks, C. (n.d.). Women fighting stereotypes and systemic discrimination in STEM. Education. https://education.nationalgeographic.org/resource/women-fighting-stereotypes-and-systemic-discrimination-stem/
Simon, R. A., Aulls, M. W., Dedic, H., Hubbard, K., & Hall, N. C. (2015). Exploring student persistence in STEM programs: A motivational model. Canadian Journal of Education, 38(1), 1–27.
https://www.jstor.org/stable/10.2307/canajeducrevucan.38.1.09
Sterling AD, Thompson ME, Wang S, Kusimo A, Gilmartin S, Sheppard S. (n.d.). The confidence gap predicts the gender pay gap among STEM graduates. Proceedings of the National Academy of Sciences of the United States of America. https://pubmed.ncbi.nlm.nih.gov/33199594/
https://doi.org/10.1073/pnas.2010269117
Women of NASA. Education. (n.d.). https://education.nationalgeographic.org/resource/women-nasa/
Downloads
Posted
Categories
License
Copyright (c) 2023 Ashley Hurjak
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.