Male-dominated Fields Research Articles

Aligning With SDG 5: Addressing Barriers and Fostering Female Participation in Stem Education in India

Objective: This study investigates the barriers preventing female participation in STEM (Science, Technology, Engineering, and Mathematics) education in India, aligning with SDG 5 (Gender Equality). The research aims to identify demotivation factors faced by female students and develop participant-informed recommendations to foster greater female engagement in these disciplines. Method: A qualitative approach was employed, utilizing open-ended surveys, narrative interviews, and focus groups with female students across various educational levels in India. Thematic analysis was conducted to identify patterns and themes related to the barriers and potential solutions for increasing female participation in STEM. Results: The study reveals key barriers, including cultural expectations, gender discrimination, institutional biases, lack of female role models, and social pressures, which discourage women from pursuing STEM careers. Specific challenges such as safety concerns, biased judgments, and limited mentorship opportunities were also highlighted. Based on these findings, several recommendations emerged, including policy reforms, inclusive curricula, gender sensitization programs, mentorship initiatives, and early engagement activities. Contribution: The study contributes to the understanding of gender disparities in STEM education in India by offering actionable insights for policymakers, educators, and communities. It emphasizes a multifaceted approach combining cultural change, policy reform, institutional support, and targeted interventions to foster an inclusive environment for women in STEM. This research aligns with SDG 5 by advocating for strategies that promote gender equity and empower women in traditionally male-dominated fields. Future research should focus on evaluating the long-term effectiveness of these interventions across diverse contexts and disciplines.

Linguistic Hermeneutical Injustice

ABSTRACT Grammatical gender languages mark gender on every noun and agreement target such as adjectives and pronouns. While the norm for personal nouns provides that the term’s grammatical gender corresponds to its referent’s gender, in certain circumstances, a discrepancy arises between the term and its referent’s gender. Taking Italian as a case study, I identify four such circumstances: reference to non-binary people, women and non-binary professionals in traditionally male-dominated fields, generic or unknown individuals and mixed-gender groups. Among these, I distinguish between usage discrepancies, which depend on how speakers (mis)use language, and structural discrepancies, which depend on structural features of the language. The latter is the case for reference to non-binary people as Italian lacks a grammatical gender corresponding to non-binary gender identities. I focus on this case and argue that it conveys a problematic representation of gender, giving rise to a specific instance of hermeneutical injustice: structural discrepancies depend on a gap in collective interpretative resources (namely, the lack of an appropriate grammatical gender) and put non-binary people at an unfair disadvantage in making sense of their social experiences. As I show, the effects of structural discrepancies possess all the hallmarks of hermeneutical injustice.

Perceived social influence of allied men drives their ability to communicate respect to women in male-dominated fields

Three studies ( N = 1,349) examined why allyship from men (vs. women) is often more impactful in decreasing women’s concerns of negative treatment within male-dominated spaces in the United States. Women anticipated more respect from their peers after a man (vs. woman), identified as a gender equality ally. Increased respect mediated women’s lower anticipation of negative workplace treatment and higher anticipation of support (Studies 1–3). This effect was driven by the belief that an allied man holds more influence within an organization than an allied woman (Study 2). Study 2 additionally contrasted allyship to workplace friendship to determine the unique impact of gender-equality allyship compared to other forms of support from peers. In Study 3, ally influence was manipulated to assess whether an ally’s ability to communicate respect to women is contingent upon perceived influence. These results indicate that the positive impact of allyship from men is due in part to the greater perceived influence of allied men and their ability to communicate respect to women.

Does Gender Composition in a Field of Study Matter? Gender Disparities in College Students’ Academic Self-Concepts

Gendered field-of-study choice is a lively topic of discussion. The explanation usually given for the fact that women are still an exception in typically ‘male’ fields—particularly STEM (Science, Technology, Engineering and Mathematics)—employs domain-specific stereotypes regarding men’s and women’s ‘natural’ abilities in different fields. The central argument of our study is that domain-specific gender stereotypes help explain why few women enter such fields; however, they are not necessarily the driving forces behind the finding that female students who chose typically male subjects have weaker academic self-concepts than their male peers. If it were only domain-specific gender stereotypes that influence students’ perceptions of their abilities, we should find the opposite result in typically female fields of study and no differences in gender-mixed fields. Because existing studies often focus on the male-dominated STEM domain alone, research may have drawn the wrong conclusions. By comparing students in male-dominated, female-dominated, and gender-mixed fields of study, we ask: Does gender composition in the field of study matter for gender disparities in college (university) students’ academic self-concepts? Using data from 10,425 students in the German National Educational Panel Study, our results suggest that it is not only in male-dominated fields of study that women rate their own abilities to be poorer than men rate theirs; the same is true in female-dominated and gender-mixed fields. Therefore, domain-specific gender stereotypes regarding students’ abilities do not (alone) seem to drive gender disparities in STEM students’ perception of their own abilities. No matter what academic field we consider, female students generally exhibit weaker academic self-concepts; however, the gap is most pronounced in male-dominated fields.

SEXISM IN FLANNERY O'CONNOR'S “WISE BLOOD”

This research paper aims to explore the theme of sexism, particularly within Flannery O'Connor's novel “Wise Blood”. Historically, societies have upheld a patriarchal structure where men were considered the standard while women were viewed as exceptions. For instance, Aristotle famously asserted that women were inferior to men but superior to slaves, elevating men as the epitome of human perfection. Despite progress over time, deep-seated prejudices against women have persisted, manifesting in various forms such as sexual harassment and domestic violence. Consequently, sexism permeates multiple aspects of life, not confined to any single domain. In recent years, there has been a notable increase in women's educational attainment, with more females attending college and graduating with degrees in traditionally male-dominated fields like the sciences. However, despite these advancements, disparities persist, with fewer women pursuing careers in areas such as science and academia. Numerous factors contribute to perpetuating sexism, including societal expectations surrounding motherhood and family commitments, early socialization patterns that shape interactions between genders, institutional barriers within certain fields, and even conjectures rooted in biological differences. This paper endeavors to examine these multifaceted aspects of sexism in both literature and contemporary society.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0787/a.php" alt="Hit counter" /></p>

Socio-Economically Disadvantaged Male Students’ Hesitancy to Study Biology in Ireland: Factors Effecting Intent in the Transition to Upper Secondary School

While it is evident that Ireland has the ambition to widen access to higher education, there are challenges; especially regarding the decision-making process of socio-economically disadvantaged youth when selecting subjects for transition into higher education. This is of particular concern when there are abundant science-related courses in higher education, as well as careers, which are fundamental to the global economy, and a cohort of Ireland’s youth is disadvantaged in choosing this pathway. National statistics highlight the disproportionate participation rate across genders in upper secondary school science education. Extensive research has been invested in exploring supporting female access into male-dominated science fields (e.g., physics) but less so regarding male access into female-dominated science fields (e.g., biology) to achieve gender equity. Thus, this paper uses the Theory of Planned Behaviour as a theoretical framework to examine the possible psychosocial elements affecting the decision-making process of socio-economically disadvantaged male students attending DEIS schools in the Republic of Ireland and their intent to study biology as a subject at the upper secondary school level. Data collected from 344 secondary school-level students from 20 schools across nine Irish counties, and subsequently descriptively analysed, revealed that male students were considerably less likely than female students to choose biology at upper secondary level education. Many male students expressed anxiousness and hopelessness when evaluating the study of biology. Teachers were identified as lead influencers and self-efficacy was highlighted as a significant factor in male affinity to the subject. Finally, higher levels of female students’ intent to study biology at upper second level suggested the familial influence of parents and wider family contributes to their overall perspective on the relevance of science to their future prosperity. Considering the various factors influencing intent, the authors suggest that a targeted pedagogical intervention that includes the promotion of self-efficacy; male student mastery experiences through assessment; emphasis on scientific knowledge; and raising the awareness of the various career pathways that studying biology affords could ameliorate this trend amongst teenage males. Additionally, targeted messaging for parents and the wider family as well as continuous professional development for teachers should be integral to any work conducted in this area.

STEMM unveiled: Female undergraduates’ journey through gendered stereotypes – A qualitative exploration

Despite significant progress in gender equality, pervasive gender stereotypes and discrimination persist worldwide. These ingrained perceptions, based on gender, contribute to the disadvantage experienced by women in multiple areas of their lives. This is especially evident in female professionals studying and working within male-dominated fields like Science, Technology, Engineering, Mathematics, and Medicine (STEMM), where the representation of women collectively amounts to less than 17% in Australia. Therefore, this study aimed to investigate how female undergraduate students in STEMM fields conceptualised gender-based stereotypes within their academic programs, and how these experiences shaped their outlook on being women in a field that defies traditional gender norms. Employing an exploratory qualitative approach grounded in the social constructionist, and feminist, perspectives, face-to-face semi-structured interviews were carried out with 13 female undergraduates in STEMM disciplines, aged between 19 and 43, from Australian universities. An inductive reflexive thematic analysis of the data led to the construction of four themes that contribute to the comprehension of how female undergraduates recognise and manage prevalent gender-based stereotypes during the early stages of their professional journeys. Participants recognised their gender and its related traits as a drawback to their presence in STEMM, and felt that these attributes did not align, leading to a sense of academic disadvantage. The prevalence of male supremacy within STEMM was acknowledged as originating from the embedded patriarchal system within these fields, granting undeserved advantages to male undergraduates, enabling them to perpetuate a narrative that solely favours them.

What Goes In, Must Come Out: Generative Artificial Intelligence Does Not Present Algorithmic Bias Across Race and Gender in Medical Residency Specialties.

Objective Artificial Intelligence (AI) has made significant inroads into various domains, including medicine, raising concerns about algorithmic bias. This study investigates the presence of biases in generative AI programs, with a specific focus on gender and racial representations across 19 medical residency specialties. Methodology This comparative study utilized DALL-E2 to generate faces representing 19 distinct residency training specialties, as identified by the Association of American Medical Colleges (AAMC), which were then compared to the AAMC's residency specialty breakdown with respect to race and gender. Results Our findings reveal an alignment between OpenAI's DALL-E2's predictions and the current demographic landscape of medical residents, suggesting an absence of algorithmic bias in this AI model. Conclusion This revelation gives rise to important ethical considerations. While AI excels at pattern recognition, it inherits and mirrors the biases present in its training data. To combat AI bias, addressing real-world disparities is imperative. Initiatives to promote inclusivity and diversity within medicine are commendable and contribute to reshaping medical education. This study underscores the need for ongoing efforts to dismantle barriers and foster inclusivity in historically male-dominated medical fields, particularly for underrepresented populations. Ultimately, our findings underscore the crucial role of real-world data quality in mitigating AI bias. As AI continues to shape healthcare and education, the pursuit of equitable, unbiased AI applications should remain at the forefront of these transformative endeavors.

The intersection of sex and field: an examination of career choice factors and dropout intentions in STEM and non-STEM degrees

ABSTRACT The under-representation of women in male-dominated STEM fields is a worldwide concern. However, there are other academic fields, like some non-STEM degrees, where female students are over-represented. Previous research has identified five critical factors influencing student participation rates: career choice, satisfaction, self-esteem, discrimination, and dropout. Based on a sample of 402 students, this study examines the educational experiences of female students in male-dominated STEM degrees compared to those in female-dominated non-STEM degrees. The study also compares results between male students in STEM and non-STEM degrees. The findings reveal that STEM female students are less likely to choose their studies based on vocation, associated with dropout intentions. Moreover, STEM female students have higher dropout intentions and feel less self-esteem. For female STEM students, dropout intentions are related to self-esteem, discrimination, and satisfaction. This study highlights differences between minority groups in STEM and non-STEM degrees and offers valuable information to address the under-representation of female students in technical fields.

Empowering Undergraduate Women in Science, Technology, Engineering, Mathematics, and Medicine: Exploring Experiences, Fostering Motivation, and Advancing Gender Equity

The representation and success of women in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) have sparked discussions, given their underrepresentation in these traditionally male-dominated fields. While women comprise 40% of STEMM undergraduates, senior-level positions see this figure drop below 20%. Research suggests that gender disparities in STEMM participation result from motivational differences, rather than competence. Exploring the reasons for these disparities are important as they can have significant consequences for the acknowledgement of women in STEMM, the maintenance of their STEMM discipline, and future careers. As such, this study explored how the experiences of 13 female undergraduates in Australian STEMM programs impacted their motivation and persistence in their degree. Through face-to-face semi-structured interviews, analysed via reflexive thematic analysis, five themes were constructed, encapsulating diverse experiences shaping female undergraduates in STEMM, influencing self-efficacy, determination, and well-being. Early exposure and environment were pivotal, acting as motivators or deterrents. Additionally, peer support was suggested as being crucial, fostering belongingness in the male-dominated space. Participants also grappled with recognition challenges, influenced by gender imbalances and a lack of role models. Intimidation was evident, leading to thoughts of dropping out, but passion drove persistence amid these challenges. The research increases awareness and understanding of the challenges faced by female undergraduates in STEMM, offering valuable insights for developing strategies to enhance their university experiences and promote success in future STEMM careers.

Female Surgeons and Physicians Experience Greater Infertility Rates and Pregnancy Complications Than Other Professional Women.

Long years of school/training have shown to be associated with infertility and pregnancy complications. Rates of infertility and pregnancy complications were compared among women in demanding professional careers to better understand career differences impacting family planning. Inclusion criteria : English-speaking, childbearing professional women in surgery, medicine, law, and engineering. Exclusion criteria: men and women not in professional careers mentioned and non-childbearing women. Male-dominated fields identified to select non-medical female professionals. Top medical, law, and engineering schools' female faculty were surveyed from October 2022 to December 2022. Descriptive analysis and chi-squared tests were performed. 2302 surveys were distributed and 268 responses were obtained (11.6%): 121 non-surgeon physicians, 120 lawyers/other doctorate degree holders, and 27 other/unknown. Data analysis included prior study's surgeon data. The median age (IQR = 25%, 75%) of the surgeons was 40y (36,45), non-surgeon physicians 43y (37,50), and law/other doctorates 38y (35,46). Delayed childbearing was observed in 65.0% surgeons, 66.1% non-surgeon physicians, and 57.5% law/other doctorates (P < .001). Pregnancy loss <10wks was observed in 35.3% surgeons, 33.9% non-surgeon physicians, and 30.8% law/other doctorates (P < .001). Infertility testing was performed in 43.0% non-surgeon physicians and 34.2% law/other doctorates (P < .001). Assisted reproductive technology was utilized by 24.9% surgeons, 43.0% non-surgeon physicians, and 21.7% law/other doctorates (P < .001). Surgeons/physicians suffer more childbearing complications than other professional women.

A Gendered Analysis of Poverty among the Employed in South Africa

Poverty is an obstinate issue in South Africa, with many employed individuals still living in poverty. The gender pay gap and employment in low-income jobs are some of the contributing factors to poverty, particularly for women who, on average, earn 30 percent less than men. Women are also more likely to be employed in low-income jobs in the care economy, which offers few benefits, such as domestic work or part-time work. Men, on the other hand, are more likely to be employed in higher-paying jobs in traditionally male-dominated fields. This study seeks to analyse poverty among employed men and women in South Africa using data from the General Household Survey by Statistics South Africa. The results of the regression analysis indicate that women of colour, particularly those with low levels of education and are potentially in precarious employment, are more likely to be poor compared to men. Policies advocating for gender equality in the workforce need to be reinforced while empowering women and men through education and training.

Smiling women pitching down: auditing representational and presentational gender biases in image-generative AI

Abstract Generative Artificial Intelligence (AI) models like DALL·E 2 can interpret prompts and generate high-quality images that exhibit human creativity. Though public enthusiasm is booming, systematic auditing of potential gender biases in AI-generated images remains scarce. We addressed this gap by examining the prevalence of two occupational gender biases (representational and presentational biases) in 15,300 DALL·E 2 images spanning 153 occupations. We assessed potential bias amplification by benchmarking against the 2021 U.S. census data and Google Images. Our findings reveal that DALL·E 2 underrepresents women in male-dominated fields while overrepresenting them in female-dominated occupations. Additionally, DALL·E 2 images tend to depict more women than men with smiles and downward-pitching heads, particularly in female-dominated (versus male-dominated) occupations. Our algorithm auditing study demonstrates more pronounced representational and presentational biases in DALL·E 2 compared to Google Images and calls for feminist interventions to curtail the potential impacts of such biased AI-generated images on the media ecology.

Miesten kokema selektiivinen loukkaava käyttäytyminen naisvaltaisilla aloilla

Selective incivility experienced by males in female-dominated fields Workplace incivility has attracted an increasing attention among scholars. Nevertheless, extant research on selective incivility has mostly focused on the female gender and male-dominated fields. To fill the obvious research gap, in this study men working in female-dominated occupations were asked to anonymously write about their personal experiences of workplace incivility. Based on the empirical analysis, the workplace incivility experienced by the informants can be grouped to five main categories: humiliating acts, exclusion, unreasonable demands, violating norms, and accusing. The analysis suggests that the nature of workplace incivility reported by men in this study is similar to that experienced by women as reported in previous studies. Therefore, it seems that workplace incivility often targets those representing the minority gender on fields dominated by the other gender. Interestingly, based on this study, the acts of workplace incivility often derive from gender norms and

Empowering Girls in STEM: The Transformative Impact of Early Exposure to Education in Male-Dominated Fields

This research paper examines the transformative impact of early exposure to education in male-dominated fields of Science, Technology, Engineering, and Mathematics (STEM) on empowering girls. Through an extensive literature review and empirical analysis, the study investigates the significance of introducing women to STEM education and activities from an early age. The research highlights the positive correlation between early exposure to STEM and their confidence, self-efficacy, and determination to excel in traditionally male-dominated fields. By delving into the experiences and perceptions of girls who have undergone early STEM exposure, this paper sheds light on the barriers they overcome and the opportunities that arise from such interventions. The findings emphasize the crucial role of early empowerment in narrowing the gender gap in STEM and fostering a more inclusive and equitable workforce for the future. Additionally, the study proposes actionable recommendations for educators, policymakers, and stakeholders to further support and sustain the momentum of empowering girls in STEM through early education initiatives. Index Terms- Early Exposure Empowerment Gender Equality STEM Education

Woman’s Language Character in Against Patriarchy Hegemony In the Latest 18’s Novels

Woman’s language is utilized to communicate and express her ideas. Woman’s language is treated different from man. It is based on how culture perceives biological sex differences.This research conducted because of the writer's interest in the main character, firstly because the novels depicts the gender injustice that befell the female character. The second reason, because this novel depicts woman who has a fighting spirit to fight for her rights, dare to argue and then the woman character rebels against what is experienced. Feminism is a movement and ideology dedicated to achieving women's rights in order to build a world that is more than just social equality for women (Humm: 406). Feminism's ideology fights for women's rights to higher education and employment in male-dominated fields. They are also entitled to maternity leave and fair pay at work. Radical Feminism, Liberal Feminism, Marxist Feminism, Socialist Feminism, and Post- feminism are examples of feminist movements. This study is analyzing Woman’s language character of the latest 18’s novels, about how race and gender discrimination reflected by using feminist approach. The objective of the study is to analyze the novels based on its structural elements and analyze the text based on feminist approach. The data source are literary data. Those are the primary data is taken from the Novels itself and the secondary data sources are other in formations that are relevant to the subject matter. The method of the data collection is library research. The techniques of data analysis is descriptive analysis.

Challenges and Benefits of Bringing a Partnership Lens to Allyship

Male allyship offers a key opportunity for men to serve as partners in fostering women’s sense of inclusion and belonging. Yet male allyship research rarely takes on a partnership lens to study allyship from the perspectives of both men and women in allyship dyads. In recent research that took a partnership lens to study male allyship in male-dominated environments within academia, severe challenges arose in recruiting dyadic samples. In this article, I explore why women in male-dominated fields within academia may choose not to participate in dyadic research by reviewing personal communications by non-respondents. Content analysis of the personal communications (n=50) revealed five themes: Work Pressure and Lack of Time, Lack of Anonymity, Being Judged for Work Priorities, Absence of Collegiality, and Hostile Workplace. Of note, the work environment of women in male-dominated disciplines of academia may be more challenging than other types of organizations, precipitating low participation in dyadic research. Implications for taking a partnership lens to conduct allyship research with women in male-dominated disciplines within academia are discussed.

Becoming women teachers: gender and primary teacher training in Ireland, 1922–1974

ABSTRACT Drawing on archival material and oral testimony of former students, this paper examines the lives and experiences of women in Catholic primary teacher training colleges in Ireland in the period 1922–1974. It commences with a brief overview of the historical context in which these colleges emerged, situating their development within the socio-political and cultural context of the emerging Free State and the changing primary school curriculum. Residential and single-sex, the paper argues that the colleges promoted a gendered ideology and culture of femininity which mirrored the conservative, nationalistic and ultramontane agenda of post-Independence Ireland. Paradoxically, while this often led to a limited, anti-intellectual experience and a hegemonic framing of women teachers’ professionalism, many graduates used their new-found professional status as teachers to embrace high-profile leadership roles in twentieth-century Ireland, often in male-dominated fields.

Gender Representation Among Major Plastic Surgery Society Achievement Award Recipients.

Purpose: Professional achievement awards are an important factor in recruitment, promotion, and faculty review within academic institutions. Studies have shown that subconscious, gender-based assumptions of individuals and their work in traditionally male-dominated fields lead to more positive evaluations of men than women, a phenomenon present among scientific and medical award committees. This study examined gender representation among recipients of major North American plastic surgery society awards over the last 50 years. Methods: Recipient lists of major achievement awards bestowed by ten American and Canadian plastic surgery societies between 1970 and 2020 were accessed online or by direct contact with the society. Awardee gender, institution affiliation, graduation year, fellowship status, and additional major awards received were recorded. Comparisons were made between gender representation among society presidents, board membership, general society memberships, attending physicians, and plastic surgery residency enrolment. Results: Thirty-two major awards given by ten plastic surgery societies were included. Six hundred and twenty-five awards were conferred, of which 47 recipients were female (7.5%). Of the 121 individuals that received multiple major awards, 8 were female. Two-thirds of female awardees (72%) were clinical plastic surgeons and the remainder were scientists. Over the past 50 years, there has been a gradual increase in the proportion of female award winners. Conclusions: Despite a gradual increase in the proportion of female awardees in major plastic surgery societies, female plastic surgeons remain underrepresented among awardees, with less than 10% of major awards conferred to females.

How Gender Segregation in Higher Education Contributes to Gender Segregation in the U.S. Labor Market

What is the relationship between gender segregation in higher education and gender segregation in the labor market? Using Fossett's (2017) difference-of-means method for calculating segregation indices and data from the American Community Survey, we show that approximately 36% of occupational segregation among college-educated workers is associated with gender segregation across 173 fields of study, and roughly 64% reflects gender segregation within fields. A decomposition analysis shows that fields contribute to occupational segregation mainly through endowment effects (men's and women's uneven distribution across fields) than through the coefficient effects (gender differences in the likelihood of entering a male-dominated occupation from the same field). Endowment effects are highest in fields strongly linked to the labor market, suggesting that educational segregation among fields in which graduates tend to enter a limited set of occupations is particularly consequential for occupational segregation. Within-field occupational segregation is higher among heavily male-dominated fields than other fields, but it does not vary systematically by fields' STEM status or field–occupation linkage strength. Assuming the relationship between field segregation and occupational segregation is at least partly causal, these results imply that integrating higher education (e.g., by increasing women's representation in STEM majors) will reduce but not eliminate gender segregation in labor markets.