Gender Stereotypes and STEM Education: Global and Local Perspectives

Sunday, 10 July 2016: 09:00-10:30
Location: Hörsaal 33 (Main Building)
RC42 Social Psychology (host committee)
RC04 Sociology of Education

Language: English

The purpose of this joint session is to discuss the effects of gender stereotypes, both for males and females, on the choice of academic specialisation in specific fields within science, technology, engineering and mathematics (STEM). This topic also includes reasons for dropping out or leaving STEM studies after they have begun. A further goal is to explain the unequal representation of males and females not only in STEM overall, but particularly within subfields of STEM, e.g. life sciences and physical sciences. Papers are also invited which focus on education and subsequent gender inequality in STEM career patterns. 
In the session we want to address cross-cultural differences in both the stereotypes and in their effects. Therefore analyses of contextual effects are particularly welcome. Papers should focus on both social, psychological and educational factors, and should address the content, and the positive and negative effects of gender stereotypes in different social and cultural settings. We want to arrive at a better understanding of how gender stereotypes work, and the extent to which policy initiatives might be developed to either change the stereotypes or neutralize their impact. Both quantitative and qualitative papers are welcome.
Session Organizers:
Lawrence SAHA, Australian National University, Australia and Joanna SIKORA, Australian National University, Australia
Do Gender Norms Affect Performance in Math? the Impact of Adolescents' and Their Peers' Gender Norms on Math Grades in Four European Countries
Zerrin SALIKUTLUK, Mannheim Centre for European Social Research, Germany; Stefanie HEYNE, University of Bamberg, Germany
Interrogating the Durability of Gender Stereotypes and Representation Among University Faculty in Cross-National Perspective
Connie MCNEELY, George Mason University, USA; Lisa FREHILL, National Science Foundation, USA