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Implicit Gender Bias, Engagement, and Protective Factors in STEM Faculty
Dickter, Cheryl L. Forestell, Catherine A. Stevens, Jennifer A. Hunt, Pamela S. Porter, Christine
Dickter, Cheryl L.
Forestell, Catherine A.
Stevens, Jennifer A.
Hunt, Pamela S.
Porter, Christine
Abstract
The present study assessed implicit gender bias and job engagement among STEM faculty at a mid-size liberal arts university. Forty-nine faculty in each of the departments of natural and social sciences were assessed for implicit gender bias and job engagement. We found that men had greater implicit gender bias than women in the natural sciences. In addition, women in natural science departments felt marginally less engaged than women in social science departments. Women’s disengagement was positively associated with imposter phenomenon and perceived lack of control in departmental decisions. However, women who actively participated in a women’s organization or had an advocate had more positive psychological outcomes. These findings suggest that although women STEM faculty, particularly in the natural sciences, experience challenges, support provided by women’s organizations or advocates may be an important strategy to reduce the effects of these challenges.
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2019-04-01
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Psychology
DOI
https://doi.org/10.5399/osu/ADVJRNL.1.1.6