How stereotypes impair women’s careers in science

By Ernesto Reuben, Paola Sapienza, Luigi Zingales. Proceedings of the National Academy of Sciences of the United States of America, 2014

757 citations recorded by the source corpus.

Subfields: Gender Studies, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a006906c82cc01fa4205ebb6a17e4bf9f2105ab8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

1. Victoria L. Brescoll
2. E. Hengel
3. S. Ceci
4. C. Moss‐Racusin
5. Michela Carlana
6. Charlotte R. Cramer
7. Quentin Lippmann
8. Jo Handelsman

In Safety Research

1. S. Ceci
2. Michela Carlana
3. Quentin Lippmann
4. John F. Dovidio
5. Wendy M. Williams
6. Allison Mann
7. Thomas A. DiPrete
8. Claudia Senik

In Sociology and Political Science

1. Victoria L. Brescoll
2. C. Moss‐Racusin
3. Michela Carlana
4. Charlotte R. Cramer
5. Quentin Lippmann
6. Jo Handelsman
7. John F. Dovidio
8. Aneta Molenda

Citations in the corpus

• “But I’m Not Good at Math”: The Changing Salience of Mathematical Self-Concept in Shaping Women’s and Men’s STEM Aspirations (2015, background): “Regardless, it is important to note that employers in the STEM fields continue to rely upon these stereotypes of men and women’s comparative mathematical ability when making hiring choices (Reuben et al. 2014).”
• Publishing while Female. Are women held to higher standards? Evidence from peer review. (2017, background): “Their qualifications and ability are underestimated (Foschi, 1996; Grunspan et al., 2016; Moss-Racusin et al., 2012; Reuben et al., 2014).”
• Implicit Stereotypes: Evidence from Teachers’ Gender Bias* (2019, background): “The gender stereotypical belief that women are worse than men in scientific fields is pervasive and deeply-held in most societies and by most individuals, including parents and teachers (Tiedemann, 2000; Reuben et al., 2014; Bordalo et al., 2016).”
• Why Are Some STEM Fields More Gender Balanced Than Others? (2017, neutral): “Later in the pipeline, discrimination can result in fewer STEM opportunities for women than men (e.g., Reuben, Sapienza, & Zingales, 2014).”
• The Consequences of the National Math and Science Performance Environment for Gender Differences in STEM Aspiration (2016, background): “…teachers can have gender-stereotypical views about math and science that influence the assignments and the encouragement given to students (Riegle-Crumb and Humphries 2012), and stereotypes affect the demand for women in mathematics-related tasks, regardless of ability (Reuben et al., 2014).”