Gender-Science IAT Test

Miller, Alice H. Eagly, and Marcia C. Linn, it measured gender-science stereotype, “” (2). which is defined as associations that connects science with men more than women. This is believed to come from a lack of representation of women in the relative field. The study notes that putting women in science related fields in media, or having more women in the field, lessons that stereotype. They conducted the experiment by measuring 66 nations, which consisted of 350,000 participants’ explicit and implicit gender-science stereotypes. They found a relationship “between women's representation in science and national gender-science stereotype” (Eagly, Linn, Miller 8). The results of the study concluded that “implicit and explicit measures indicated strong association of science with man” (Eagly, Linn, Miller

Science, technology, engineering, and math are the four areas of study that make up STEM. These four areas all have one thing in common: they are all dominated by men. According to Lauren C. Williams, “men outnumber women 7 to 3 in tech jobs in New York City — and nationwide.”.7 Despite this, “women now earn more bachelor’s and master’s degrees than men”.6 However, “women are a minority”.2 Women are a minority in all STEM careers. The ratio of men to women in scientific fields has never been one to one. For some unknown reason very few women are choosing to become chemists, physicists, engineers, computer technicians, or mathematicians. There are many proposed theories for why women are extremely outnumbered in these scientific

During the 1800’s it was almost impossible for a female to attain an education because many believed that education was just for males. As society continued to develop, females began to attend school, allowing them to receive a proper education. However, gender has always had an influence in both males and females educational path. As previously stated, males have always dominated stem fields, while females have excelled in humanities. The culture one is educated in could be the major reason why there are different standards for males and females when it comes to education. However, as a society, we cannot simply say that one’s gender does not impact one’s educational path because statistics have proven

After investing my 15 minutes on this test I found that this test was not credible at all. It was just a method of luring people to know about their personality and getting hits on their website. The test was utterly meaningless. The questions seemed to be simple yet direct in the beginning but later on they became repetitive and boring. There was nothing that could make me ponder over some aspect of my own persona.

I took the Implicit Association test, and I was not surprised by the results received. I took the Gender-Career IAT test and the result was correct. However, I do think the result have a lot to do with my environment, as well as, my living situation as a child. My test result suggests a moderate association of Male with Career and Female with Family compared to Female with Career and Male with Family. The result of my test was 24% association male with career and female with family, 32% moderate automatic association of male with career and female with family, and 0% slight automatic association of male with career and female with family.

In addition, there exists an unconscious bias that science and math are typically “male” fields, while arts and hospitalities are primarily “female” fields.

(Hill). The reasons behind why the numbers of women in STEM may be lower than men can be due to stereotype threat and implicit bias (Hill). A stereotype threat can occur during situations which a negative stereotype relates to evaluating performance (Hill). For example, if a female student starts thinking about the stereotype that women are not good at math, the emotional worry about this stereotype may affect her performance while taking a math test (Hill). Even if a person denies gender and science stereotypes they still can have them as unconscious beliefs, which are implicit biases (Hill). The "Implicit Association Tests (IATs)… indicate strong implicit association of male with science and female with arts… among both women and men of all races and ethnicities" (Hill). The stereotyping whether done unconsciously or consciously still affects the number of women pursuing an education or career in STEM. Recently, in my introduction to psychology II course I took and IAT on gender and science and the result suggests that I have a slight automatic association for Male with Science and Female with Liberal

In this self-analysis, I look at how my sex, gender, and race-ethnicity influenced my concept of family and traditional gender roles. Education as a minority has forced an awareness on the disproportion of men and women in STEM majors. Navigating through stereotypes, cultural differences, and similarities amongst family, peers, and strangers has been an ongoing voyage in my life. The opportunities my upbringing and culture has afforded and the consequences of chances are critical in how I balance multiple statuses. Identifying as a double minority has affected my life experiences and potential career options will also be reflected upon.

Although I’m not happy with my result, it doesn't surprise me. Being a female currently studying liberal arts, while my fiancé studies Aquarian Science the implicit association with Science and Liberal Arts in my household strengths my results. Majority of my female friends either have or are working towards a degree in the liberal arts field, so naturally I associate topics such as literature, history and art to females. This isn’t to say females are incapable of careers in the field of science, just as males are not incapable of careers in liberal arts.

When asked whether gender specific stereotype influenced her decision to become a STEM student, she said no. For the Asian participant, she said that her biggest influence for pursuing a career in STEM is due to her excellent math skills and love for the subject. This led her to pursue a career to become an electrical engineer. She also felt highly encouraged to be a part of STEM as she’s also been offered ample opportunities such as internship with the astronomy professor as they do research on nebulas. She said that gender should not play a role in any career as a career should be chosen from the person’s passion and interest. She said that there are actually more females in her math classes than there are males. She did not reveal her age or her expected graduating age. When asked whether she’s been criticized about her career choice due to her gender, she said no. In fact, her parents, teachers, and her peers have all encouraged her to pursue engineering as a career from early childhood. She said that she plans on getting married and to start a family someday after she gets her

Men are the people who have the most rank in technical skills. There has not been any growth in jobs in STEM since 2000 for women. It has been said that the pattern may begin in early education. Females may not be encouraged to study math and science as much as males are encouraged to do so. Very few of females who earn bachelor’s degree do so in the area of STEM. However, slightly over half of bachelor’s degrees are earned by women. Many people believe that females lack the intelligence to be successful in STEM. Others believe women do better in skills such as education, and humanitarian roles such as doctor’s an lawyers. Sometimes women themselves believe that men have what it takes to be successful in STEM. Sometimes females have “self-esteem”

In his article, “Does Gender Matter?”, Ben A. Barres writes about the apparent absence of women in the science, technology, engineering, and math fields. He starts out the article by informing the reader about a few of the hypotheses that aim to explain this difference in presence, hypotheses that Barres aims to disprove. Barres explains, and at a few points depicts with charts and graphs, the significance of the gap between the amount of white men in the STEM majors and fields of studies and the amount of women and minorities in these same areas. He tell the readers the misconceptions such as the idea that women are inferior in these fields are untrue, and the fact is that woman and minorities are discouraged from entering into these areas

In conclusion, this personality test has brought more to my attention of how I am as a person and gave me to ability to see in which ways I can grow into a better person. It was hard to notice these aspects about myself until it was all written out and then it made sense and was true. I hope to look back on this in the future when searching for jobs or work places to help get an idea of what suit me the best. Lastly I am taking this class to not only learn more about myself, but to also grow into a better person with information that I will learn while in this

How did you score on the assessment, and what was your initial reaction to your score and interpretation?

Dominant groups in society often set up normative ideas about bodies, genders and sexualities in order to preserve the societal hierarchy that greatly benefits them. White, cisgender, heterosexual males are often at the top of this hierarchy and are the active perpetrators of their imposed rigid standards. Categories are created by these dominant groups to exercise their control and those who do not fit or refuse to categorize themselves are punished, either metaphorically or literally. In the sports realm, these norms are ubiquitous. However, in this paper, I argue that sports can both uphold and challenge these normative ideas about bodies, genders, and sexualities through normalized practices it normalizes that are considered to be different from the outside world. Sex-tests and gender policies in sports competitions uphold the idea that there is a biological difference in genders and rigidly implement the gender-binary. On the other hand, the practice of contact sports and the use of locker rooms as a voyeuristic experience challenge normative ideas about bodies, genders and sexualities. These practices are standard in the sphere of sports a