Roles and Stereotypes in Science: The Effects on Women and Ethnic Minorities

Grace Preyapongpisan and Allison Kang

February 16, 2006

Abstract

Children begin to explore at a young age their identity and the roles that they play in society. They form and adopt gender and ethnic stereotypes very quickly, which often become barriers in relationships and later pursuits. In regards to science, many children preceive distinct stereotypes about what a scientist is supposed to be. As a result, these stereotypes create a strong barrier for some individuals (especially marginalized populations such as women and minorities) in pursuing scientific fields. Clarkeπs article (2005) attempts to connect the studentsπ gender and identity to their lives in order to ≥create a meaningful literary experience for them≤ (Clarke, p.149). Through this example, we can see parallels on how gender and identity awareness can be used to make science a meaningful experience for women and ethnic minorities. Claude Steeleπs concept of ≥sterotype threat≤ also gives us insight into how studentsπ performance in schools are affected by stereotypes. Steele attempts to show how ≥societal stereotypes about groups can influence the intellectual functioning and identity development of individual group members≤ (Steele, p.613). Through his studies on women and African Americans, Steele shows that these stereotypes are a hindrance to their success in math and science.

Class Readings

Clarke, L. W. & Dabbo, L. D. (2005). A stereotype is something you listen to music on: Navigating a critical curriculum. Language Arts 83, 2, 147.

Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist 52, 6, 613-629.

Optional Readings

Shapiro, Judith. (2006). Why women still feel persecuted. USA Today 134, 2728, 22.

Singer, A. R., Cassin, S. E., & Dobson, K.S. (2005). The role of gender in the career aspirations of professional psychology graduates: Are there more similarities than differences? Canadian Psychology 46, 4, 215.

Swarat, S., Drane, D., Smith, H. D., et al. (2004). Opening the gateway: Increasing minority retention in introductory science courses. Journal of College Science Teaching September, 18-23.

Whitten, B. L. (2004). ≥Like a family≤: What works to create friendly and respectful student-faculty interactions. Journal of Women and Minorities in Science and Engineering 10, 229-242.