SciPop Talks - The Science of Self: How Gender Bias & Mindsets Influence the Inner Scientist

Dr. Trish Wonch Hill Author

03/22/2018 Added

35 Plays

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Adolescence is a time of self-exploration when youth imagine many possibilities as they begin to think about careers. Applied Sociologist, Dr. Trish Wonch Hill, will explore a study that examines how mindsets and cultural biases about who can be a scientist might limit the possibility of science selves for boys and girls.

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[00:00:05.190]Thank you, and thank you guys for coming.
[00:00:07.220]I'm really excited to be here,
[00:00:08.880]this is the first time I've done SciPop,
[00:00:10.610]and so, it looks like a lot of fun.
[00:00:14.771]Yes, so, I'm really excited to talk today
[00:00:17.040]about the science of self and my research on gender bias
[00:00:20.210]and that your inner scientist.
[00:00:25.410]So, before I get started, I wanted to just say that
[00:00:29.630]I'm a social scientist and scientists never work alone,
[00:00:33.240]we stand on the shoulders of giants.
[00:00:35.690]And I've been very fortunate to be part of a research team
[00:00:39.530]funded by the National Institute of Health.
[00:00:42.490]They're amazing people and through this grant,
[00:00:44.690]we've been able to work in schools,
[00:00:47.440]bring science programming to middle schools,
[00:00:49.700]elementary schools, high schools,
[00:00:52.080]to create some really awesome engaging comic books
[00:00:54.630]and sticker books and to do the research that we've done,
[00:00:57.330]so I just wanted to thank the PIs on our grant,
[00:00:59.940]Judy diamond, Charles wood and Julia McQuillan.
[00:01:03.580]And then also, just to thank
[00:01:04.770]all of the undergraduate, graduate student researchers
[00:01:06.950]who have contributed to this research,
[00:01:09.400]that I'm gonna present today.
[00:01:13.170]Before I get started, I just want to talk a little bit about
[00:01:15.530]what is sociology?
[00:01:16.880]Sociology is the scientific study of society.
[00:01:22.110]And so really, what we're looking at is human behavior.
[00:01:26.329]In science when human behavior enters the equation,
[00:01:30.110]things become nonlinear, and Neil deGrasse Tyson says,
[00:01:33.357]"That's what makes physics easy and sociology hard."
[00:01:36.470]I actually think physics is pretty hard.
[00:01:39.440]But it is hard studying human behavior
[00:01:41.190]because humans are really unpredictable,
[00:01:44.350]but I really enjoy it,
[00:01:45.290]it's very fascinating and interesting research.
[00:01:48.910]Sociology falls under a larger umbrella of social science.
[00:01:53.930]Criminology, economics, anthropology and psychology.
[00:01:58.800]A lot of people seem to be more familiar with psychology
[00:02:02.970]and so the difference here is, is that
[00:02:05.060]with psychology, we're really interested in understanding
[00:02:07.500]the sort of internal workings of the mind,
[00:02:09.920]why people do what they do, understanding personalities
[00:02:14.330]and things like that.
[00:02:15.840]In sociology, what we're interested in,
[00:02:17.930]is understanding social interaction.
[00:02:21.930]This can be at the micro level,
[00:02:23.470]understanding human interaction through language,
[00:02:26.580]through play, through interactions in families.
[00:02:29.790]But it can also be at a larger level,
[00:02:31.900]thinking about schools,
[00:02:35.590]thinking about larger social groups,
[00:02:38.130]thinking about politics, and then of course, the world.
[00:02:46.740]One of our most famous sociologist, C. Wright Mills
[00:02:49.410]coined the term, the sociological imagination.
[00:02:52.920]Sociology can be thought of, as sort of the intersection
[00:02:55.610]of biography and history.
[00:02:58.230]Trying to think about how individuals find themselves
[00:03:00.920]and how their behavior is impacted by their social context,
[00:03:04.380]their environment, by their social interactions
[00:03:06.810]with the people around them, by the larger political system
[00:03:10.320]and by their place in history and that historical context.
[00:03:15.327]One of the things that I love
[00:03:16.650]about the sociological imagination,
[00:03:18.910]is just thinking about the individual versus,
[00:03:24.100]so the individual problems versus a larger social problem.
[00:03:27.970]And when we talk about this, what we're talking about
[00:03:29.560]is just private troubles versus public issues.
[00:03:32.460]And I think that this can be a really great lens
[00:03:35.550]to sort of view the world and to think about
[00:03:38.440]the individual problems we face and how they might actually
[00:03:41.030]be larger social problems.
[00:03:43.750]An example of this, really quickly,
[00:03:47.170]is for example,
[00:03:49.220]bullying is an area where if you're experiencing it,
[00:03:55.800]it feels like a very personal, it is very personal,
[00:03:59.500]an impactful experience that you're having in the world.
[00:04:03.490]If you're thinking about it at the individual level,
[00:04:05.690]you might look to yourself and say,
[00:04:07.367]"Why is this happening to me,
[00:04:08.837]"what did I do to deserve this?"
[00:04:10.750]You might feel very alone in the world.
[00:04:14.050]But when we look at bullying as a public issue,
[00:04:17.990]you can start to see that actually, you aren't alone,
[00:04:21.920]that there's a pattern, a larger social pattern to bullying
[00:04:25.570]and there has been a lot of research,
[00:04:27.540]recent social science research related to
[00:04:30.490]what types of bullying people experience,
[00:04:32.500]to what extent they experience it,
[00:04:34.630]when in the life course they experience it.
[00:04:37.130]And I think that that's really empowering
[00:04:39.180]because if you are experience something like that,
[00:04:41.580]this very personal trouble,
[00:04:43.610]being able to view it as a public issue,
[00:04:46.090]then you might not feel so alone,
[00:04:48.110]and then you can start to think about well,
[00:04:50.160]what is it that contributes to bullying,
[00:04:52.120]and what can we do, what can we do about bullying?
[00:04:55.210]If you're thinking about at an individual level,
[00:04:57.030]you might think there's nothing you can do.
[00:04:59.990]But if you're thinking about it at a social level,
[00:05:01.770]so social problem, as a public issue,
[00:05:03.940]then you can start to say, "Well, look at these patterns,
[00:05:06.197]"what can we do?"
[00:05:07.350]And what we've learned in the social science research
[00:05:09.790]is that, bullying varies greatly by school
[00:05:13.410]and that there are things that we can do
[00:05:15.870]to limit bullying and I think we've seen that
[00:05:17.700]over the course of the last couple of decades,
[00:05:20.640]that bullying has changed and that we're addressing that,
[00:05:23.100]something that we used to think is a private trouble
[00:05:25.730]and we're addressing it as a public issue.
[00:05:29.100]Let's switch gears from bullying,
[00:05:31.620]and think about the topic at hand,
[00:05:34.000]which is women in science.
[00:05:36.120]This is a primary area of research for me.
[00:05:40.586]You might think of women in science as a private trouble
[00:05:42.550]in the sense that,
[00:05:43.680]people just have their individual inclinations
[00:05:46.110]on what careers they wanna have.
[00:05:48.830]But, you might also view it as a public issue.
[00:05:52.350]And so I just want you to use your sociological imagination
[00:05:55.050]and think about, why people choose the careers they choose
[00:05:58.910]and why people might go into science,
[00:06:00.450]and why women might go into science or not.
[00:06:04.610]So, why study women in science, is this a problem?
[00:06:08.160]First of all, one of the reasons is that,
[00:06:10.990]we have a need for people with technological skills
[00:06:15.620]in our workforce.
[00:06:16.610]We are not providing the workers of the future,
[00:06:19.510]we are needing to train people in these technological skills
[00:06:22.960]in our rapidly advancing society.
[00:06:24.810]So, there's a great need to increase the workforce
[00:06:28.070]in science.
[00:06:30.160]The other reason, is that there's an under-representation
[00:06:32.490]of women in science.
[00:06:33.830]What I mean by that is that,
[00:06:35.450]women make up 50% of the population.
[00:06:38.630]In some science fields, they're only 13%.
[00:06:42.940]So, when we see that it's not 50/50 in those fields,
[00:06:47.270]then we say,
[00:06:48.103]"Well, there's an under-representation of women,"
[00:06:50.270]and then we wanna know why.
[00:06:51.620]Why is there an under-representation in those fields?
[00:06:55.540]Looking at it from a sociological way,
[00:06:57.700]some of the things that we do is, we look at place.
[00:07:03.530]Just looking over on the left side here first,
[00:07:05.960]we can see that in different countries, in different places,
[00:07:10.260]that the proportion of women in science, differs.
[00:07:13.720]You can see here women are in orange and men are in teal.
[00:07:18.800]In the Netherlands, women are much less likely to go
[00:07:21.650]into science fields, they're very underrepresented.
[00:07:25.160]In Argentina, there's parity,
[00:07:27.620]it's about 50/50 like we would expect.
[00:07:30.010]And you can see, the United States
[00:07:31.460]is somewhere in between there.
[00:07:33.060]And so we see these variations by place,
[00:07:35.260]and as sociologists thinking about, why.
[00:07:38.690]Well, what is it about Argentina, what is it about Norway,
[00:07:41.790]and what can we do to increase the proportion of women
[00:07:45.060]in these fields because we need people in these fields?
[00:07:49.160]Looking to this side, we can see that
[00:07:51.680]it's not that there's a difference in ability.
[00:07:54.940]Generally, this is a piece of science scores
[00:07:57.620]which are high school.
[00:08:00.250]Men and women are achieving at the same rates in science
[00:08:02.720]but they're not going into careers in science
[00:08:04.500]at the same rates, so that's not it, it's something else,
[00:08:07.340]there's something else going on here.
[00:08:10.110]Another thing that we do in sociology is,
[00:08:12.810]so we'll look from place to place
[00:08:14.550]to see if there's variation and then we look over time.
[00:08:18.670]The chart that you have here, that I have here,
[00:08:21.520]is showing the proportion of women
[00:08:24.520]in different scientific disciplines from 1990 to 2013.
[00:08:30.480]You can see right away that most all of them are under 50%,
[00:08:35.550]so we have under representation of women here.
[00:08:38.250]Except, we're getting pretty close with biological sciences.
[00:08:41.840]And you can see there's been some increases over time
[00:08:44.640]with women in the biological sciences,
[00:08:46.740]so what's happening there?
[00:08:48.350]Similarly, chemists there's fewer,
[00:08:50.500]but we can see an increase over time.
[00:08:53.890]Engineering, is this one down here on the bottom,
[00:08:57.750]it's increasing but not by much.
[00:08:59.670]Only 9% of women were engineers in 1990, it's 12% today,
[00:09:04.280]so we need engineers.
[00:09:07.260]This is an opportunity that we have to increase engineers
[00:09:10.240]by recruiting more women into engineering.
[00:09:13.540]One of the most interesting fields where we see a difference
[00:09:16.450]is with computer science.
[00:09:18.350]Computer science was a field,
[00:09:19.500]if you've ever seen Hidden Figures, where women,
[00:09:21.867]and even women of color especially,
[00:09:24.700]were representative in this field a few decades ago.
[00:09:28.140]And what we've seen is over time, it's actually gone down.
[00:09:31.810]Now, this is a little weird because women in the workforce
[00:09:34.480]whether you're talking about lawyers, judges,
[00:09:37.340]we've seen an increase, so to see this go down,
[00:09:40.710]it's really fascinating.
[00:09:41.720]What's going on with computer science in particular?
[00:09:46.300]One of the ways we think about this is
[00:09:48.410]thinking about increasing or figuring out
[00:09:51.430]why women don't go into science fields,
[00:09:53.930]is this analogy or just this idea of a leaky pipeline.
[00:09:57.740]What we find is when we look at youth and we see,
[00:10:01.810]looking at elementary school students,
[00:10:04.320]that their interest in science
[00:10:06.027]and their engagement in science are pretty similar,
[00:10:09.130]it's about 50, you know,
[00:10:10.230]they're all very interested at the same rates.
[00:10:12.980]But as we move through the life course
[00:10:14.910]up through middle school, up through high school, to college
[00:10:18.950]and then as we get into graduate school, PhD degrees,
[00:10:22.167]and leadership positions, there's just this leak,
[00:10:25.390]this leak of women out of science.
[00:10:27.760]And we have to figure out,
[00:10:29.110]based on that place in the life course, why that might be.
[00:10:35.360]If there are leaks, how do we fill those leaks?
[00:10:37.860]And I think it depends on where we're talking about
[00:10:39.620]in the life course.
[00:10:40.470]We're looking at the faculty level.
[00:10:42.250]Some of the research I've done is looking at motherhood
[00:10:44.260]and marriage and dual career couples.
[00:10:47.580]If we're looking at the earlier years, we see here
[00:10:51.540]that what we're trying to focus on
[00:10:53.060]is just engaging all students in K-9, right?
[00:10:57.190]In 7-12, it's about recruiting,
[00:10:59.620]getting them to think about possible careers
[00:11:02.200]that they might be interested in in science.
[00:11:04.740]Once we get into the later stages,
[00:11:06.640]retaining people in those science courses, careers
[00:11:09.980]and majors and then finally getting them through
[00:11:12.080]into those science jobs and advanced research positions.
[00:11:15.760]The area that I'm interested in,
[00:11:17.450]is where the leak begins to happen,
[00:11:19.280]and that is right here between K-9 and 7-12.
[00:11:24.420]The reason I'm interested in that area, is because
[00:11:26.370]as I mentioned, in elementary school,
[00:11:28.750]students, boys and girls have similar interest in science
[00:11:32.390]but by eighth grade, girls have dropped,
[00:11:34.950]and we want to know why.
[00:11:40.020]Most of my research or at least the research
[00:11:41.900]I'm presenting today, is focused on middle school.
[00:11:45.737]I'd like for you just for a moment,
[00:11:49.020]to think about your experience of middle school.
[00:11:54.230]Think of a couple of adjectives,
[00:11:56.400]how you might describe it in just a few words,
[00:11:59.640]and then I'd like you to just tell your partner,
[00:12:02.160]somebody next to you what it was like.
[00:12:05.360]Was it positive, was it negative, what do you think?
[00:12:11.154](audience members murmur)
[00:12:13.444](laughs gently)
[00:12:32.320]Does anybody wanna share?
[00:12:35.590]Who here thinks that middle school
[00:12:37.420]was the best time of your life?
[00:12:40.110]I'm really lucky, my daughter loved middle school,
[00:12:42.100]I don't know what happened, she had a great middle school,
[00:12:44.330]she's a ninth grader now, she misses it a lot,
[00:12:46.671](chuckling) so that's great.
[00:12:48.190]For how many of you,
[00:12:50.820]sir you over here, what did you think about middle school?
[00:12:55.485]I just said, that was just,
[00:12:57.570]that it was the worst years of my life.
[00:12:59.340]Anybody else feel that way about middle school?
[00:13:02.760]Yeah, it's interesting because I do,
[00:13:04.570]I work with middle schoolers, and think about this a lot.
[00:13:08.620]And why is middle school such a tough time?
[00:13:12.550]I think there's a lot of different reasons.
[00:13:15.540]First of all, it's really different than elementary school.
[00:13:19.440]If you think about it, structurally,
[00:13:21.220]you're going from usually a pretty much smaller school
[00:13:23.760]that's more local, to a bigger school.
[00:13:26.180]The class structure is different.
[00:13:28.250]In elementary school, you're there,
[00:13:30.230]usually with one or two same teachers and your peers
[00:13:32.900]are the same, you're not switching classrooms.
[00:13:35.460]Where in middle school, suddenly you have a science class
[00:13:38.670]and a science teacher for the first time,
[00:13:40.030]and a social studies teacher, in a social studies class.
[00:13:43.070]So, there's that structural, formal educational component.
[00:13:47.930]Another component is just, physically,
[00:13:51.760]this is the time when kids go through puberty
[00:13:54.950]or at least they start going through puberty, right?
[00:13:57.290]And that's a really hard time for kids.
[00:13:59.310]It's a really hard time for kids
[00:14:00.500]because their bodies are changing,
[00:14:02.020]and it's a really hard time for kids
[00:14:03.160]because people are reacting to that
[00:14:04.780]in their world differently.
[00:14:06.600]And so there's that going on, so there's that.
[00:14:09.390]It's also a time where, social interactions and peers
[00:14:13.170]become more important.
[00:14:14.790]You still probably care a little bit what your parents think
[00:14:17.110]but man, it really matters all of a sudden in middle school,
[00:14:19.570]what your peers think.
[00:14:20.680]So, there's that aspect as well.
[00:14:22.780]Then the other thing is just,
[00:14:24.080]so not just physical growth is happening,
[00:14:25.560]not just very rapid physical growth,
[00:14:27.340]but cognitive growth.
[00:14:29.300]Your brain grows during this period.
[00:14:31.925]The only comparison would be in early infancy.
[00:14:35.400]It's just huge cognitive growth.
[00:14:39.454]So much is happening in middle school, and at the same time
[00:14:42.810]and this is happening for boys and girls,
[00:14:44.730]but the same time this is when we're seeing
[00:14:46.590]science interest in girls drop.
[00:14:51.250]Some of you might not know this, but we have a cultural bias
[00:14:56.020]against girls in science in our society.
[00:14:59.760]And how do we know this?
[00:15:02.530]There's a implicit association test
[00:15:05.800]that's been done by thousands of people.
[00:15:07.980]And so, when I say implicit what I mean is,
[00:15:09.990]usually, none of us are explicitly thinking,
[00:15:12.510]boys are better at science or math.
[00:15:13.980]Some might and some might actually express that out loud
[00:15:17.000]but for most part, we are not even aware
[00:15:19.060]that there's this cultural bias, but we know there is.
[00:15:22.060]So, even people who will say, "I'm not biased at all,"
[00:15:24.570]and I've taken this test and I'm a sociologist,
[00:15:27.420]and I know all of this and I'm biased.
[00:15:30.060]And lots of us are, as you can see.
[00:15:32.020]A vast majority of us have this cultural bias
[00:15:35.230]towards men in science and women in liberal arts,
[00:15:37.490]so think reading, English, things like that.
[00:15:40.240]We know this exists in our culture.
[00:15:43.540]In middle school, we see this cognitive, sort of, shift
[00:15:48.140]where students suddenly start to imagine
[00:15:50.730]their place in the world and what social groups they fit in.
[00:15:54.600]Where they fit in, where they stand out, where they belong,
[00:15:57.810]where they don't belong.
[00:15:59.110]And we also see, these sort of generalizations
[00:16:01.470]start to happen as well.
[00:16:03.430]Here we see just, generally two people,
[00:16:07.280]this individual sucks at math,
[00:16:09.070]I don't know they got the question wrong
[00:16:10.640]and the person makes a judgment.
[00:16:12.330]But when we see, oh a boy and a girl,
[00:16:15.370]and we see that this girl's not doing well in math
[00:16:17.770]and suddenly girls, it's a confirmation bias,
[00:16:20.000]girls don't do as well at math.
[00:16:22.700]So, this generalization happens
[00:16:24.460]and we see this happen in middle school,
[00:16:26.410]this sort of, generalization of in-group, out-group,
[00:16:29.120]thinking about how that works.
[00:16:32.720]We did a study in a middle school
[00:16:35.830]and we couldn't do the implicit association test
[00:16:37.720]'cause it takes too long, so we just explicitly,
[00:16:39.670]we just asked them.
[00:16:40.757]"Who's better, who's better at science, girls or boys?"
[00:16:43.580]And I think the positive story here is that,
[00:16:46.060]the vast majority say girls and boys are the same.
[00:16:48.560]Now, we know implicitly, they probably have bias
[00:16:52.000]like we all do, but when you ask them,
[00:16:54.290]there's this equity, which I think is good.
[00:16:57.590]We also see that there's some girl bias.
[00:17:01.886]And we see that there is some boy bias as well.
[00:17:04.380]And I'll tell you, that girls tend to be more girl biased
[00:17:07.540]and boys tend to be more boy biased,
[00:17:09.090]and I call this the, girls rule boys drool type phenomenon
[00:17:12.580]this intersex sort of competition
[00:17:16.180]that happens in elementary school and middle school.
[00:17:21.340]Just shifting gears a little bit,
[00:17:22.540]I wanna look at the cultural belief
[00:17:24.770]that boys are better at science in particular.
[00:17:28.640]What we did, is we wanted to predict boy-science bias
[00:17:31.830]in particular and we wanted to look at it by gender
[00:17:34.920]and we wanted to look at it by grade.
[00:17:37.040]Now, this is just a cross-sectional study,
[00:17:39.210]so this wasn't over time, but we are breaking it down,
[00:17:42.210]looking at what the boy gender bias
[00:17:44.250]in sixth grade is for boys and girls,
[00:17:46.070]what it is for seventh grade for boys and girls,
[00:17:48.530]and what it is in eighth grade for boys and girls.
[00:17:50.780]As you can see in sixth grade,
[00:17:52.480]boys have a much higher boy science bias,
[00:17:55.920]explicit boy science bias than girls.
[00:17:59.000]The seventh graders, we see that the girls' boy science bias
[00:18:02.500]increases and the boys goes down just a little bit.
[00:18:05.430]And then by eighth grade, they really look the same.
[00:18:08.220]Now again, this is just like a cross-section,
[00:18:10.300]we'd have to follow them through
[00:18:11.500]to see how that bias changes,
[00:18:13.240]but it is a really fascinating pattern
[00:18:15.750]because we know that the transition
[00:18:17.760]between sixth, seventh and eighth grade is huge.
[00:18:19.800]And you know this if you've ever been in a middle school
[00:18:21.440]and you've seen the sixth graders and the eighth graders,
[00:18:23.130]so a lot happens in those three years.
[00:18:26.884]At this point, we're really interested well,
[00:18:29.610]how does this impact this explicit science bias,
[00:18:34.010]boy-science bias, how does this impact
[00:18:37.310]whether someone thinks
[00:18:38.580]that they could become a scientist someday?
[00:18:41.744]We call this science possible selves,
[00:18:44.130]and it's just this idea that,
[00:18:45.540]is this a future possibility for me?
[00:18:47.210]We know that middle schoolers are trying on
[00:18:48.590]all sorts of identities, they're thinking about
[00:18:50.440]all sorts of possibilities for their future,
[00:18:52.440]what's going to be open to them and what's not open to them.
[00:18:54.800]And so, not everybody wants to be a scientist, that's okay.
[00:18:57.560]We need artists, we need all sorts of different people.
[00:19:01.760]But we did ask, let's pretend you wanted to be a scientist
[00:19:05.210]when you grow up, which of the following
[00:19:07.250]best describes you?
[00:19:09.850]I could become a scientist,
[00:19:11.410]I might be able to become a scientist,
[00:19:13.900]probably and then I don't think so,
[00:19:17.060]and then also, I don't know.
[00:19:18.850]Middle schoolers love to say, I don't know.
[00:19:21.020]What we found is about 23% of the students said
[00:19:23.690]that they could become a scientist if they wanted to.
[00:19:27.330]How does boy science bias
[00:19:31.130]or girl science bias impact
[00:19:33.260]whether someone thinks they could themselves be a scientist?
[00:19:37.230]We weren't really sure.
[00:19:40.050]If you think about it, if I'm a girl,
[00:19:42.740]and I think girls are like way better at science,
[00:19:45.330]then you'd think that I might believe
[00:19:47.770]that it's a greater possibility for me than other people.
[00:19:51.830]Same for boys, if I'm a boy
[00:19:53.680]and I have a strong boy science bias,
[00:19:55.333]then I might have a higher boy science possible self,
[00:19:59.520]and then vice versa.
[00:20:00.830]If I'm a girl, and I think boys are better at science,
[00:20:03.980]then I think is probably not a possibility for me.
[00:20:06.390]We're really interested in, the sort of,
[00:20:08.640]boys rule girls drool, do you get a lift if you're a boy
[00:20:11.790]and you think boys are better at science?
[00:20:13.280]Do you get a lift in your science possible selves
[00:20:15.360]if you're a girl and you think girls are better at science?
[00:20:18.960]And we found something really interesting.
[00:20:24.650]What we found was that, for boys and girls,
[00:20:27.870]having a boy science bias, this widely-held cultural belief
[00:20:32.360]that boys are better at science,
[00:20:34.210]hurt boys and girls the same,
[00:20:36.450]when it came to science possible selves.
[00:20:39.700]No bias, didn't seem to make a difference
[00:20:41.690]and although this wasn't in our publication
[00:20:43.410]for those sixth grade girls,
[00:20:44.280]there were quite a few sixth grade girls
[00:20:45.960]who thought girls were awesome at science.
[00:20:48.500]We saw a little bit of a boost for them,
[00:20:50.270]like we might have expected to see for boys.
[00:20:52.640]So, having a girl science bias, seemed to help the girls.
[00:20:55.610]It didn't seem to harm the boys,
[00:20:57.670]but having a boy science bias even for boys,
[00:21:00.580]made them be less likely to have a science possible self.
[00:21:05.020]The takeaway from this is that, a boy science bias
[00:21:09.780]was associated with lower science possible selves.
[00:21:12.630]And so, what do we need to do?
[00:21:15.130]What does this mean?
[00:21:17.650]What it means is, we have to get rid of this cultural bias,
[00:21:20.840]this widely-held cultural belief,
[00:21:22.960]that boys are better at science and math.
[00:21:24.930]If we do so, we're not going to hurt the boys in any way
[00:21:27.800]and in fact, we're actually gonna increase
[00:21:30.660]people going into science, boys and girls.
[00:21:34.240]And that would broaden science participation
[00:21:36.270]and increase our science workforce across the board.
[00:21:40.400]The next question is, well, how do we do that?
[00:21:42.760]Because this is a bias that most of us don't even realize
[00:21:44.810]that we have and we're not even really sure how we get it.
[00:21:49.180]I have a couple of videos that I want to show you.
[00:21:52.150]They're actually advertisements and so, a lot of times
[00:21:55.090]people don't think advertisements impact them, you're like
[00:21:58.017]"Oh, you know, they don't matter."
[00:22:00.050]If they didn't matter, they would not spend
[00:22:01.530]millions and billions of dollars on advertisements.
[00:22:04.997]I want you to take a look at both of these commercials
[00:22:07.800]to just see both, what the barriers are
[00:22:09.830]and then maybe how we might combat them.
[00:22:14.164](gentle music)
[00:22:16.824]
[00:22:20.591]Nine, 10, 11.
[00:22:36.930]That's so weird about the sound.
[00:22:40.325]10, 11.
[00:22:54.941](gentle music)
[00:23:00.470]
[00:23:01.670]this project has gotten out of control.
[00:23:04.193](drill buzzing)
[00:23:06.515]
[00:23:08.133]why don't you hand that to your brother.
[00:23:13.080]We could just, it's one minute,
[00:23:14.990]so we could just start at the beginning.
[00:23:18.630]Our words can have a huge impact.
[00:23:20.853]Or can we, can we start it over?
[00:23:22.340]Isn't time we told her,
[00:23:23.630]she's pretty brilliant too?
[00:23:27.090]Encourage her love of science and technology
[00:23:29.796]and inspire her to change the world.
[00:23:31.950]Yeah, it was weird.
[00:23:55.210]Let's try one more time.
[00:23:58.830]'Cause it seemed like it was playing, and then it got lower.
[00:24:08.140](gentle music)
[00:24:10.920]
[00:24:13.806]Eight, nine, 10, 11.
[00:24:20.872](gentle music)
[00:24:29.468](gentle music)
[00:24:39.394](drill buzzing)
[00:24:46.375](gentle music)
[00:24:56.640]Our words can have a huge impact,
[00:24:58.890]isn't it time we told her, she's pretty brilliant too.
[00:25:02.820]To encourage her love of science and technology.
[00:25:07.600]These are some of the cultural messages
[00:25:09.040]that we don't necessarily even realize that we're sending.
[00:25:13.000]Again, because we're not aware necessarily,
[00:25:14.880]that we have them.
[00:25:18.210]But we are, we're imparting them as parents.
[00:25:21.880]This next one's a little bit more uplifting.
[00:25:24.450]So, this might be a way that we can combat them
[00:25:26.380]and I hope this video works.
[00:25:33.064](audience murmuring)
[00:25:36.443]Alright.
[00:25:42.026]("Girls" by Goldie Blox)
[00:26:00.678]♪ Girls, ♪
[00:26:02.936]♪ you think you know what we want, Girls ♪
[00:26:06.819]♪ pink and pretty it's girls ♪
[00:26:10.245]♪ Just like the '50s it's girls ♪
[00:26:13.911]♪ You like to buy us pink toys ♪
[00:26:17.634]♪ And everything else is for boys ♪
[00:26:21.330]♪ And you can always get us dolls ♪
[00:26:24.999]♪ And we'll grow up like them, false ♪
[00:26:29.016]♪ It's time to change ♪
[00:26:32.663]♪ We deserve to see a range ♪
[00:26:36.047]♪ 'Cause all our toys look just the same ♪
[00:26:39.714]♪ And we would like to use our brains and ♪
[00:26:43.367]♪ We are all more than princess maids ♪
[00:27:02.349]♪ Girls, to build a spaceship ♪
[00:27:04.306]♪ Girls, to code a new app ♪
[00:27:06.052]♪ Girls to grow up knowing That they can engineer that ♪
[00:27:09.773]♪ Girls, that's all we really need is girls ♪
[00:27:15.487]♪ To bring us up to speed, it's girls ♪
[00:27:19.233]♪ Our opportunity is girls ♪
[00:27:22.929]♪ Don't underestimate girls ♪
[00:27:25.359]♪ Girls, girls, girls, girls, girls ♪
[00:27:29.822]♪ girls, girls, girls, girls, girls ♪
[00:27:34.329]♪ Girls, yeah ♪
[00:27:36.997](girls laughing)
[00:27:46.270]Pretty tough.
[00:27:50.070]Yeah, so that's the Beastie Boy song
[00:27:51.960]which is probably the most misogynistic song
[00:27:54.200]from the late 80s, but yeah, they co-opted it.
[00:27:58.940]What I wanted to do now, is to
[00:28:03.680]just open it up for discussion and questions.
[00:28:07.310]As I mentioned, there's so much happening at middle school.
[00:28:09.480]So many things could be going on that we don't understand
[00:28:12.520]that might reduce girls' interest in science
[00:28:14.560]during that time period.
[00:28:17.520]Why do you think we might see that,
[00:28:19.460]and what can we do about it?
[00:28:21.800]Does anybody have any ideas, personal stories
[00:28:24.140]or just questions in general?
[00:28:27.665]I thought that was pretty cool.
[00:28:29.650]I have not got to see that yet, so yes,
[00:28:31.310]we need more women mentors in leadership positions
[00:28:34.540]and role models so that girls can see themselves,
[00:28:37.280]their future possible selves in those roles
[00:28:40.300]because if you don't see anyone who looks like you
[00:28:42.850]doing those jobs, then it's really hard to see yourself
[00:28:46.460]doing that.
[00:28:48.090]So yes, definitely, and so,
[00:28:49.520]it's sort of a double-edged sword though, right?
[00:28:51.330]'Cause it's hard to recruit,
[00:28:53.340]but yes, female mentors and role models.
[00:28:55.430]Other ideas?
[00:28:57.850]In some of the research that we've done,
[00:29:01.510]we actually ask kids about things related to science,
[00:29:04.350]like, how much do you like to discover new things?
[00:29:07.790]How curious are you about the world?
[00:29:10.410]How much do you like exploring nature?
[00:29:12.500]And we particularly leave the word, science out of that
[00:29:16.710]because we actually think at this point,
[00:29:19.050]the word, science itself is gender coded and race coded,
[00:29:23.600]it's white and it's male and it's pretty elite,
[00:29:25.600]it's pretty upper-class.
[00:29:26.790]And so, we do ask kids,
[00:29:28.930]we called this measure discovery orientation
[00:29:32.620]about their interest in these things.
[00:29:35.180]I have another example, at Dartmouth,
[00:29:37.000]a lot of the students there,
[00:29:38.630]they have 50% of women go into engineering at Dartmouth
[00:29:42.300]but they don't call them engineering classes there,
[00:29:44.540]they call them, design.
[00:29:47.180]So, the word, engineering and the word, science,
[00:29:50.510]those words at this point are coded.
[00:29:51.910]And it's kind of hard, how do we stop using these words
[00:29:55.360]when they're so fundamental to how we talk about things?
[00:30:00.000]We do need to think about language,
[00:30:01.430]I think that's important.
[00:30:03.660]But yeah, it's hard to make things gender neutral,
[00:30:05.520]I guess is the point.
[00:30:07.980]There is a, definitely a phenomenon
[00:30:10.360]where girls are out-achieving boys at school generally,
[00:30:13.680]academically in all fields that we've seen happen.
[00:30:17.260]The academic achievement for girls, we see is really high
[00:30:20.430]and there is a leaky pipeline,
[00:30:22.400]particularly going from high school to undergraduate,
[00:30:25.530]and then that first year of undergraduate,
[00:30:27.300]we see a lot of female students
[00:30:30.420]go from a STEM major, a science, technology,
[00:30:33.420]engineering or math major into a different major.
[00:30:35.760]And so there's some really interesting research
[00:30:37.520]just looking at personality and what they find,
[00:30:41.840]and I don't know if this can be generalized,
[00:30:44.780]but I thought it was fascinating that a lot of times,
[00:30:47.250]these girls have a really wide range of skills.
[00:30:50.370]And so, perhaps if they get into a chilly climate,
[00:30:53.960]where they feel like they're outnumbered,
[00:30:56.020]or it's not very welcoming, it's really easy to switch
[00:30:59.450]to a career like business or a major
[00:31:01.830]where you might feel a little bit more welcome
[00:31:03.430]or where you might not be the minority,
[00:31:05.640]because they might be so high achieving
[00:31:08.130]in so many different areas.
[00:31:09.570]And that's just one theory.
[00:31:11.940]But there's lots of different levels of things going on
[00:31:15.500]and I think one of them is just a structure
[00:31:16.930]of the institution.
[00:31:18.530]I think it varies from high school to high school.
[00:31:20.550]We see tons of variation in course taking in science
[00:31:24.790]but certainly, at the undergraduate level
[00:31:26.400]it just, the variation grows in different colleges.
[00:31:31.560]Yeah, I think broadening the definition of science
[00:31:35.760]and scientists and who does science.
[00:31:38.150]In the middle school where we were at, it was really hard
[00:31:40.500]'cause when you're doing a survey
[00:31:41.820]you're not supposed to tell people the answers.
[00:31:45.520]We had a question, we're like,
[00:31:46.827]"What kind of job do you want?"
[00:31:48.160]And it was like a job that uses a lot of science
[00:31:50.420]versus none at all.
[00:31:52.310]We would have students be like,
[00:31:54.447]"Does nursing use a lot of science?"
[00:31:56.617]And we're like.
[00:31:58.860]Like yes, but they weren't aware.
[00:32:00.760]And there's been other studies too
[00:32:02.630]where if you explicitly ask them,
[00:32:04.870]they were in some of these enrichment programs for science
[00:32:06.977]and then they followed up with them many years later
[00:32:09.890]and they said, "Are you in a job in science now?"
[00:32:12.250]And they're like, "No."
[00:32:13.400]But then they went in and they looked at the occupation
[00:32:15.360]they wrote down, about 30%
[00:32:17.073]said they were in a science career
[00:32:18.550]but it was actually 68% when somebody else coded
[00:32:21.490]how much science was in their job.
[00:32:23.780]I think you're absolutely right, just broadening the idea
[00:32:26.080]of what is science, what's a science career,
[00:32:28.530]how do we use science in all sorts of careers,
[00:32:31.210]that aren't necessarily like scientists.
[00:32:33.580]There is some research that shows,
[00:32:35.300]and this is for all parents, particularly for mothers,
[00:32:38.800]if they have math anxiety, that transfers
[00:32:42.380]into their children's performance in math.
[00:32:45.530]So, if they have a lot of math anxiety
[00:32:47.650]and their child comes home with math homework and want help,
[00:32:51.790]the kids can tell that this is not something
[00:32:55.320]that they're comfortable with.
[00:32:56.670]And that does subtly, sort of move them away.
[00:32:59.310]For women who have gotten really beaten up
[00:33:01.890]through just basic discrimination because there is,
[00:33:04.540]there's discrimination as well in these institutions
[00:33:07.910]and in these roles.
[00:33:09.870]Yeah.
[00:33:12.140]You don't wanna see your child have to go through that.
[00:33:15.440]But what we have to do, is a lot of times programs
[00:33:17.620]are trying to change individuals to make them hardier
[00:33:20.010]or something.
[00:33:21.020]And really we have to the change institutions,
[00:33:22.700]so you don't have to get beat up to get through it,
[00:33:26.720]like a lot of people did get beat up in the,
[00:33:32.300]blazing those trails and fighting
[00:33:34.430]that institutional discrimination.
[00:33:37.260]So, yeah, I don't know, change the institutions
[00:33:40.610]to make them more welcoming
[00:33:42.790]to all sorts of people in science.
[00:33:45.920]I have another grant where I'm looking at
[00:33:49.360]women in mathematics in particular,
[00:33:51.720]at the undergraduate and graduate level
[00:33:53.100]trying to increase the proportion of women
[00:33:55.380]with advanced degrees in mathematics,
[00:33:56.880]that's what Judy Walker here at UNL.
[00:34:00.250]And what we found is that, yeah,
[00:34:02.695]they're facing discrimination,
[00:34:05.040]they're sort of getting beat up,
[00:34:05.873]they're not being taken seriously,
[00:34:07.360]there's some microaggressions happening in the classroom
[00:34:09.840]where they're being left out of study groups.
[00:34:12.780]And again, we have to change these institutional structures
[00:34:17.280]so that's not happening
[00:34:18.360]and the professor's have to be aware
[00:34:20.350]that these dynamics are happening and take them seriously.
[00:34:24.310]But what I can say is that, what we have found is that
[00:34:26.980]the women who have persisted and have done well,
[00:34:29.270]what they do, is they find a support group of women
[00:34:32.810]who have experienced that.
[00:34:34.510]It's sort of like that personal trouble
[00:34:35.940]versus public issue-type thing.
[00:34:39.600]If I'm getting beat up or I'm having this experience
[00:34:41.980]that's really negative experience in a math classroom
[00:34:43.790]where I'm not being taken seriously or I'm the only one,
[00:34:48.650]what can I do?
[00:34:49.730]Well, I can turn to some of my peers who've also been there
[00:34:52.627]and they could say, "Yeah, I've experienced that,
[00:34:55.707]"this is what I did."
[00:34:57.200]Or, "You're not alone, here's some resources,"
[00:35:00.220]or "here some literature on the fact that you're not alone
[00:35:03.567]"in experiencing this and here are ways
[00:35:05.907]"that I've combated it."
[00:35:07.240]But again, that's not really fixing the problem,
[00:35:10.070]it's sort of, (chuckling) like we're making
[00:35:13.330]these individuals work harder to just do the basics
[00:35:17.060]when they shouldn't have to.
[00:35:18.820]That's usually what we see for women who've persisted.
[00:35:22.420]No, I think you're definitely onto something
[00:35:25.070]and I think that there's a lot of people in formal education
[00:35:29.890]through NGSS and trying to bring in,
[00:35:32.380]sort of, authentic, project-based science experiences
[00:35:35.780]that we know tend to help keep people who are more diverse
[00:35:40.070]and get them more interested in these fields.
[00:35:42.140]And then the other thing is,
[00:35:43.380]we do a lot of informal science education.
[00:35:45.950]Just, making it fun and making it exciting
[00:35:48.510]and creative and having a voice.
[00:35:50.290]It might be hard to speak up in a classroom.
[00:35:52.400]And science classrooms are taught in,
[00:35:53.937]"Oh, I'm going to memorize the periodic table,"
[00:35:56.290]feel like, it kind of turns people off
[00:35:57.950]or here's the history of science.
[00:35:59.447]But if you're actually in there hands-on
[00:36:01.410]conducting experiments,
[00:36:02.900]and that's not always easy to do in the classroom
[00:36:04.900]but that's why these informal science experiences
[00:36:07.480]and after-school programs and CLCs, at the Museum, at zoos
[00:36:11.240]making sure those are open to all youth,
[00:36:14.030]can really help I think, give that creative element
[00:36:17.520]to keep people more interested because yeah,
[00:36:19.940]if science is just really boring
[00:36:23.440]and on your arts class you get to really express
[00:36:25.380]who you are, that is it's gonna make you
[00:36:27.790]maybe choose a different path.
[00:36:29.160]And yeah, science doesn't always get there quick enough,
[00:36:31.990]I think for, especially at the middle school era,
[00:36:35.080]during middle school in particular, I think
[00:36:36.950]there's a problem with that.
[00:36:39.030]Yes.
[00:36:39.863]I think there's a movement towards that
[00:36:41.610]and there's gotta be a lot of education for parents
[00:36:44.470]just thinking about that encouragement
[00:36:46.770]and thinking about science and going into science fields,
[00:36:48.920]even if it might not have been your thing
[00:36:51.010]when you were younger.
[00:36:52.080]But we definitely need to train our teachers
[00:36:54.270]to just recognize that even, I mean,
[00:36:56.820]we all have these biases and we might not even realize that
[00:37:00.150]when people raise their hands, that we're biased
[00:37:03.760]on who we're calling on.
[00:37:05.260]And there was a really interesting study at Harvard.
[00:37:07.690]What they found is, this was in the law school
[00:37:09.530]but there's a lot of bias in law schools too,
[00:37:12.530]that they were mostly calling on the male law students.
[00:37:15.590]When they actually put someone in the classroom to count
[00:37:18.060]who they were calling on,
[00:37:19.210]there's something about being watched.
[00:37:20.910]It was amazing how that suddenly made parody
[00:37:22.850]because it made them aware.
[00:37:24.480]They were like, "Oh, I didn't even know I was doing this.
[00:37:28.187]"Now I know that this matters
[00:37:30.657]"and that I can have an impact.
[00:37:32.267]"If I just really think carefully and make sure
[00:37:34.657]"that I'm doing this in a systematic way
[00:37:36.807]"to not leave any voices out."
[00:37:39.070]And so there are some classes,
[00:37:41.210]I teach a class in the summer,
[00:37:42.910]two science and math teachers talking about science identity
[00:37:46.240]and these types of issues that I've talked about here today.
[00:37:49.210]And I do think the next generation science standards
[00:37:52.560]are really focusing on
[00:37:55.010]encouraging all kinds of kids.
[00:37:57.260]Because even if you're not going to go on
[00:37:58.290]and be a scientist, you have to be scientifically literate.
[00:38:02.240]We have, just public education, being able to vote,
[00:38:05.070]being able to be an active citizen
[00:38:06.310]and make decisions about your health and your life.
[00:38:08.800]You need this, you need this.
[00:38:12.320]It's slow though, social change takes a lot of time,
[00:38:16.475]it really does.
[00:38:18.560]No, I agree that, especially among faculty members,
[00:38:22.793]a lot of full professors have been around a long time.
[00:38:26.880]They might not know a lot about some of the social science,
[00:38:29.680]these types of ways of thinking and understanding the world
[00:38:33.300]and so, certainly trainings on inclusivity
[00:38:36.260]and thinking about how do we involve
[00:38:38.570]lots of different types of people in the classroom
[00:38:40.250]and how do we not beat them up so much.
[00:38:44.380]I had a former student who started out,
[00:38:48.207]he was gonna be a lawyer, then he did a lot with sociology
[00:38:51.130]and then he decide he want to go into computer science,
[00:38:52.710]he took a computer science course.
[00:38:54.230]And he ended up getting an A in there, but he was like,
[00:38:56.540]what's the hardest thing is,
[00:38:59.140]he gets zero positive reinforcement, like he was used to
[00:39:02.220]in his sociology courses and his other courses.
[00:39:05.630]Just, when you did a good job, somebody telling you
[00:39:08.300]that you did a good job.
[00:39:09.790]And when he was in that computer science course,
[00:39:11.480]he was like zero, he just marked everything up.
[00:39:14.210]But he was doing a good job, he got an A.
[00:39:16.270]But he said it was really shocking to him
[00:39:18.000]going from this sort of culture of,
[00:39:19.940]being a social science major
[00:39:21.260]and then taking some more advanced computer science
[00:39:23.297]and math courses, not having that positive reinforcement.
[00:39:26.550]And then there's just the negative, I mean,
[00:39:28.900]I've heard horror stories in some of my research
[00:39:31.100]just interviewing people who have dropped out of STEM fields
[00:39:34.490]and some of the experiences they've had with professors
[00:39:36.670]and I don't know how to solve that problem, except training
[00:39:40.060]but they're very resistant.
[00:39:42.410]We've had implicit bias trainings here.
[00:39:47.280]No, there's this really great article
[00:39:50.020]that just came out in 2017.
[00:39:51.427]And the journal, Social Science is called, Weeded Out.
[00:39:54.390]And what they looked at is that introductory calculus course
[00:39:56.930]among STEM majors for men and women, first-year
[00:40:01.520]who had already declared a STEM major
[00:40:03.190]and then they took their first calculus course.
[00:40:04.860]What they found is, the men were more likely to fail
[00:40:08.750]but not by a lot.
[00:40:10.580]But their reaction to failing was to just keep going
[00:40:13.970]and the girls, they dropped out.
[00:40:16.630]And so, there's certainly, it's perfectionism
[00:40:19.570]and I would also say just a confidence bias.
[00:40:29.320]It's interesting because I think the confidence bias
[00:40:31.590]is actually not girls, it's it's guys who are overconfident.
[00:40:36.300]I don't know how to say, you shouldn't be so confident,
[00:40:39.503](chuckling) like you should have a more accurate view
[00:40:43.320]of your abilities here.
[00:40:44.740]You don't want to take anybody down, we wanna be positive.
[00:40:48.090]But at the same time yeah, that is a huge,
[00:40:51.101]and you see it in that article, it's really, really
[00:40:54.110]stark contrast.
[00:40:55.300]If you fail a course and you're a woman,
[00:40:57.300]you fail that first calculus course, you're much more likely
[00:40:59.930]to change degrees out of a STEM field.
[00:41:01.680]And again, we shouldn't be using these courses
[00:41:03.970]as weed out courses.
[00:41:05.690]Why are we weeding people out?
[00:41:07.520]Because who are we weeding out?
[00:41:09.720]Women, people of color.
[00:41:11.600]We're not weeding out other people, you know what I mean?
[00:41:14.170]It's not just weeding out people who can't do it,
[00:41:16.690]it's weeding out people who don't have the confidence
[00:41:20.760]to persist after getting a failing grade.
[00:41:24.860]But it's not ability,
[00:41:26.360]because they're having the same experiences
[00:41:29.360]and it's hard for everyone.
[00:41:31.330]Engineering is hard, science is really hard,
[00:41:34.610]math is really hard.
[00:41:37.200]But it's the reaction to the failure
[00:41:41.330]or to that negative experience
[00:41:45.100]to where you decide to change fields,
[00:41:48.090]that I think we need to change or just not have
[00:41:50.710]these courses that weed people out disproportionately.
[00:41:53.400]When we see that they're having that disproportionate impact
[00:41:55.620]and it has nothing to do with their ability,
[00:41:57.400]then we need to do something different in those courses.
[00:42:00.260]Now, we definitely need to rethink
[00:42:02.727]how we transition high schoolers into college.
[00:42:07.320]And to make sure, if they don't have access
[00:42:09.460]to all those AP courses or they don't have
[00:42:12.050]the same opportunities that a lot of kids have in say,
[00:42:14.280]urban schools versus rural schools,
[00:42:17.890]that the supports we're giving them, don't seem remedial,
[00:42:21.890]'cause a lot of times they do.
[00:42:22.927]"Oh, you need extra help."
[00:42:24.270]Well, that doesn't feel good either.
[00:42:26.390]So, how can we bring youth in
[00:42:28.480]and not have it seem remedial,
[00:42:30.540]bringing in these high schoolers,
[00:42:32.680]but give them some help in that transition?
[00:42:39.752]I think we could probably brainstorm
[00:42:41.680]a lot of different solutions and assess them
[00:42:44.230]but I do think we just need to change the courses,
[00:42:48.760]and then how we support people of color,
[00:42:51.580]people coming from schools that are lower income.
[00:42:56.060]It kind of comes back to that Harvard study
[00:42:57.470]I was talking about, making people aware of them
[00:43:00.120]is the first step.
[00:43:01.400]I know I have biases,
[00:43:04.270]maybe in who I'm calling on in class,
[00:43:06.520]maybe when I see someone's name on an application.
[00:43:09.480]There's been some really interesting studies,
[00:43:12.200]just where if instead of putting a first name
[00:43:14.600]or changing the names or making it so that's not so apparent
[00:43:18.523]that that can help, like it's a strategy
[00:43:20.260]that a teacher could take to make sure
[00:43:22.430]that they're not letting those implicit cultural biases
[00:43:25.410]influence how they're actually grading
[00:43:27.240]or interacting with students.
[00:43:28.590]So really, it's just sort of self-awareness
[00:43:30.550]and having I guess, sort of that vulnerability
[00:43:32.810]of understanding that you're fallible,
[00:43:35.000]we all have human brains, we all make mistakes
[00:43:37.210]and generalizations and mess up sometimes
[00:43:39.810]but being aware that that's systematic.
[00:43:42.480]And then there are just really clear things
[00:43:44.530]that people figured out you can do,
[00:43:45.740]which is sort of, blinded grading,
[00:43:50.870]that's pretty much the big one,
[00:43:51.930]having somebody there watching you.
[00:43:54.350]That's a good one, knowing you're being watched,
[00:43:56.090]making sure, or having someone checking to make sure
[00:43:58.730]that you aren't having those systematic biases
[00:44:01.280]but that's a hard position to voluntarily enter.
[00:44:05.110]But I hope that more faculty members will think about
[00:44:09.270]taking on those strategies because we all have these biases.
[00:44:13.720]Now, how to change them,
[00:44:15.420]I think we just need more role models.
[00:44:18.620]And we really need to pay attention to textbooks,
[00:44:20.930]media, the messages,
[00:44:23.460]that we are even, somebody talks, says something like,
[00:44:27.677]"Oh, this cop pulled me over," I automatically say,
[00:44:29.837]"Oh, what did he say?"
[00:44:31.610]I mean, we all are doing this all of the time,
[00:44:34.070]taking these shortcuts.
[00:44:36.420]So, stopping ourselves and not doing that,
[00:44:39.930]and not assuming gender based on occupation
[00:44:42.830]and keeping that open while we're interacting
[00:44:44.620]with our youth.
[00:44:48.650]Yeah, I wish I had more answers, you guys.
[00:44:50.372](laughs gently)
[00:44:52.260]We're getting there though, I think.

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SciPop Talks - The Science of Self: How Gender Bias & Mindsets Influence the Inner Scientist

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