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By any definition, Gwen Pearson is pretty smart. She’s got a Ph.D in entomology from North Carolina State University and she is now a science writer and education coordinator at Purdue University.
But she remembers how often she was told she wasn’t good enough, simply because she was female.
“As a graduate student, a fellow male student said, to my face, that he had no idea how I was admitted to the program because I clearly wasn't smart enough to be there,” Pearson recalls.
“He said having me as a fellow graduate student ‘lessened the value of his degree.’ Direct quote. He seemed to think that I should leave for the good of the other students. It was pretty devastating.”
Women in science, technology, engineering and math (STEM) careers have countless similar stories. A new study published Wednesday adds to a growing body of hard evidence to back up those stories.
It finds that men in STEM subject areas overestimate their own intelligence and credentials, underestimate the abilities of female colleagues, and that as a result, women themselves doubt their abilities — even when hard evidence such as grades say otherwise.
Katelyn Cooper, a doctoral student in the Arizona State University School of Life Sciences and her adviser, assistant professor Sara Brownell, studied the effect in an undergraduate biology class.
The average grade in the class was a 3.3. But when they asked students to ask if they were smarter than their classmates, "the average male student thinks he is smarter than 66 percent of the class, while the average female student thinks she is smarter than 54 percent of the class," Brownell said.
Statistically, about half of people in any group should be above the average, and half below it.
The students worked in groups and as partners and when asked to rate themselves compared to their closest workmate, the men thought they'd be smarter than 61 percent of their colleagues. Women put the number closer to 33 percent.
“This echoes what has been previously shown in the literature; a review of nearly 20 published papers on self-estimated intelligence concluded that men rate themselves higher than women on self-estimated intelligence,” Cooper and Brownell wrote in their report, published in Advances in Physiology Education.
“More and more of these studies are painting similar pictures,” Brownell said.
“Females are not participating as much in science class. They are not raising their hands and answering questions.” It’s not that they are less able, but that they see themselves as less able — and so do their teachers, classmates and, eventually, employers.
“I am reasonably successful by a variety of measures, but I still doubt everything I do. And it's because a lifetime of being told I don't belong and I'm not good enough that got into my head.” “I am reasonably successful by a variety of measures, but I still doubt everything I do. And it's because a lifetime of being told I don't belong and I'm not good enough that got into my head.”
It’s no secret that STEM is dominated by men, and that for decades educators, medical professionals and the general public believed that males were somehow more adept at math, science and similar subjects.
The notion has been disproved, but the attitudes persist, Cooper and Brownell said. Women in STEM fields report a persistent hostile atmosphere fueled by the belief that they do not belong.
Cooper and Brownell said their experiment is notable because it took place in a biology class.
“Unlike the more male-dominated fields like engineering and physics, biology is seen as a safe place for women,” Brownell said.
Ilana Seidel Horn, a professor of mathematics education at Vanderbilt University, says it’s been shown that girls and women doubt their own mastery of a subject more than boys and men do.
“Really bright girls often don’t feel like they know something unless they very much understand it, whereas boys are more comfortable saying they understand something without having an actual deeper understanding,” Horn said.
Teaching methods, especially in mathematics, reinforce this. Success doesn’t necessarily require a deeper understanding, and this can frustrate men and women alike who want to really understand why a formula works, Horn said.
“What helped me was understanding that my way of learning wasn’t worse. It was just different,” said Horn, who said she was often the only female in an advanced mathematics class.
“But I definitely had crises of confidence.”
The attitudes do not stay inside people’s heads. Pearson said she felt the disdain of her male classmates regularly.
“I can't even tell you how many of my early successes (awards and grants) were attributed to my being the only girl, and ‘they had to’ give the award to a woman,” Pearson said.
“I am reasonably successful by a variety of measures, but I still doubt everything I do. And it's because a lifetime of being told I don't belong and I'm not good enough that got into my head.”
Even the most confident girl or woman might begin to doubt herself when confronted with such attitudes from fellow students, teachers and colleagues, Brownell said.
“I had someone take my photo off the departmental board and write ‘boy are you ugly’ on the back,” Pearson recalls.
“I have a fair idea who did these things; and I suspect they thought they were being funny. What I really heard though was ‘You Are Not One Of Us’,” she wrote.
“I had someone take my photo off the departmental board and write ‘boy are you ugly’ on the back." “I had someone take my photo off the departmental board and write ‘boy are you ugly’ on the back."
“It’s probably a bunch of little cuts,” Brownell said. “One of these events probably isn’t what stops someone from going on into science.” But they add up.
“Boys who are drawn to STEM fields often are not the humanities-focused, artistic boys who might have a higher social IQ,” said Horn. “Often you have a concentration of socially awkward people who do socially inept things.”
That can scare off girls, and many boys, as well.
What helps? Having a mentor, said Horn. “Finding people in authority who can support your own sense of confidence and validate your way of learning,” she said.
And speaking up helps, too. Cooper recalls a seminar where she made important points, which were echoed, in louder and more confident voices, by men in the audience. They got the credit for her ideas.
“I needed to think more confidently about how I present myself, so that those ideas don’t get attributed to another person,” Cooper said.
Pearson has started an anti-bullying network in her field, called EntoAllies, to help not just women but also professionals and students from ethnic minorities.
Brownell said teachers and professors need to take these differences into account, also. “We encourage them to be explicit about the importance of hearing from every student,” she said.
“Even the quietest student can have the best ideas.”
PG-Noob on April 6th, 2018 at 07:03 UTC »
Some issues with the study and the article have been brought up already (low sample size: one biology class, male perception of female students isn't measured and yet part of the conclusion), but I also think it's interesting how grades are taken to be a measure of intelligence. Depending on how tests are structured this needn't be true. Usually examination also largely measures how much effort is put in, so it is very possible that someone without the best grades can conclude they are more intelligent, if they are putting in much less work for the same results other students are getting.
Btw. it's quite interesting that this is a biology class. Isn't the male:female ratio in biology skewed towards women? This could actually lead to selection biases in student qualification (similar to how the average female math or physics student is better than the average male one).
Edit: Elaboraring on the last point, the article doesn't even mention the male and female average grades seperately, but just the overall average grade. So again the average could be skewed by selection bias.
Edit2: Some users made me aware that much of the criticism is to be made against the article (and OP's interpretation of it) and not the study itself. See for example: https://www.reddit.com/r/science/comments/8a55bb/a_new_study_finds_that_men_in_stem_subject_areas/dwwjxzn/
giltwist on April 6th, 2018 at 03:09 UTC »
These effects appear VERY early, see:
Bian, S.-J. Leslie, A. Cimpian, Gender stereotypes about intellectual ability emerge early and influence children’s interests. Science. 355, 389–391 (2017).who said
This tends to be reinforced (often inadvertantly) by teachers. This study:
Shumow, L., & Schmidt, J. A. (2013). Scademic grades and motivation in high school science classrooms among male and female students: Associations with teachers' characteristics, beliefs and practices. Journal of Education Research, 7(1), 53-71.found the following:
Although few teachers expressed a belief of general gender differences in students' interest or aptitude for science, when asked to identify a student who might have a future science career, only three out of 13 identified a female. (p. 61) When pressed about whether there were any female students in the class we studied who might pursue science, most could name one and provide a reason why. It is notable, however, that several teachers had difficulty even remembering the name of any of their female students during our interview (p. 61) High achieving males were more often described as having intellectual capacity (e.g. "smart," "a natural," "curious," "a deep thinker") whereas the females were simply harder workers ("not smarter," as one said) and more motivated by grades than males. (p. 61) Comparing the higher and lower achieving males with one another, one teacher specifically said the high and low achieving male had the same "potential" but two others described the higher achieving male as smarter. Comparing the higher and lower achieving females, not one teacher said the higher achieving female was more intellectually capable, but two teachers said both were "able" (p. 62).This all leads to profound gender bias, as measured in the following study:
Cundiff, J. L., Vescio, T. K., Loken, E., & Lo, L. (2013). Do gender–science stereotypes predict science identification and science career aspirations among undergraduate science majors?. Social Psychology Of Education, 16(4), 541-554. doi:10.1007/s11218-013-9232-8which found
Ultimately, women are as capable as men in engineering as measured by equal likelihood of graduating within six years once they complete eight semesters, but women are more likely than men to quit engineering programs prior to that watershed due to unfavorable social comparisons, as evidenced by:
Ohland, M. W., Brawner, C. E., Camacho, M. M., Layton, R. A., Long, R. A., Lord, S. M., & Wasburn, M. H. (2011). Race, gender, and measures of success in engineering education. Journal of Engineering Education, 100(2), 225-252.dont_take_pills on April 6th, 2018 at 01:08 UTC »
Do they underestimate just females or peers in general?
Because most people I know think they are more capable than their peers.