This is a repost of a blogpost from February 18, 2016 at my old blog.
Wonkblog reports on a new study on gendered bias: The remarkably different answers men and women give when asked who’s the smartest in the class
Anthropologist Dan Grunspan was studying the habits of undergraduates when he noticed a persistent trend: Male students assumed their male classmates knew more about course material than female students — even if the young women earned better grades.
“The pattern just screamed at me,” he said.
So, Grunspan and his colleagues at the University of Washington and elsewhere decided to quantify the degree of this gender bias in the classroom.
After surveying roughly 1,700 students across three biology courses, they found young men consistently gave each other more credit than they awarded to their just-as-savvy female classmates.
Men over-ranked their peers by three-quarters of a GPA point, according to the study, published this month in the journal PLOS ONE. In other words, if Johnny and Susie both had A’s, they’d receive equal applause from female students — but Susie would register as a B student in the eyes of her male peers, and Johnny would look like a rock star.
It is a pretty good article, and well worth the read – as is the actual paper in PLOS One
Women who start college in one of the natural or physical sciences leave in greater proportions than their male peers. The reasons for this difference are complex, and one possible contributing factor is the social environment women experience in the classroom. Using social network analysis, we explore how gender influences the confidence that college-level biology students have in each other’s mastery of biology. Results reveal that males are more likely than females to be named by peers as being knowledgeable about the course content. This effect increases as the term progresses, and persists even after controlling for class performance and outspokenness. The bias in nominations is specifically due to males over-nominating their male peers relative to their performance. The over-nomination of male peers is commensurate with an overestimation of male grades by 0.57 points on a 4 point grade scale, indicating a strong male bias among males when assessing their classmates. Females, in contrast, nominated equitably based on student performance rather than gender, suggesting they lacked gender biases in filling out these surveys. These trends persist across eleven surveys taken in three different iterations of the same Biology course. In every class, the most renowned students are always male. This favoring of males by peers could influence student self-confidence, and thus persistence in this STEM discipline.
The paper doesn’t really tell anything new – it is well documented that there is a gender-bias against women when evaluating performance and skills, especially in science – see e.g. Science faculty’s subtle gender biases favor male students
Despite efforts to recruit and retain more women, a stark gender disparity persists within academic science. Abundant research has demonstrated gender bias in many demographic groups, but has yet to experimentally investigate whether science faculty exhibit a bias against female students that could contribute to the gender disparity in academic science. In a randomized double-blind study (n = 127), science faculty from research-intensive universities rated the application materials of a student—who was randomly assigned either a male or female name—for a laboratory manager position. Faculty participants rated the male applicant as significantly more competent and hireable than the (identical) female applicant. These participants also selected a higher starting salary and offered more career mentoring to the male applicant. The gender of the faculty participants did not affect responses, such that female and male faculty were equally likely to exhibit bias against the female student. Mediation analyses indicated that the female student was less likely to be hired because she was viewed as less competent. We also assessed faculty participants’ preexisting subtle bias against women using a standard instrument and found that preexisting subtle bias against women played a moderating role, such that subtle bias against women was associated with less support for the female student, but was unrelated to reactions to the male student. These results suggest that interventions addressing faculty gender bias might advance the goal of increasing the participation of women in science.
Women outnumber men in undergraduate enrollments, but they are much less likely than men to major in mathematics or science or to choose a profession in these fields. This outcome often is attributed to the effects of negative sex-based stereotypes. We studied the effect of such stereotypes in an experimental market, where subjects were hired to perform an arithmetic task that, on average, both genders perform equally well. We find that without any information other than a candidate’s appearance (which makes sex clear), both male and female subjects are twice more likely to hire a man than a woman. The discrimination survives if performance on the arithmetic task is self-reported, because men tend to boast about their performance, whereas women generally underreport it. The discrimination is reduced, but not eliminated, by providing full information about previous performance on the task. By using the Implicit Association Test, we show that implicit stereotypes are responsible for the initial average bias in sex-related beliefs and for a bias in updating expectations when performance information is self-reported. That is, employers biased against women are less likely to take into account the fact that men, on average, boast more than women about their future performance, leading to suboptimal hiring choices that remain biased in favor of men.
What I find interesting with the newest study, however, is that it seems like it mostly affects men, while women tend to be better at giving a correct evaluation of the skills of their peers.
If this tendency continues after leaving the classroom (and other studies strongly indicate that this is so), this means that men are more likely to hire less qualified men than the more qualified women, while believing that they are hiring the most qualified person.
Women on the other hand, is more likely to hire the most qualified person, regardless of gender.
When people argue against quotas and other measures to create a level playing field on the job market, they usually argue that the most qualified person should be hired to a given job – well, this study clearly shows that in order for this to happen, there has to be more women involved in the hiring, since otherwise the less qualified men will get hired.
In other words, in order for people to really get hired on the basis of their merits, we have to break the cycle of hiring based on biases.
So, maybe quotas and other measures are the real way of ensuring people getting hired on the basis of their merit?