TY - JOUR
T1 - Addressing Gender Bias in STEM Graduate and Post-graduate Students Using Equity in STEM for All Genders Course
AU - Knezz, Stephanie N.
AU - Pietri, Evava S.
AU - Gillian-Daniel, Donald L.
N1 - Funding Information:
The authors would like to acknowledge Dr. Kaury Kucera, one of the creators of the course and the instructor of the course’s first offering. Additionally, Dr. Leo Taylor, instructor of 2019 and 2020 offerings of the course, was instrumental in the course development from the first to second iteration. We hope to see continued progress to report on in the future.
Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature B.V.
PY - 2022/10
Y1 - 2022/10
N2 - 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.
AB - 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.
KW - Diversity and inclusion
KW - Gender bias
KW - Graduate education
KW - Professional development
KW - STEM education
UR - http://www.scopus.com/inward/record.url?scp=85133598241&partnerID=8YFLogxK
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U2 - 10.1007/s10956-022-09983-y
DO - 10.1007/s10956-022-09983-y
M3 - Article
AN - SCOPUS:85133598241
SN - 1059-0145
VL - 31
SP - 638
EP - 648
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
IS - 5
ER -