Learning in a Man's World: Examining the Perceptions of Undergraduate Women in Male-Dominated Academic Areas

By J. Steele, J. James, R. Barnett. 2002

346 citations recorded by the source corpus.

Subfields: Gender Studies, Safety Research

View Paper: https://www.semanticscholar.org/paper/b9562c54f2fe3513ff5a0012f77ab55605248d91

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Citations in the corpus

Why they leave: the impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors (2012, neutral): “Stereotype threat is a complex phenomenon that has multiple explanations (Steele et al. 2002b).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, neutral): “Women see gender bias and discrimination resulting from negative stereotypes as a potential hurdle to their success in science and mathematics (Ferreira, 2003; J. R. Steele et al., 2002).”
Ingroup Experts and Peers as Social Vaccines Who Inoculate the Self-Concept: The Stereotype Inoculation Model (2011, background): “…paraphernalia, etc.) reduces women’s sense of belonging in these environments and, in turn, decreases their interest in participating in STEM events (Cheryan, Meltzoff, & Kim, 2011; Cheryan et al., 2009; Davies et al., 2002; Murphy et al., 2007; Pronin, Steele, & Ross, 2004; Steele et al., 2002).”
Women and minorities in science, technology, engineering and mathematics : upping the numbers (2007, background): “…and some have suggested that discrimination may be more prevalent and/or 160 Building interest and commitment more damaging in careers where women do not have a substantial voice, due to their lack of numbers (Agars, 2004; Benokraitis and Feagin, 1995; J. Steele et al., 2002; Swim et al., 2001).”
The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University (2011, background): “Thus, perceived identity incompatibility can stir doubt about women’s ability to be successful in STEM fields and negatively affect their psychological well-being and engagement in STEM contexts in which such threat is perceived (e.g., Settles 2004; Steele et al. 2002).”
STEMing the tide: using ingroup experts to inoculate women's self-concept in science, technology, engineering, and mathematics (STEM). (2011, background): “The longitudinal design of Study 3 makes it very different from past work that examined women’s experience in stereotypically masculine classrooms (Steele et al., 2002), which assessed students’ perceptions at a single point in time.”
The Gender Gap in Possible Selves: Divergence of Academic Self-Views Among High School and University Students (2004, background): “For example, female university students in male-dominated academic areas report higher levels of discrimination and stereotype threat than do women in femaledominated academic areas ( Steele, James, & Barnett, 2002 ).”
Stereotype threat: effects on education (2008, background): “Steele et al. (2002) surveyed a total of 2,015 students, including 744 females and 605 males during their first year of university, and 333 female and 333 male during their last year, in order to examine the perceptions of undergraduate women in male dominated academic areas.”
Approaching math increases math=me and math=pleasant. (2008, background): “He further argued that it is this disidentification with math that subsequently impedes many women’s motivation, which leads to their underperformance and, ultimately, to their underrepresentation in math related fields (Davies, Spencer, Quinn, & Gerhardstein, 2002; Spencer, Steele, & Quinn, 1999; S”
The consequences of stereotype threat on the academic performance of White and non-White lower income college students (2006, result): “Other research on the influence of stereotype threat on the academic performance of women has consistently yielded similar findings as the above studies (Davies, Spencer, Quinn, & Gerhardstein, 2002; Schmader, 2002; Steele, James, & Barnett, 2002 ).”
The stereotyped task engagement process: The role of interest and achievement motivation. (2007, background): “For instance, one speculation is that women who do persist in male-dominated areas such as computer science and math do so at the expense of interacting with other women in the male-dominated field, receiving social support from other women in the field, or forming an attachment with other women in ”
Gender Bias in STEM Fields (2016, background): “The current study focused on interpersonal discrimination, which is a common focus of research that finds evidence of gender bias in STEM fields (e.g., Leaper & Brown, 2008; Steele et al., 2002).”