Female-dominated Fields Research Articles

Embracing Community-Centric Careers in a Post-<em>Barbie</em> World: Navigating Identity, Expectations, and Impact in Medicine and Veterinary Medicine

Navigating the intersection between personal aspirations and societal expectations poses a significant challenge. We as college students share our transformative journey toward embracing community-centric career paths in medicine and veterinary medicine amid the expectations of attending a prestigious institution. Through an educational neuroscience service-learning course led by Dr. Minna Ng, we partnered with our local YMCA AfterSchool Program, designing neuroscience-based activities and forging meaningful connections with students. Reflecting on our experiences, we challenge stereotypes surrounding “prestigious” specialties and female-dominated fields. We underscore the importance of aligning career aspirations with personal values and passions while celebrating the inherent value of community-centric professions within medical fields.

The conundrum of care in the construction of professional identity

The notion of 'professional' is built on a concept of traditionally male professions and patriarchal social orders. ECEC (early childhood education and care), however, is a female-dominated field characterised by its unique caring practice that is more salient when working with infants and toddlers. This study investigates how a group of Australian early childhood preservice teachers presented themselves professionally on Instagram, in relation to respective infant (0-2) and kindergarten (3-5) practica. Data were drawn from focus group discussions about how the participants shared their practicum experiences on social media, Instagram. The paper is guided by Foucault’s concepts of technologies of the self and self writing. The findings reveal two thematic narratives: 1) in the context of the kindergarten placement, the posts constitute a journey of continuous improvement against all odds. 2) In contrast, the infant placement experiences evoke a sense of struggle and renunciation. The paper concludes with implications for further study beyond the Australian context.

Association between gender and self-assessment skills amongst Japanese dental students

Background/purposeSelf-assessment in dental education is considered a fundamental skill for proficient oral healthcare providers. While previous studies looked at self-assessment in education, few have done so at Japanese institutions. This study aimed to assess potential associations between gender and self-assessment skills in Japanese dental students. Materials and methodsDental students from Niigata University (n = 301) completed preclinical prosthodontic exercises and self-assessed their practical exam performance. Three calibrated faculty evaluated students’ work using the same rubric. The difference between student self-assessment score and mean faculty grade was defined as the student-faculty (S-F) gap, indicating how accurately students evaluated their work. The gap scores were stratified by quartiles by faculty grade and by gender. Regression analysis was used to investigate potential associations. ResultsStudents mean S-F gap was 2.9 ± 10.5 % with a significant negative association to faculty grades (coefficient, −0.32; P < 0.001). There was no significant difference between male and female students for faculty grades, self-assessment scores, and S-F gaps. When stratified by quartile, mean S-F gaps of bottom quartile students (5.7 ± 11.9 %) were significantly higher than the rest of the class (1.9 ± 9.8 %; P = 0.01), while the mean S-F gaps of students in the top quartile (−0.8 ± 10.2 %) were significantly lower than the rest of the class (4.2 ± 10.3 %; P < 0.001). ConclusionNiigata University students generally overestimated their performance. Students with higher faculty grades self-assessed themselves more accurately than students with lower faculty grades. Gender did not influence S-F gaps, despite dentistry in Japan shifting toward a female-dominated field.

The Role of Sex Segregation in the Gender Wage Gap Among University Graduates in Germany

Abstract In this paper we examine the gender wage gap among university graduates in Germany from 1997 to 2013 based on the DZHW (the German Centre for Higher Education Research and Science Studies) Absolventenpanel. We focus in particular on the effect of female presence in a subject or occupation on wage inequality. Earlier research has shown not only that female-dominated university subjects or occupations pay less, but also that men face a higher wage penalty than women when they graduated in a female-dominated subject and experience a lower penalty for working in a female-dominated occupation. For the five waves considered, we confirm the very strong negative association between female presence in a subject or occupation and wages. However, no consistent pattern emerges with regard to whether men’s or women’s wages suffer larger penalties. There is also no time trend observable with regard to the wage penalty that is associated with female-dominated fields. We further show that significant gender wage gaps exist within fields of studies, especially in male-dominated fields like engineering and natural science.

Culture and the gender gap in choice of major: An analysis using sibling comparisons

We study if there is an association between culture on gender roles and the gender gap in choice of major. For this purpose, we use the epidemiological approach and sibling comparisons. We find that the gender gap in STEM is smaller for individuals who originate in countries where women are more likely, relative to men, to major in STEM. We observe a similar pattern when we study the probability to major in a male- or female-dominated field. We present suggestive evidence that cultural beliefs explain our results. Thus, to limit gender segregation in education this study points to the importance of changing gendered beliefs about educational choices. However, the results indicate that the gender convergence in STEM and male-dominated fields is driven by the fact that men, not women, choose less gender-typical majors. This suggests that to increase women's participation in STEM and male-dominated fields, policies in other areas, e.g., directed towards changing workplace characteristics, may also be necessary.

Hegemonic masculinity, sexism, homophobia, and perceived discrimination in traditionally male-dominated fields of study: A study in Swiss vocational upper-secondary schools

The current research investigated the endorsement of hegemonic masculinity, sexism, and homophobia, and the perceptions of discrimination, among samples of heterosexual male and female, and LGB students who had entered into traditionally male-dominated and female-dominated fields of study. Specifically, students from vocational and educational training in Swiss upper-secondary schools were recruited. Results revealed that adherence to hegemonic masculinity, sexism, and homophobia is higher in male-dominated fields of study (vs. female-dominated). Furthermore, heterosexual female and LGB students enrolled in male-dominated fields of study have been found to experience and anticipate more discrimination than heterosexual male students. Implications of these results are discussed.

Men in Women Industrial Space: Male Hairdressers of Ibadan, Nigeria

A definitive element of labor market is gender-based occupational segregation. Most previous studies on the subject of gender and labor have concentrated on gender mainstreaming and glass ceiling in formal economy with little attention to gender and informal economy. Hence, there has been very little attention to men venturing into female areas of traditional informal economy of Africa. This article, therefore, contributes fresh insights and interesting new knowledge on the emerging gender dynamics in contexts of Africa’s informal economy usually dominated by women. This article investigates men’s involvement in hairdressing, an area commonly considered as women’s jobs, the factors that led men to engage in hairdressing, the unique challenges male hairdressers face as a result of working in a female-dominated field, and their coping mechanisms. Qualitative and quantitative data gathered were analyzed through Content analysis (qualitative data) and Statistical Package for the Social Sciences (SPSS; quantitative data). Quantitative data were analyzed at univariate and bivariate levels. The results show that a large percentage of the customers prefer Male Hairdressers as they believe male hairdressers are good at the profession. Findings suggest the country’s high unemployment rate is, largely accountable, for men’s venturing into the Hairdressing Industry as an adaptive mechanism in complicated and precarious socioeconomic context and tidal system of social change.

Does what the man studies affect what he does at home? Field of education and gender division of housework and childcare in Norway, Austria and Poland

ABSTRACT Using data from the Generations and Gender Survey, this study explores the association between men’s fields of education and the gender division of unpaid work among co-residential heterosexual couples in Norway, Austria and Poland. Fathers’ relative contribution to childcare is higher than it is to domestic work in all three countries, suggesting that men have increasingly become more involved fathers than egalitarian partners. Moreover, the scant contribution to housework is lower for men when they are fathers in Austria and in Poland, not in Norway. Also the impact of the field of education is context-embedded. Although the results are not clear-cut and diverge among countries, men choosing ‘softer’, more nurture-oriented and more female-dominated fields tend to exhibit a more symmetrical division of housework and childcare. These associations persist after controlling for his and her labour-market position, suggesting that field of education captures something more than time availability, cost opportunity and monetary returns. Yet Polish men are those most differentiated by level and field of education. In Poland, gender segregation in education is high, and support for the dual earner-dual carer model is still very low both institutionally and culturally, so that men studying in typically female fields are highly selected.

How Parents' Stereotypical Beliefs Relate to Students' Motivation and Career Aspirations in Mathematics and Language Arts.

Despite progress, gender gaps persist in mathematical and language-related fields, and gender stereotypes likely play a role. The current study examines the relations between parents’ gender-related beliefs and their adolescent child’s motivation and career aspirations through a survey of 172 parent-child dyads. Parents reported their gendered beliefs about ability in mathematics and language arts, as well as their prescriptive gender role beliefs. Students reported their expectancies and values in these two domains, as well as their career aspirations The results of path models suggested that parents’ ability stereotypes about language boosted girls’ motivation for language arts, thereby nudging them away from STEM pathways. Girls’ career aspirations stemmed not only from their valuation of the corresponding domain, but also from their valuation of competing domains. Such findings highlight the need to consider multiple domains simultaneously in order to better capture the complexity of girls’ career decisions. For boys, parents’ language ability stereotypes were directly related to mathematical career aspirations. These results suggest that stereotypes that language arts is not for boys push them instead toward mathematics. Our study also highlighted the unique role of parental beliefs in traditional gender roles for boys’ motivation and career aspirations. Specifically, parents’ gender role stereotypes directly related to less interest in language arts only among boys. This highlights that research into gender gaps in female-dominated fields should consider stereotypes related to appropriate behavior and social roles for boys.

Poorly paid jobs or study fields? Gender pay gap of tertiary-educated employees in contemporary European labour markets

This article examines the reasons for gender-based income inequalities of tertiary-educated people in European labour markets. In the 50 years since the adoption of the anti-discrimination law in many countries, several explanations for gender-based income inequalities have been proposed. Following a literature review, the author presents two hypotheses concerning the lower female income. Even after two massive expansions of the tertiary level of education, there are still male- and female-dominated fields of study. Hence, the first hypothesis suggests that women tend to enrol in less lucrative study fields. The second hypothesis proposes that women – regardless of their university study field – tend to work in less lucrative occupations. Using data from the European Union Labour Force Survey 2016 for 28 member countries, the author first confirms that women are structurally selected to different parts of the education system (i.e., different fields of study), and to different occupations. In the second part of the analysis, the author tests both hypotheses: gender segregation in the field of study has no negative impact on income, but the gender segregation of the occupation strongly impacts income. Therefore, the author rejects the first hypothesis, supports the second hypothesis, and concludes that – in contemporary European societies – income differences arise not in the education system but in the labour market.

Linguistic Differences by Gender in Letters of Recommendation for Minimally Invasive Gynecologic Surgery Fellowship Applicants

<h3>Study Objective</h3> Various surgical specialties have reported gender bias in letters of recommendations (LORs). Currently, no studies have evaluated this phenomenon in Gynecological sub-specialties. We aimed to determine if linguistic differences exist in LORs for female and male physicians applying to Minimally Invasive Gynecologic Surgery (MIGS) fellowship. <h3>Design</h3> Retrospective cohort study including application cycles 2019 and 2020. <h3>Setting</h3> Academic university hospital. <h3>Patients or Participants</h3> MIGS fellowship applicants. <h3>Interventions</h3> Not applicable. <h3>Measurements and Main Results</h3> Abstracted applicant demographic data included age, race, gender, geographical region of residency training, Step 1 and 2 scores, number of research and volunteer activities, Alpha Omega Alpha (AOA) status and number of LORs, as well as the gender and academic rank of the letter writer. We utilized the Linguistic Inquiry and Word Count (LIWC) software, a validated text analysis program, to characterize LORs linguistic content by frequency of words in predetermined categories. A total of 118 applications, including 391 letters, were analyzed. Seventy-six (64.4%) of applicants were female and 42 (35.6%) were male. A majority of female applicants were white (46% versus 36%, p=0.04), had AOA status (13% vs. 0%), higher Step 2 scores (239.7 vs. 230.4, p <0.01), and more service activities (7.7 versus 4.7, p<0.01), compared to male applicants. Male applicants were more likely to graduate from international residency programs (45% vs. 16%, p <0.01). Female authors wrote 159 LORs, and male authors wrote 232. Following multivariable analysis controlling for race, Step 1 score and letter writer gender, no significant differences in average LOR word count for female and male applicants (406.7 ± 24.2 words vs. 340.1 ± 35.4 words), or differences in LIWC linguistic categories existed. <h3>Conclusion</h3> Although demographic differences were noted between female and male MIGS applicants, no differences in LOR length or linguistic categories were noted. These results likely reflect a shift towards a female-dominated field and increased efforts to address gender bias.

Determination of the acoustic properties of Turkish ling six sounds used in speech tests

ABSTRACT The Ling Six-Sound Test has been determined to be both valid and reliable in relation to the evaluation of hearing using speech sounds. However, prior studies in this regard have principally been conducted in English, and it must be acknowledged that Turkish and English acoustic properties differ from one another. In this study, we sought to determine the acoustic properties of the phonemes that correspond to the Turkish letters [a, u, i, m, s, ş] used in speech tests when evaluating children’s hearing. The children are more sensitive to their mother’s voice and to their mother tongue. Further, audiology is a female-dominated field in Turkey. Thus, this study was conducted among 51 Contemporary-Turkey-Turkish (CTT)-speaking female subjects who were aged between 18 and 45 years and who were considered normal with regard to their hearing, voice and speech abilities. The participants’ acoustic sound analyses were performed using sound analysis software. The frequency ranges within which the Ling sounds were found to have energy at the hearing level were 250–1500 Hz for <a>, 250–1000 Hz for <u>, 250–3000 Hz for, 4000–15,000 Hz for <s>, 2000–13,000 Hz for <ş>, and 250–2000 Hz for <m>. When using the Ling sounds to perform hearing assessments and hearing aid/cochlear implant fitting, it is essential to consider the frequency ranges that are specific to each language. In addition, special software and devices need to be developed if the Ling Six-Sound Test is to be applied more quickly and efficiently in the future.

Torn between the Old and New World of Work: Insights into the Modernised Semi-Profession of the Fashion IndustryDate submitted: December 31, 2019Date accepted after double-blind review: February 1, 2021

This paper explores how persistent gender inequalities of the old world of work are amplified by the new world of work. Focusing on the fashion industry of Berlin, the article offers insight into a female-dominated field of labour as a particular field of labour of the cultural and creative industries (CCI). The CCI is regarded as a role model for new work. However, they entail deep gender inequalities in terms of segregation, low status and low pay. The paper addresses the question of how these gendered inequalities in the fashion industry are intertwined with its professional mechanisms and training structures. Based on a qualitative study, I argue that the fashion industry is a modernised semi-profession, which has been undergoing a market-driven professionalisation. However, this new pathway into the fashion industry fails to fully professionalise that industry. On contrary, it erects new occupational barriers into the field of labour that help establish high qualified and low qualified fashion work that also aids in polarising the still mostly female workforce in terms of status and rewards. Overall, it should become clear that the fashion industry is torn between the old and new world of work which helps to maintain or even reinforce traditional gender inequalities.

Ladders and Escalators: Examining Advancement Obstacles for Women in Instructional Design

Careful analysis of survey data from Bond and Dirkin (2018) indicate the possible presence of a phenomenon known as the glass escalator, first put forth by Williams (1992; 2013), in instructional design. The glass escalator effect surfaced in female-majority professions, indicating that advantages are experienced by males due in part to their tokenism and social standing. The degree to which these factors are present varies from study to study and is impacted by the continuing evolution within the professions selected for investigation. The findings in this study note more significant experiences in leadership and more frequent involvement in functions extending beyond a traditional instructional design scope among male instructional designers, despite their minority status in the field. Though some factors that could account for the disparity are present, in other cases, conditions are contradictory or inconclusive. This analysis presents an area of research thus far absent relative to instructional design but a more common investigation into other similarly female-dominated fields. As the importance of instructional design increases, the need to more fully understand the field and areas affecting its practice likewise increase in importance.

Career Stereotypes and Identities: Implicit Beliefs and Major Choice for College Women and Men in STEM and Female-Dominated Fields

The present study examines the gendered nature of implicitly held beliefs related to STEM careers. It tests predictions from balanced identity theory on the relations between implicit STEM gender stereotypes and implicit STEM identity, as well as predictions from the associative-propositional model related to exposure to counter-stereotypical exemplars in a sample of U.S. college-aged heterosexual romantic couples that varied in whether the woman majored in STEM or in female-dominated majors (FDM). Gender-STEM stereotypes and Self-STEM identification, as measured by Implicit Associations Tasks, were examined in 117 college women majoring in STEM or in FDM and in their romantic partners, some of whom were also majoring in STEM. Women in STEM majors evidenced stronger STEM identities while also demonstrating reduced Gender/STEM stereotypes in comparison to women in FDM and men in STEM. For women, implicit STEM stereotypes predicted implicit STEM identity which in turn predicted majoring in STEM, consistent with predictions from balanced identity theory. There was no support for the hypothesis that men’s exposure to counter-stereotypical women through their romantic relationships influenced their own implicit stereotypes, inconsistent with the associative-propositional model. Women in STEM fields and their romantic partners also evidenced more similar levels of STEM gender stereotypes when compared to the other couples. Dissemination of these results may encourage other STEM-talented women in similar pursuits.

Gender Inequity during the Ph.D.: Females in the Life Sciences Benefit Less from Their Integration into the Scientific Community

Female researchers remain underrepresented in higher academic ranks, even within female-dominated fields, such as the life sciences. The phenomenon is often attributed to women’s lower publication productivity. The current article explores gender differences with respect to integration into the scientific community, pursued tasks during the Ph.D. (e.g., teaching and research), and publication productivity in the life sciences. Moreover, it explores how these variables relate to the intention of pursuing an academic research career. Survey data with recent Ph.D. graduates from the life sciences in Germany (N = 736) were analyzed through descriptive and multivariate analysis. Females had fewer publications as lead author (1.4 vs. 1.9, p = 0.05). There were no differences in pursued tasks, perceived integration into the scientific community, and co-authorship. However, Ph.D. characteristics affected females and males differently. Only male Ph.D. graduates benefited from being integrated into their scientific community by an increase in lead author publications. In contrast to male Ph.D. graduates, women’s academic career intentions were significantly affected by their integration into the scientific community and co-authorship. Results suggest that women may benefit less from their integration into the scientific community and may ascribe more importance to networks for their career progress.

Women’s leadership in neuropsychology: historical perspectives, present trends, and future directions

Objective: Although psychology has become a female-dominated field, this pattern of gender representation has not held true within the specialty of neuropsychology. In recent years more women have been pursuing careers in neuropsychology, and while the balance of male and female neuropsychologists as a whole has shifted, it is unclear whether the gender composition of leadership has also changed. Our goal was to survey various neuropsychological organizations, training programs, editorial boards, and organizations granting board certification to determine the current gender composition of leadership positions within neuropsychology. Method: A literature review was conducted to examine past trends of gender composition in neuropsychology, psychology, medicine, and academia. Data on current gender compositions of the field were culled from publicly available websites and through personal communication with representatives from major psychological and neuropsychological organizations. Results: We found that the overall composition of the field has changed over time, but notable gender disparities in leadership positions remain. Women still comprise the minority of leadership positions within most neuropsychological organizations, editorial boards for neuropsychology journals, and fellow positions in major neuropsychological organizations. More equitable representation has been achieved in the directorships of training programs and ABPP/ABCN board certification. Conclusion: We review the historical trends in gender discrepancies in leadership in neuropsychology and discuss these within the broader arenas of academia, research, and medicine. We conclude with a summary addressing potential causes for these discrepancies, including work-life balance issues, discrimination, institutional bias, and various other factors. We also provide pragmatic suggestions to help address these continued disparities.

Male relationship building that makes women roll their eyes: Implications for social work

Since 1994 I have worked in three sectors dominated by women: health promotion, social work and social work education. One of the tasks when working in these female-dominated fields is that to maintain any sort of credibility you need to act and talk in ways that do not offend women.One of the personal challenges I have faced is to work in these areas and still find ways of meeting the need I have to still be a ‘bloke’. Even within my own household I am the only male (that includes the dog), so privately you hold on to your masculinity, i.e. the socially defined roles, through being a husband and father. But I have also found the need to express myself physically – very occasionally through physical work, but more often through sport, mau rakau and even watching physical sport. (For Valentine’s Day I bought my wife a season ticket to watch rugby at Carisbrook; she returned the favour by giving me a season ticket to our local symphony orchestra.)There is not a great deal written about social work and Māori masculinity. This article seeks to discuss issues around some of the differences in the ways that many males choose to interact with each other and the implications this type of masculinity has for social work practice. Four examples will be described of a particular version of masculine ways of relating, which will be followed by a discussion.

Gender differences in the quality of the school-to-work transition in Spain

ABSTRACTThis article analyses to what extent gender affects the quality of the school-to-work transition in Spain, paying special attention to workers’ educational attainment. We estimate a four-equation system that explains the main obstacles young people face in their insertion process: part-time work, overeducation, fixed-term contracts and long unemployment spells; the model also considers the impact of the latter variable on the other three. Moreover, a synthetic indicator of transition quality based on the estimation of this model is developed. We conclude that men experience a better insertion process than women at every level of education (except for higher vocational training), although the gender gap is greater for long-cycle university programmes. Furthermore, when field of study is considered, men from most specializations enjoy a smoother transition than their female counterparts; nevertheless, women have the advantage in some female-dominated fields. A further analysis of gender differences reveals that they are due to the fact of being male or female to a great extent. The results also highlight that school-leavers from work-oriented programmes and those specialized in fields that provide them with more specific skills are more likely to succeed in the transition.

Signaling ability and grit to academia

Education In many professions, getting ahead requires evidence of both effort and ability. This is especially true if one is not a member of the dominant group and thus surmounting social norms. Breda and Hillion show that oral examiners of candidates for teaching positions in the French education system reward such applicants. Specifically, women applying for high-level teaching positions in male-dominated fields, such as physics and philosophy, are favored, as are men who apply in female-dominated fields, such as literature and foreign languages. Science , this issue p. [474][1] [1]: /lookup/doi/10.1126/science.aaf4372