Project

Young people's gendered biases about STEM careers and professionals.

Goal: The main goal of this project is to examine young people's gendered biases about STEM careers and professionals. These young people are: secondary students, university students enrolled in STEM programs and young people with 5 or less than 5 years of working experience in STEM careers.

Date: 1 January 2016 - 31 December 2016

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Project log

Dr. Milagros Sáinz Ibáñez
added 2 research items
The present qualitative study analyzes how a group of young people already involved in STEM fields perceive the prototypical person working in STEM. Gender differences between participants in technological and non-technological STEM fields were analyzed. A total of 27 young people (59.3% women) took part in the interviews (Mean Age=25.48 years). Of them, 16 participants were working in STEM professions, and 11 were enrolled in the final courses of STEM degrees. The results of the content analysis were examined in light of social role theory and the multidimensional structure of gender stereotypes. Men in these fields were therefore attributed an unappealing and weird physical appearance. Some female participants linked STEM professionals’ intellectual abilities to the stereotype that men have higher abilities in these fields. Whereas females attributed effort and perseverance to STEM professionals’ intellectual aptitudes, males referred to the development of soft skills. Participants in technological STEM fields connected the stereotype of being a ‘weirdo’ to a boring job, whereas those in non-technological fields linked it to their unconventional character. Some participants were disappointed by a lack of correspondence between expectations and the actual job STEM professionals do. Moreover, females in technological STEM fields commented on the job’s low social impact, while males mentioned low attainment of technical qualifications. Most referents in STEM fields were masculine, some of whom were present in the mass media. The practical implications of the findings are discussed.
http://openaccess.uoc.edu/webapps/o2/handle/10609/109206 ---> The present study examined gender differences in the motivations leading young people to pursue highly male-dominated Science, Technology and Mathematics (STEM) degrees and careers. Seventeen young people, either enrolled in university studies or working in the private STEM sector, were interviewed. Drawing on the factors influencing teaching–choice theory, the results suggest certain similarities and differences between male and female participants. Male participants’ intrinsic values associated the decision to follow STEM studies with specific objects that had attracted them since childhood, while women’s interests revolved around the techniques and processes associated with their specific STEM field. Whereas women emphasized the extent to which their career decisions were based on teachers’ encouragement, men emphasized the role of family tradition and mass media. Social utility values associated with the STEM field were important for women, whereas men stressed attainment of personal values. There were no gender differences in the task return–related values associated with choosing an STEM career.
Dr. Milagros Sáinz Ibáñez
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Mención a investigación en la Retina del Periódico El País. Artículo de Javier Cortés.
 
Dr. Milagros Sáinz Ibáñez
added a research item
Se buscan ingenieras, físicas y tecnólogas En la actualidad, y a pesar de que los resultados académicos de chicas y chicos en ciencias y tecnología son cada vez más similares e incluso mejores en el caso de las chicas, todavía sigue siendo escasa la presencia y participación activa de estas en estudios y profesiones ligadas a algunos ámbitos STEM, las siglas en inglés comúnmente empleadas para referirse a la ciencia, la tecnología, la ingeniería y las matemáticas (Science, Technology, Engineering and Mathematics). Este libro, editado por Fundación Telefónica, incluye tres estudios con personas jóvenes en diferentes momentos del ciclo vital vinculados a la transición a la vida adulta (la educación secundaria, la educación superior y las primeras etapas de su incorporación a profesiones STEM) en los que examinamos los factores que explican una mayor o menor presencia de mujeres en estos entornos. Abordamos cuestiones clave para entender esta brecha de género en algunos ámbitos STEM. Entre ellas, destacamos la percepción de los jóvenes sobre cómo son las profesiones y las personas de profesiones STEM, la importancia de la consecución de metas individuales frente a las comunales para sus aspiraciones, los motivos que les han llevado a elegir estudios y profesiones STEM, o las dificultades que perciben sobre el acceso y progresión de las mujeres en estas profesiones. Asimismo, basándonos en los resultados, proponemos una serie de recomendaciones a través de las cuales persuadir a diferentes agentes sociales implicados en el contexto educativo y empresarial respecto a los efectos nocivos de los sesgos de género para el logro de una sociedad sustentada en igualdad de oportunidades para hombres y mujeres. Muchas de las recomendaciones planteadas van también dirigidas a proporcionar líneas de actuación concretas para inspirar el cambio entre los distintos agentes sociales. Claves de actualidad Claves de actualidad Fundación Telefónica 74
Dr. Milagros Sáinz Ibáñez
added a project goal
The main goal of this project is to examine young people's gendered biases about STEM careers and professionals. These young people are: secondary students, university students enrolled in STEM programs and young people with 5 or less than 5 years of working experience in STEM careers.