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From the Editor-in-Chief: Questions of Gender Equity in the Undergraduate Biology Classroom

    Author: Samantha L. Elliott1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Associate Professor, Biology, St. Mary’s College of Maryland, St. Mary’s City, MD 20686
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 04 May 2016
    • ©2016 Author(s). Published by the American Society for Microbiology.

    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
    • Corresponding author. Mailing address: 47645 College Dr., St Mary’s City, MD 20686. Phone: 240-895-4376. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 186-188. doi:10.1128/jmbe.v17i2.1136
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    Abstract:

    This editorial describes recent research about the perception of peer achievement in the undergraduate biology classroom. The research, along with statistical data about female retention, provides insight into gender disparities and provides opportunities to address gender bias in the classroom.

Key Concept Ranking

Stems
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Roots
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Lead
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References & Citations

1. Aberson CL, Shoemaker C, Tomolillo C 2004 Implicit bias and contact: the role of interethnic friendships J Soc Psychol 144 3 335 347 10.3200/SOCP.144.3.335-347 15168433 http://dx.doi.org/10.3200/SOCP.144.3.335-347
2. Cameron EZ, White AM, Gray ME 2016 Solving the productivity and impact puzzle: do men outperform women, or are metrics biased? BioScience 10.1093/biosci/biv173 http://dx.doi.org/10.1093/biosci/biv173
3. Chen JM, Moons WG 2014 They won’t listen to me: anticipated power and women’s disinterest in male-dominated domains Group Proc Intergroup Rel 18 1 116 128 10.1177/1368430214550340 http://dx.doi.org/10.1177/1368430214550340
4. Cunningham BC, Hoyer KM, Sparks D 2015 Stats in brief: gender differences in science, technology, engineering and mathematics (STEM) interest, credits earned, and NAEP performance in the 12 th Grade National Center for Education Statistics, Institute of Education Sciences, US Department of Education Washington, DC
5. Eddy S, Brownell S, Wenderoth MP 2014 Gender gaps in achievement and participation in multiple introductory biology classrooms CBE Life Sci Educ 13 3 478 492 25185231 4152209
6. Gino F, Wilmuth CA, Brooks AW 2015 Compared to men, women may view professional advancement as equally attainable, but less desirable PNAS 112 40 12354 12359 10.1073/pnas.1502567112 26392533 4603465 http://dx.doi.org/10.1073/pnas.1502567112
7. Grunspan DZ, Eddy SL, Brownell SE, Wiggins BL, Crowe AJ, Goodreau SM 2016 Males under-estimate academic performance of their female peers in undergraduate biology classrooms PLOS One 10.1371/journal.pone.0148405 26863320 4749286 http://dx.doi.org/10.1371/journal.pone.0148405
8. Handley IM, Brown ER, Moss-Racusin CA, Smith JL 2015 Quality of evidence revealing subtle gender bias in science is in the eye of the beholder PNAS 112 43 13201 13206 10.1073/pnas.1510649112 26460001 4629390 http://dx.doi.org/10.1073/pnas.1510649112
9. Moss-Racusin CA, Dovidio JF, Brescoli VL, Graham MJ, Handelsman J 2012 Science faculty’s subtle gender biases favor male students PNAS 109 41 16474 16479 10.1073/pnas.1211286109 22988126 3478626 http://dx.doi.org/10.1073/pnas.1211286109
10. National Science Foundation, National Center for Science and Engineering Statistics 2015 Doctorate recipients from U.S. universities: 2014 Special Report NSF 16-300 Arlington, VA Available at www.nsf.gov/statistics/2016/nsf16300/
11. National Science Foundation, National Center for Science and Engineering Statistics 2015 Women, minorities, and persons with disabilities in science and engineering: 2015 Special Report NSF 15-311 Arlington, VA Available at www.nsf.gov/statistics/wmpd/
12. Rudman LA, Ashmore RD, Gary ML 2001 “Unlearning” automatic biases: the malleability of implicit prejudice and stereotypes J Personality Soc Psychol 81 5 856 868 10.1037/0022-3514.81.5.856 http://dx.doi.org/10.1037/0022-3514.81.5.856
13. Seymour E, Hewitt NM 2000 Talking about leaving: why undergraduates leave the sciences Westview Press Boulder, CO
14. Shaw EJ, Barbuti S 2010 Patterns of persistence in intended college major with a focus on STEM major NACADA J 30 2 19 34 10.12930/0271-9517-30.2.19 http://dx.doi.org/10.12930/0271-9517-30.2.19
15. Singer SR, Nielsen NR, Schweingruber HA 2012 Discipline-based education research: understanding and improving learning in undergraduate science and engineering The National Academies Press Washington, DC
16. Singer SR, Nielsen NR, Schweingruber HA 2013 Biology education research: lessons and future directions CBE Life Sci Educ 12 2 129 132 23737617 3671636
17. Smith JL, Handley IM, Zale AV, Rushing S, Potvin MA 2015 Now hiring! Empirically testing a three-step intervention to increase faculty gender diversity in STEM BioScience 65 11 1084 1087 10.1093/biosci/biv138 http://dx.doi.org/10.1093/biosci/biv138
18. Snyder TD, Dillow SA 2015 Digest of education statistics, 2013 National Center for Education Statistics, Institute of Education Sciences, US Department of Education Washington, DC

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/content/journal/jmbe/10.1128/jmbe.v17i2.1136
2016-05-04
2019-08-25

Abstract:

This editorial describes recent research about the perception of peer achievement in the undergraduate biology classroom. The research, along with statistical data about female retention, provides insight into gender disparities and provides opportunities to address gender bias in the classroom.

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Author and Article Information

  • Published 04 May 2016
  • ©2016 Author(s). Published by the American Society for Microbiology.

  • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
  • Corresponding author. Mailing address: 47645 College Dr., St Mary’s City, MD 20686. Phone: 240-895-4376. E-mail: [email protected].

Figures

From the Editor-in-Chief: Questions of Gender Equity in the Undergraduate Biology Classroom
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Citation: Elliott S. 2016. From the editor-in-chief: questions of gender equity in the undergraduate biology classroom. J. Microbiol. Biol. Educ. 17(2):186-188 doi:10.1128/jmbe.v17i2.1136
/content/jmbe/10.1128/jmbe.v17i2.1136.f1-jmbe-17-186
FIGURE 1

Percentages of men and women who earned biological and biomedical science degrees in the United States from 2010 to 2012. Data gathered from ( 18 ).

jmbe/17/2/jmbe-17-186f1_thmb.gif
jmbe/17/2/jmbe-17-186f1.gif
Image of FIGURE 1

Click to view

FIGURE 1

Percentages of men and women who earned biological and biomedical science degrees in the United States from 2010 to 2012. Data gathered from ( 18 ).

Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 186-188. doi:10.1128/jmbe.v17i2.1136
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v17i2.1136.f2-jmbe-17-186
FIGURE 2

Percentage of students by gender earning Bachelor’s (A), Master’s (B), and Doctoral (C) degrees in biological and biomedical sciences in the United States over time. Data gathered from ( 18 ).

jmbe/17/2/jmbe-17-186f2_thmb.gif
jmbe/17/2/jmbe-17-186f2.gif
Image of FIGURE 2

Click to view

FIGURE 2

Percentage of students by gender earning Bachelor’s (A), Master’s (B), and Doctoral (C) degrees in biological and biomedical sciences in the United States over time. Data gathered from ( 18 ).

Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 186-188. doi:10.1128/jmbe.v17i2.1136
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v17i2.1136.f3-jmbe-17-186
FIGURE 3

Percentages of men and women employed in biological and biomedical sciences by degree level in the United States in 2010. Data gathered from ( 11 ).

jmbe/17/2/jmbe-17-186f3_thmb.gif
jmbe/17/2/jmbe-17-186f3.gif
Image of FIGURE 3

Click to view

FIGURE 3

Percentages of men and women employed in biological and biomedical sciences by degree level in the United States in 2010. Data gathered from ( 11 ).

Source: J. Microbiol. Biol. Educ. May 2016 vol. 17 no. 2 186-188. doi:10.1128/jmbe.v17i2.1136
Download as Powerpoint

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