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Perceptions of stereotypes applied to women who publicly communicate their STEM work

Author

Listed:
  • Merryn McKinnon

    (Australian National University)

  • Christine O’Connell

    (Stony Brook University)

Abstract

Gender biases and stereotypes are prevalent in science, technology, engineering and mathematics (STEM) fields, which can create obstacles for the attraction, retention and progression of girls and women to STEM studies and careers. There are many initiatives which are used to attempt to address these biases and stereotypes, including the use of visible role models. This study explores the perceptions of the stereotypes applied to female STEM professionals who publicly speak about their work in both academic and non-academic settings. Using workshops with over 300 participants, predominantly female STEM professionals, from over 25 different cultural backgrounds, the results showed women who publicly communicate their work are likely to be stereotyped as ‘bitchy’, ‘bossy’, and ‘emotional’—often by their own gender. These findings suggest that women may be in a more vulnerable position when communicating publicly about their work, which could have implications for them participating fully in their careers. It may also have implications for programs which use role models to address prevailing STEM stereotypes. Systematic cultural and institutional change is needed in STEM fields to address the underlying bias and negative stereotypes facing women. However, it should be ensured that the intended solutions to facilitate this change are not compounding the problem.

Suggested Citation

  • Merryn McKinnon & Christine O’Connell, 2020. "Perceptions of stereotypes applied to women who publicly communicate their STEM work," Palgrave Communications, Palgrave Macmillan, vol. 7(1), pages 1-8, December.
    • Handle: RePEc:pal:palcom:v:7:y:2020:i:1:d:10.1057_s41599-020-00654-0
    DOI: 10.1057/s41599-020-00654-0
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    References listed on IDEAS

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    1. R. E. O’Dea & M. Lagisz & M. D. Jennions & S. Nakagawa, 2018. "Gender differences in individual variation in academic grades fail to fit expected patterns for STEM," Nature Communications, Nature, vol. 9(1), pages 1-8, December.
    2. Isabelle Régner & Catherine Thinus-Blanc & Agnès Netter & Toni Schmader & Pascal Huguet, 2019. "Committees with implicit biases promote fewer women when they do not believe gender bias exists," Nature Human Behaviour, Nature, vol. 3(11), pages 1171-1179, November.
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    Cited by:

    1. Sukayna Younger-Khan & Nils B. Weidmann & Lisa Oswald, 2024. "Consistent effects of science and scientist characteristics on public trust across political regimes," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-14, December.
    2. Founou, Luria Leslie & Yamba, Kaunda & Kouamou, Vinie & Asare Yeboah, Esther Eyram & Saidy, Binta & Jawara, Lalia A. & Bah, Haddy & Sambe Ba, Bissoume & Aworh, Mabel Kamweli & Darboe, Saffiatou, 2023. "African women in science and development, bridging the gender gap," World Development Perspectives, Elsevier, vol. 31(C).
    3. Steven Kayambazinthu Msosa & Bhekabantu Alson Ntshangase & Courage Mlambo, 2022. "Gender parity among researchers in science, technology, engineering and mathematics," Entrepreneurship and Sustainability Issues, VsI Entrepreneurship and Sustainability Center, vol. 9(4), pages 243-261, June.
    4. Zhiyuan Liu & Menglu Shentu & Yuhan Xue & Yike Yin & Zhihao Wang & Liangchen Tang & Yu Zhang & Weiqi Zheng, 2023. "Sport–gender stereotypes and their impact on impression evaluations," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-14, December.

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