Gender inequality in science, technology, engineering and mathematics: gendered time disparities in perceived and actual time spent in practical laboratory-based activities
dc.contributor.author | Fernandez, D | |
dc.contributor.author | White, S | |
dc.contributor.author | Smith, HCM | |
dc.contributor.author | Connor, PM | |
dc.contributor.author | Ryan, M | |
dc.date.accessioned | 2023-08-17T12:31:15Z | |
dc.date.issued | 2023-08-17 | |
dc.date.updated | 2023-08-17T11:56:03Z | |
dc.description.abstract | Lab-based activities provide essential skills for students within STEM disciplines, as lab activities provide students with research skills and science knowledge. Therefore, it is critical to note that female students have reported feeling less confident in conducting lab-based activities and report a lower sense of belonging in the lab. In two studies (N = 544) we examined gender differences in the time that students spent, and perceived they spent, on various laboratory-based activities. We predicted that female (vs. male) students in science, technology, engineering and mathematics (STEM) would both perceive, and actually spend, less time in practical, science-specific activities, such as using equipment, compared to observing or note-taking. Study 1a (N = 227) was an online, cross-sectional survey where university STEM students reported their perceptions of time spent during lab-based practical activities, and how satisfied they were with their time spent in these activities. Study 1b (N = 318) was an observational study of university practical lab sessions in STEM disciplines. Our findings demonstrated that female (vs. male) students (1) spent more time recording and taking notes during lab sessions, (2) did not perceive, yet actually spent, less time in the lab using equipment, and (3) were equally satisfied with their time in the lab using equipment. Together, these results suggest that women occupy stereotypically gendered roles in the STEM lab, spending less time on activities that are key for their professional development. Furthermore, the fact that students from disciplines with more female participation were more satisfied with their time spent in lab activities can promote the insidious effects of assessing gender participation and equality in STEM through numbers only. The differences in time spent in lab activities-yet the lack of acknowledge of these differences-opens the discussion about how women might be receiving reduced utility from their programmes, and that universities may not be delivering on their obligations to ensure equal access to teaching resource and opportunities. | en_GB |
dc.format.extent | 01-10 | |
dc.identifier.citation | Vol. 8, article 1194968 | en_GB |
dc.identifier.doi | https://doi.org/10.3389/feduc.2023.1194968 | |
dc.identifier.uri | http://hdl.handle.net/10871/133800 | |
dc.identifier | ORCID: 0000-0002-3600-624X (Connor, Peter) | |
dc.identifier | ScopusID: 57428604100 | 7005280140 (Connor, Peter) | |
dc.language.iso | en | en_GB |
dc.publisher | Frontiers Media | en_GB |
dc.rights | © 2023 Fernandez, White, Smith, Connor and Ryan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. | en_GB |
dc.subject | gender | en_GB |
dc.subject | STEM | en_GB |
dc.subject | higher education | en_GB |
dc.subject | laboratories | en_GB |
dc.subject | practicals | en_GB |
dc.title | Gender inequality in science, technology, engineering and mathematics: gendered time disparities in perceived and actual time spent in practical laboratory-based activities | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2023-08-17T12:31:15Z | |
dc.identifier.issn | 2504-284X | |
dc.description | This is the final version. Available on open access from Frontiers Media via the DOI in this record | en_GB |
dc.description | Data availability statement: The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation. | en_GB |
dc.identifier.journal | Frontiers in Education | en_GB |
dc.relation.ispartof | Frontiers in Education, 8 | |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2023-07-27 | |
dcterms.dateSubmitted | 2023-03-27 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2023-08-17 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2023-08-17T11:56:05Z | |
refterms.versionFCD | AM | |
refterms.dateFOA | 2023-08-17T12:31:16Z | |
refterms.panel | B | en_GB |
refterms.dateFirstOnline | 2023-08-17 |
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Except where otherwise noted, this item's licence is described as © 2023 Fernandez, White, Smith, Connor and Ryan. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.