Addressing Gender Bias in STEM Graduate and Post-Graduate Students Using "Equity in STEM for All Genders" Course

Autor/inn/en	Knezz, Stephanie N.; Pietri, Evava S.; Gillian-Daniel, Donald L.
Titel	Addressing Gender Bias in STEM Graduate and Post-Graduate Students Using "Equity in STEM for All Genders" Course
Quelle	In: Journal of Science Education and Technology, 31 (2022) 5, S.638-648 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knezz, Stephanie N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-022-09983-y
Schlagwörter	Graduate Students; College Faculty; Fellowships; School Personnel; STEM Education; Gender Bias; Intervention; Course Evaluation; Courses + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Fellowship; Stipendium; Schulpersonal; STEM; Geschlechterstereotyp; Kursangebot
Abstract	Implicit gender bias is frequently cited as a contributor to the gender disparity that persists in STEM fields, despite continued efforts toward equity. While many bias interventions are aimed at faculty, scientific trainees (graduate students and post-docs) are a powerful group with the potential to enact future change. A graduate level, synchronous online course entitled, "Equity in STEM for all Genders," is presented as a gender bias intervention. Course participants include graduate students, post-doctoral fellows, academic staff, and faculty. The course pairs weekly discussions (synchronous and asynchronous) about gender and gender bias-related topics with experimentally validated video interventions, primary literature, and popular articles. Over three course iterations, we observed increased bias literacy and participant motivation to mitigate gender-related bias within their local STEM contexts. We provide suggestions for making this course more widely available to STEM future faculty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01