https://wiki.ubc.ca/api.php?action=feedcontributions&user=DenisePereira&feedformat=atomUBC Wiki - User contributions [en]2024-03-29T10:48:23ZUser contributionsMediaWiki 1.39.6https://wiki.ubc.ca/index.php?title=The_Effect_of_Stereotypes_on_Female_Exit_Rates_in_Computer_Science_Within_the_United_States&diff=609615The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States2020-07-29T18:12:40Z<p>DenisePereira: Included Images</p>
<hr />
<div>== Overview ==<br />
[[File:Backlit keyboard.jpg|thumb|One cause of the “leaky pipeline” with the IT stream is the stereotypical image that society holds for a computer scientist.]]<br />
Plenty of research has demonstrated that there are significantly fewer women than men in computer science because of what is known as the “leaky pipeline.” This “leaking pipeline” is partly due to the stereotypical identity of a computer scientist, someone who is male, socially isolated, “geeky” that excludes women from pursuing this area of study. The use of these identities can be seen in North American and Western cultures, and more specifically, within the United States. Moreover, this kind of stereotype threat can be harmful as it prevents women from believing they belong in the industry of computer science<ref name=":0">Cheryan, Sapna, et al. "Ambient Belonging: How Stereotypical Cues Impact Gender Participation in Computer Science." ''Journal of Personality and Social Psychology'', vol. 97, no. 6, 2009, pp. 1045-1060.</ref>. <br />
<br />
== What is the “Leaky Pipeline”? ==<br />
The “Leaky Pipeline” has been a scholarly discourse tool to describe women losing interest, leaving, or altogether avoiding STEM career paths from grade school through to graduate and post-graduate school. The underrepresentation of women seen in STEM fields demonstrates this “leaky pipeline” especially as this has led women who are incredibly motivated and confident with their work in science and technology to steer clear and even leave the field because they have less desire to work in an environment with a disproportionately low ratio<ref>Murphy, Mary C., Claude M. Steele, and James J. Gross. "Signaling Threat: How Situational Cues Affect Women in Math, Science, and Engineering Settings." ''Psychological Science'', vol. 18, no. 10, 2007, pp. 879-885.</ref>. One study conducted in the US illustrates how females at a middle school or high school education level are negatively affected by gender-biased male classmates and the stereotypes that they hold, which has resulted in a decreased likelihood of these young females majoring in engineering or science<ref name=":1">Riegle-Crumb, Catherine, and Karisma Morton. "Gendered Expectations: Examining how Peers Shape Female Students' Intent to Pursue STEM Fields." ''Frontiers in Psychology'', vol. 8, 2017, pp. 329.</ref>. In fact, results have proven that if more confident female peers were in the class, females would be more likely to major in a STEM related field<ref name=":1" />. <br />
<br />
The “leaky pipeline” has been addressed as an issue due to the loss of “budding talent in the supply pipeline,” and the lack of acknowledgement underrepresented women have in STEM fields<ref>Resmini, Marina. "The ‘Leaky Pipeline." ''Chemistry – A European Journal'', vol. 22, no. 11, 2016, pp. 3533-3534.</ref>. <br />
<br />
== The “Leaky Pipeline” Seen in Computer Science ==<br />
The “leaking” of the pipeline starts when females ''decide'' ''not'' to enter the IT field in the first place. This can be seen at the secondary level of education as girls are much less likely to register for computer programming classes than their male counterparts, and they express less interest in pursuing a degree in this area of study. Furthermore, young women may avoid the field because of the suggestions taken from role models such as parents or teachers who believe that computer science is tailored more for males<ref name=":2">Cheryan, Sapna, Allison Master, and Andrew N. Meltzoff. "Cultural Stereotypes as Gatekeepers: Increasing Girls’ Interest in Computer Science and Engineering by Diversifying Stereotypes." ''Frontiers in Psychology'', vol. 6, 2015.</ref>. In addition, studies have shown that math grades are more relevant to females than males as these grades have a more positive effect on a female’s self-assessment<ref name=":3">Correll, Shelley J. "Gender and the Career Choice Process: The Role of Biased Self‐Assessments." ''The American Journal of Sociology'', vol. 106, no. 6, 2001, pp. 1691-1730.</ref>. The reasoning for this is that a woman’s mindset towards their mathematical ability is lower because they have less confidence in their capabilities than men and as such, fewer women would pursue a career in computer science if they have low self-confidence for the essential skills needed for the career (like math)<ref name=":3" />. <br />
<br />
By the time the college level is reached, males are four times more likely than females to be interested in majoring in computer science<ref name=":2" />. Fewer women are graduating with a degree in computer science today than in the mid-eighties<ref name=":4">Sassler, Sharon, Katherine Michelmore, and Kristin Smith. "A Tale of Two Majors: Explaining the Gender Gap in STEM Employment among Computer Science and Engineering Degree Holders." ''Social Sciences (Basel)'', vol. 6, no. 3, 2017, pp. 69.</ref>. As of 2015, there were 18% of women in the computer science field, and in the space of 15 years, women in this field have declined 10%<ref name=":5">Thébaud, Sarah, and Maria Charles. "Segregation, Stereotypes, and STEM." ''Social Sciences (Basel)'', vol. 7, no. 7, 2018, pp. 111.</ref>. <br />
<br />
In the United States, although approximately 59% of science degrees are earned by women<ref name=":2" />, only a third of the computer science graduates are women and that further leakage of the pipeline is seen after earning a computer science degree<ref name=":4" />. <br />
<br />
== The Stereotypical Image of a Computer Scientist ==<br />
[[File:Hacker-1 (1).jpg|thumb|The stereotypical image of a computer scientist would be of a more masculine figure who is “geeky,” socially inactive, and always sitting in the dark room while on the computer at all hours of the day]]<br />
Societies have held the stereotype that men are more capable with computers than women, which enforces the idea that a computer scientist should be male<ref>Koch, Sabine C., Stephanie M. Müller, and Monika Sieverding. "Women and Computers. Effects of Stereotype Threat on Attribution of Failure." ''Computers and Education'', vol. 51, no. 4, 2008, pp. 1795-1803.</ref>. In part, the media is responsible for depicting a computer scientist as an Asian or Caucasian male who is very invested in the life of technology. Some television series that highlight this stereotype are “The Big Bang Theory” and “Silicon Valley”<ref name=":2" />. This way that television incorrectly describes a scientist profoundly influences both male and female middle school children and how they imagine a scientist’s characteristics<ref>Steinke, Jocelyn, et al. "Assessing Media Influences on Middle School–Aged Children's Perceptions of Women in Science using the Draw-A-Scientist Test (DAST)." Science Communication, vol. 29, no. 1, 2016;2007;, pp. 35-64.</ref>. Dutch adolescents have this image that to be in IT, one needs to be behind a computer all day, isolated from society. This idea has been observed in the US and has driven many females away from the field<ref name=":2" />. The stereotypes depict a computer scientist as an introvert who rarely needs to socialize, but in reality, the industry requires plenty of communication, collaboration, and interaction<ref>Rommes, Els, et al. "'I'M NOT INTERESTED IN COMPUTERS': Gender-Based Occupational Choices of Adolescents." ''Information, Communication & Society: Gender and ICT'', vol. 10, no. 3, 2007, pp. 299-319. → not scholarly peer reviewed</ref>. Moreover, those in the field of computer science have the highest belief (compared to other fields like biology and psychology) that the skills required are inherent and are more of innate ability<ref>Leslie, S. -., et al. "Expectations of Brilliance Underlie Gender Distributions Across Academic Disciplines." ''Science (American Association for the Advancement of Science)'', vol. 347, no. 6219, 2015, pp. 262-265.</ref>. This idea might then steer women away from the IT industry as they may believe they lack the necessary abilities<ref name=":3" />. <br />
<br />
=== Women Left Out ===<br />
The stereotypical image of a computer scientist can have adverse effects on women through discrimination. For instance, employers may believe that if a woman is less skilled than a man when programming, she may be less efficient at getting the work completed and for that reason, an employer may choose to hire a man in her place<ref name=":5" />. Research has shown that stereotypes of those in the IT sector have the most significant effect on females who have fully invested in the field (like those who have obtained a major in computer science)<ref name=":2" />. There’s this expectation of gender segregation where men should have a preference for roles that require masculine traits, while women are then expected to choose occupations that utilize the more feminine traits<ref name=":5" />. The impact these stereotypes have had has led women to turn down job opportunities because they felt they do not belong in the computer science environment<ref name=":0" />. Therefore if steps were taken to eradicate these stereotypes, the more comfortable women would feel in an IT work environment<ref name=":0" />, and as such these measures would play a major role in preventing the “leaky pipeline” from continuing within the computer science industry.<br />
<br />
== References ==</div>DenisePereirahttps://wiki.ubc.ca/index.php?title=The_Effect_of_Stereotypes_on_Female_Exit_Rates_in_Computer_Science_Within_the_United_States&diff=609354The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States2020-07-28T08:26:02Z<p>DenisePereira: </p>
<hr />
<div>== Overview ==<br />
Plenty of research has demonstrated that there are significantly fewer women than men in computer science because of what is known as the “leaky pipeline.” This “leaking pipeline” is partly due to the stereotypical identity of a computer scientist, someone who is male, socially isolated, “geeky” that excludes women from pursuing this area of study. The use of these identities can be seen in North American and Western cultures, and more specifically, within the United States. Moreover, this kind of stereotype threat can be harmful as it prevents women from believing they belong in the industry of computer science<ref name=":0">Cheryan, Sapna, et al. "Ambient Belonging: How Stereotypical Cues Impact Gender Participation in Computer Science." ''Journal of Personality and Social Psychology'', vol. 97, no. 6, 2009, pp. 1045-1060.</ref>. <br />
<br />
== What is the “Leaky Pipeline”? ==<br />
The “Leaky Pipeline” has been a scholarly discourse tool to describe women losing interest, leaving, or altogether avoiding STEM career paths from grade school through to graduate and post-graduate school. The underrepresentation of women seen in STEM fields demonstrates this “leaky pipeline” especially as this has led women who are incredibly motivated and confident with their work in science and technology to steer clear and even leave the field because they have less desire to work in an environment with a disproportionately low ratio<ref>Murphy, Mary C., Claude M. Steele, and James J. Gross. "Signaling Threat: How Situational Cues Affect Women in Math, Science, and Engineering Settings." ''Psychological Science'', vol. 18, no. 10, 2007, pp. 879-885.</ref>. One study conducted in the US illustrates how females at a middle school or high school education level are negatively affected by gender-biased male classmates and the stereotypes that they hold, which has resulted in a decreased likelihood of these young females majoring in engineering or science<ref name=":1">Riegle-Crumb, Catherine, and Karisma Morton. "Gendered Expectations: Examining how Peers Shape Female Students' Intent to Pursue STEM Fields." ''Frontiers in Psychology'', vol. 8, 2017, pp. 329.</ref>. In fact, results have proven that if more confident female peers were in the class, females would be more likely to major in a STEM related field<ref name=":1" />. <br />
<br />
The “leaky pipeline” has been addressed as an issue due to the loss of “budding talent in the supply pipeline,” and the lack of acknowledgement underrepresented women have in STEM fields<ref>Resmini, Marina. "The ‘Leaky Pipeline." ''Chemistry – A European Journal'', vol. 22, no. 11, 2016, pp. 3533-3534.</ref>. <br />
<br />
== The “Leaky Pipeline” Seen in Computer Science ==<br />
The “leaking” of the pipeline starts when females ''decide'' ''not'' to enter the IT field in the first place. This can be seen at the secondary level of education as girls are much less likely to register for computer programming classes than their male counterparts, and they express less interest in pursuing a degree in this area of study. Furthermore, young women may avoid the field because of the suggestions taken from role models such as parents or teachers who believe that computer science is tailored more for males<ref name=":2">Cheryan, Sapna, Allison Master, and Andrew N. Meltzoff. "Cultural Stereotypes as Gatekeepers: Increasing Girls’ Interest in Computer Science and Engineering by Diversifying Stereotypes." ''Frontiers in Psychology'', vol. 6, 2015.</ref>. In addition, studies have shown that math grades are more relevant to females than males as these grades have a more positive effect on a female’s self-assessment<ref name=":3">Correll, Shelley J. "Gender and the Career Choice Process: The Role of Biased Self‐Assessments." ''The American Journal of Sociology'', vol. 106, no. 6, 2001, pp. 1691-1730.</ref>. The reasoning for this is that a woman’s mindset towards their mathematical ability is lower because they have less confidence in their capabilities than men and as such, fewer women would pursue a career in computer science if they have low self-confidence for the essential skills needed for the career (like math)<ref name=":3" />. <br />
<br />
By the time the college level is reached, males are four times more likely than females to be interested in majoring in computer science<ref name=":2" />. Fewer women are graduating with a degree in computer science today than in the mid-eighties<ref name=":4">Sassler, Sharon, Katherine Michelmore, and Kristin Smith. "A Tale of Two Majors: Explaining the Gender Gap in STEM Employment among Computer Science and Engineering Degree Holders." ''Social Sciences (Basel)'', vol. 6, no. 3, 2017, pp. 69.</ref>. As of 2015, there were 18% of women in the computer science field, and in the space of 15 years, women in this field have declined 10%<ref name=":5">Thébaud, Sarah, and Maria Charles. "Segregation, Stereotypes, and STEM." ''Social Sciences (Basel)'', vol. 7, no. 7, 2018, pp. 111.</ref>. <br />
<br />
In the United States, although approximately 59% of science degrees are earned by women<ref name=":2" />, only a third of the computer science graduates are women and that further leakage of the pipeline is seen after earning a computer science degree<ref name=":4" />. <br />
<br />
== The Stereotypical Image of a Computer Scientist ==<br />
Societies have held the stereotype that men are more capable with computers than women, which enforces the idea that a computer scientist should be male<ref>Koch, Sabine C., Stephanie M. Müller, and Monika Sieverding. "Women and Computers. Effects of Stereotype Threat on Attribution of Failure." ''Computers and Education'', vol. 51, no. 4, 2008, pp. 1795-1803.</ref>. In part, the media is responsible for depicting a computer scientist as an Asian or Caucasian male who is very invested in the life of technology. Some television series that highlight this stereotype are “The Big Bang Theory” and “Silicon Valley”<ref name=":2" />. This way that television incorrectly describes a scientist profoundly influences both male and female middle school children and how they imagine a scientist’s characteristics<ref>Steinke, Jocelyn, et al. "Assessing Media Influences on Middle School–Aged Children's Perceptions of Women in Science using the Draw-A-Scientist Test (DAST)." Science Communication, vol. 29, no. 1, 2016;2007;, pp. 35-64.</ref>. Dutch adolescents have this image that to be in IT, one needs to be behind a computer all day, isolated from society. This idea has been observed in the US and has driven many females away from the field<ref name=":2" />. The stereotypes depict a computer scientist as an introvert who rarely needs to socialize, but in reality, the industry requires plenty of communication, collaboration, and interaction<ref>Rommes, Els, et al. "'I'M NOT INTERESTED IN COMPUTERS': Gender-Based Occupational Choices of Adolescents." ''Information, Communication & Society: Gender and ICT'', vol. 10, no. 3, 2007, pp. 299-319. → not scholarly peer reviewed</ref>. Moreover, those in the field of computer science have the highest belief (compared to other fields like biology and psychology) that the skills required are inherent and are more of innate ability<ref>Leslie, S. -., et al. "Expectations of Brilliance Underlie Gender Distributions Across Academic Disciplines." ''Science (American Association for the Advancement of Science)'', vol. 347, no. 6219, 2015, pp. 262-265.</ref>. This idea might then steer women away from the IT industry as they may believe they lack the necessary abilities<ref name=":3" />. <br />
<br />
=== Women Left Out ===<br />
The stereotypical image of a computer scientist can have adverse effects on women through discrimination. For instance, employers may believe that if a woman is less skilled than a man when programming, she may be less efficient at getting the work completed and for that reason, an employer may choose to hire a man in her place<ref name=":5" />. Research has shown that stereotypes of those in the IT sector have the most significant effect on females who have fully invested in the field (like those who have obtained a major in computer science)<ref name=":2" />. There’s this expectation of gender segregation where men should have a preference for roles that require masculine traits, while women are then expected to choose occupations that utilize the more feminine traits<ref name=":5" />. The impact these stereotypes have had has led women to turn down job opportunities because they felt they do not belong in the computer science environment<ref name=":0" />. Therefore if steps were taken to eradicate these stereotypes, the more comfortable women would feel in an IT work environment<ref name=":0" />, and as such these measures would play a major role in preventing the “leaky pipeline” from continuing within the computer science industry.<br />
<br />
== References ==</div>DenisePereirahttps://wiki.ubc.ca/index.php?title=The_Effect_of_Stereotypes_on_Female_Exit_Rates_in_Computer_Science_Within_the_United_States&diff=609353The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States2020-07-28T08:25:40Z<p>DenisePereira: </p>
<hr />
<div>== Overview ==<br />
Plenty of research has demonstrated that there are significantly fewer women than men in computer science because of what is known as the “leaky pipeline.” This “leaking pipeline” is partly due to the stereotypical identity of a computer scientist, someone who is male, socially isolated, “geeky” that excludes women from pursuing this area of study. The use of these identities can be seen in North American and Western cultures, and more specifically, within the United States. Moreover, this kind of stereotype threat can be harmful as it prevents women from believing they belong in the industry of computer science<ref name=":0">Cheryan, Sapna, et al. "Ambient Belonging: How Stereotypical Cues Impact Gender Participation in Computer Science." ''Journal of Personality and Social Psychology'', vol. 97, no. 6, 2009, pp. 1045-1060.</ref>. <br />
<br />
== What is the “Leaky Pipeline”? ==<br />
The “Leaky Pipeline” has been a scholarly discourse tool to describe women losing interest, leaving, or altogether avoiding STEM career paths from grade school through to graduate and post-graduate school. The underrepresentation of women seen in STEM fields demonstrates this “leaky pipeline” especially as this has led women who are incredibly motivated and confident with their work in science and technology to steer clear and even leave the field because they have less desire to work in an environment with a disproportionately low ratio<ref>Murphy, Mary C., Claude M. Steele, and James J. Gross. "Signaling Threat: How Situational Cues Affect Women in Math, Science, and Engineering Settings." ''Psychological Science'', vol. 18, no. 10, 2007, pp. 879-885.</ref>. One study conducted in the US illustrates how females at a middle school or high school education level are negatively affected by gender-biased male classmates and the stereotypes that they hold, which has resulted in a decreased likelihood of these young females majoring in engineering or science<ref name=":1">Riegle-Crumb, Catherine, and Karisma Morton. "Gendered Expectations: Examining how Peers Shape Female Students' Intent to Pursue STEM Fields." ''Frontiers in Psychology'', vol. 8, 2017, pp. 329.</ref>. In fact, results have proven that if more confident female peers were in the class, females would be more likely to major in a STEM related field<ref name=":1" />. <br />
<br />
The “leaky pipeline” has been addressed as an issue due to the loss of “budding talent in the supply pipeline,” and the lack of acknowledgement underrepresented women have in STEM fields<ref>Resmini, Marina. "The ‘Leaky Pipeline." ''Chemistry – A European Journal'', vol. 22, no. 11, 2016, pp. 3533-3534.</ref>. <br />
<br />
== The “Leaky Pipeline” Seen in Computer Science ==<br />
The “leaking” of the pipeline starts when females ''decide'' ''not'' to enter the IT field in the first place. This can be seen at the secondary level of education as girls are much less likely to register for computer programming classes than their male counterparts, and they express less interest in pursuing a degree in this area of study. Furthermore, young women may avoid the field because of the suggestions taken from role models such as parents or teachers who believe that computer science is tailored more for males<ref name=":2">Cheryan, Sapna, Allison Master, and Andrew N. Meltzoff. "Cultural Stereotypes as Gatekeepers: Increasing Girls’ Interest in Computer Science and Engineering by Diversifying Stereotypes." ''Frontiers in Psychology'', vol. 6, 2015.</ref>. In addition, studies have shown that math grades are more relevant to females than males as these grades have a more positive effect on a female’s self-assessment<ref name=":3">Correll, Shelley J. "Gender and the Career Choice Process: The Role of Biased Self‐Assessments." ''The American Journal of Sociology'', vol. 106, no. 6, 2001, pp. 1691-1730.</ref>. The reasoning for this is that a woman’s mindset towards their mathematical ability is lower because they have less confidence in their capabilities than men and as such, fewer women would pursue a career in computer science if they have low self-confidence for the essential skills needed for the career (like math)<ref name=":3" />. <br />
<br />
By the time the college level is reached, males are four times more likely than females to be interested in majoring in computer science<ref name=":2" />. Fewer women are graduating with a degree in computer science today than in the mid-eighties<ref name=":4">Sassler, Sharon, Katherine Michelmore, and Kristin Smith. "A Tale of Two Majors: Explaining the Gender Gap in STEM Employment among Computer Science and Engineering Degree Holders." ''Social Sciences (Basel)'', vol. 6, no. 3, 2017, pp. 69.</ref>. As of 2015, there were 18% of women in the computer science field, and in the space of 15 years, women in this field have declined 10%<ref name=":5">Thébaud, Sarah, and Maria Charles. "Segregation, Stereotypes, and STEM." ''Social Sciences (Basel)'', vol. 7, no. 7, 2018, pp. 111.</ref>. <br />
<br />
In the United States, although approximately 59% of science degrees are earned by women<ref name=":2" />, only a third of the computer science graduates are women and that further leakage of the pipeline is seen after earning a computer science degree<ref name=":4" />. <br />
<br />
== The Stereotypical Image of a Computer Scientist ==<br />
Societies have held the stereotype that men are more capable with computers than women, which enforces the idea that a computer scientist should be male<ref>Koch, Sabine C., Stephanie M. Müller, and Monika Sieverding. "Women and Computers. Effects of Stereotype Threat on Attribution of Failure." ''Computers and Education'', vol. 51, no. 4, 2008, pp. 1795-1803.</ref>. In part, the media is responsible for depicting a computer scientist as an Asian or Caucasian male who is very invested in the life of technology. Some television series that highlight this stereotype are “The Big Bang Theory” and “Silicon Valley”<ref name=":2" />. This way that television incorrectly describes a scientist profoundly influences both male and female middle school children and how they imagine a scientist’s characteristics<ref>Steinke, Jocelyn, et al. "Assessing Media Influences on Middle School–Aged Children's Perceptions of Women in Science using the Draw-A-Scientist Test (DAST)." Science Communication, vol. 29, no. 1, 2016;2007;, pp. 35-64.</ref>. Dutch adolescents have this image that to be in IT, one needs to be behind a computer all day, isolated from society. This idea has been observed in the US and has driven many females away from the field<ref name=":2" />. The stereotypes depict a computer scientist as an introvert who rarely needs to socialize, but in reality, the industry requires plenty of communication, collaboration, and interaction<ref>Rommes, Els, et al. "'I'M NOT INTERESTED IN COMPUTERS': Gender-Based Occupational Choices of Adolescents." ''Information, Communication & Society: Gender and ICT'', vol. 10, no. 3, 2007, pp. 299-319. → not scholarly peer reviewed</ref>. Moreover, those in the field of computer science have the highest belief (compared to other fields like biology and psychology) that the skills required are inherent and are more of innate ability<ref>Leslie, S. -., et al. "Expectations of Brilliance Underlie Gender Distributions Across Academic Disciplines." ''Science (American Association for the Advancement of Science)'', vol. 347, no. 6219, 2015, pp. 262-265.</ref>. This idea might then steer women away from the IT industry as they may believe they lack the necessary abilities<ref name=":3" />. <br />
<br />
=== Women Left Out ===<br />
The stereotypical image of a computer scientist can have adverse effects on women through discrimination. For instance, employers may believe that if a woman is less skilled than a man when programming, she may be less efficient at getting the work completed and for that reason, an employer may choose to hire a man in her place<ref name=":5" />. Research has shown that stereotypes of those in the IT sector have the most significant effect on females who have fully invested in the field (like those who have obtained a major in computer science)<ref name=":2" />. There’s this expectation of gender segregation where men should have a preference for roles that require masculine traits, while women are then expected to choose occupations that utilize the more feminine traits<ref name=":5" />. The impact these stereotypes have had has led women to turn down job opportunities because they felt they do not belong in the computer science environment<ref name=":0" />. Therefore if steps were taken to eradicate these stereotypes, the more comfortable women would feel in an IT work environment<ref name=":0" />, and as such these measures would play a major role in preventing the “leaky pipeline” from continuing within the computer science industry.</div>DenisePereirahttps://wiki.ubc.ca/index.php?title=The_Effect_of_Stereotypes_on_Female_Exit_Rates_in_Computer_Science_Within_the_United_States&diff=609352The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States2020-07-28T08:24:07Z<p>DenisePereira: In text citations into footnotes</p>
<hr />
<div>== Overview ==<br />
Plenty of research has demonstrated that there are significantly fewer women than men in computer science because of what is known as the “leaky pipeline.” This “leaking pipeline” is partly due to the stereotypical identity of a computer scientist, someone who is male, socially isolated, “geeky” that excludes women from pursuing this area of study. The use of these identities can be seen in North American and Western cultures, and more specifically, within the United States. Moreover, this kind of stereotype threat can be harmful as it prevents women from believing they belong in the industry of computer science<ref name=":0">Cheryan, Sapna, et al. "Ambient Belonging: How Stereotypical Cues Impact Gender Participation in Computer Science." ''Journal of Personality and Social Psychology'', vol. 97, no. 6, 2009, pp. 1045-1060.</ref>. <br />
<br />
== What is the “Leaky Pipeline”? ==<br />
The “Leaky Pipeline” has been a scholarly discourse tool to describe women losing interest, leaving, or altogether avoiding STEM career paths from grade school through to graduate and post-graduate school. The underrepresentation of women seen in STEM fields demonstrates this “leaky pipeline” especially as this has led women who are incredibly motivated and confident with their work in science and technology to steer clear and even leave the field because they have less desire to work in an environment with a disproportionately low ratio<ref>Murphy, Mary C., Claude M. Steele, and James J. Gross. "Signaling Threat: How Situational Cues Affect Women in Math, Science, and Engineering Settings." ''Psychological Science'', vol. 18, no. 10, 2007, pp. 879-885.</ref>. One study conducted in the US illustrates how females at a middle school or high school education level are negatively affected by gender-biased male classmates and the stereotypes that they hold, which has resulted in a decreased likelihood of these young females majoring in engineering or science<ref name=":1">Riegle-Crumb, Catherine, and Karisma Morton. "Gendered Expectations: Examining how Peers Shape Female Students' Intent to Pursue STEM Fields." ''Frontiers in Psychology'', vol. 8, 2017, pp. 329.</ref>. In fact, results have proven that if more confident female peers were in the class, females would be more likely to major in a STEM related field<ref name=":1" />. <br />
<br />
The “leaky pipeline” has been addressed as an issue due to the loss of “budding talent in the supply pipeline,” and the lack of acknowledgement underrepresented women have in STEM fields<ref>Resmini, Marina. "The ‘Leaky Pipeline." ''Chemistry – A European Journal'', vol. 22, no. 11, 2016, pp. 3533-3534.</ref>. <br />
<br />
== The “Leaky Pipeline” Seen in Computer Science ==<br />
The “leaking” of the pipeline starts when females ''decide'' ''not'' to enter the IT field in the first place. This can be seen at the secondary level of education as girls are much less likely to register for computer programming classes than their male counterparts, and they express less interest in pursuing a degree in this area of study. Furthermore, young women may avoid the field because of the suggestions taken from role models such as parents or teachers who believe that computer science is tailored more for males<ref name=":2">Cheryan, Sapna, Allison Master, and Andrew N. Meltzoff. "Cultural Stereotypes as Gatekeepers: Increasing Girls’ Interest in Computer Science and Engineering by Diversifying Stereotypes." ''Frontiers in Psychology'', vol. 6, 2015.</ref>. In addition, studies have shown that math grades are more relevant to females than males as these grades have a more positive effect on a female’s self-assessment<ref name=":3">Correll, Shelley J. "Gender and the Career Choice Process: The Role of Biased Self‐Assessments." ''The American Journal of Sociology'', vol. 106, no. 6, 2001, pp. 1691-1730.</ref>. The reasoning for this is that a woman’s mindset towards their mathematical ability is lower because they have less confidence in their capabilities than men and as such, fewer women would pursue a career in computer science if they have low self-confidence for the essential skills needed for the career (like math)<ref name=":3" />. <br />
<br />
By the time the college level is reached, males are four times more likely than females to be interested in majoring in computer science<ref name=":2" />. Fewer women are graduating with a degree in computer science today than in the mid-eighties<ref name=":4">Sassler, Sharon, Katherine Michelmore, and Kristin Smith. "A Tale of Two Majors: Explaining the Gender Gap in STEM Employment among Computer Science and Engineering Degree Holders." ''Social Sciences (Basel)'', vol. 6, no. 3, 2017, pp. 69.</ref>. As of 2015, there were 18% of women in the computer science field, and in the space of 15 years, women in this field have declined 10%<ref name=":5">Thébaud, Sarah, and Maria Charles. "Segregation, Stereotypes, and STEM." ''Social Sciences (Basel)'', vol. 7, no. 7, 2018, pp. 111.</ref>. <br />
<br />
In the United States, although approximately 59% of science degrees are earned by women<ref name=":2" />, only a third of the computer science graduates are women and that further leakage of the pipeline is seen after earning a computer science degree<ref name=":4" />. <br />
<br />
== The Stereotypical Image of a Computer Scientist ==<br />
Societies have held the stereotype that men are more capable with computers than women, which enforces the idea that a computer scientist should be male<ref>Koch, Sabine C., Stephanie M. Müller, and Monika Sieverding. "Women and Computers. Effects of Stereotype Threat on Attribution of Failure." ''Computers and Education'', vol. 51, no. 4, 2008, pp. 1795-1803.</ref>. In part, the media is responsible for depicting a computer scientist as an Asian or Caucasian male who is very invested in the life of technology. Some television series that highlight this stereotype are “The Big Bang Theory” and “Silicon Valley”<ref name=":2" />. This way that television incorrectly describes a scientist profoundly influences both male and female middle school children and how they imagine a scientist’s characteristics<ref>Steinke, Jocelyn, et al. "Assessing Media Influences on Middle School–Aged Children's Perceptions of Women in Science using the Draw-A-Scientist Test (DAST)." Science Communication, vol. 29, no. 1, 2016;2007;, pp. 35-64.</ref>. Dutch adolescents have this image that to be in IT, one needs to be behind a computer all day, isolated from society. This idea has been observed in the US and has driven many females away from the field<ref name=":2" />. The stereotypes depict a computer scientist as an introvert who rarely needs to socialize, but in reality, the industry requires plenty of communication, collaboration, and interaction<ref>Rommes, Els, et al. "'I'M NOT INTERESTED IN COMPUTERS': Gender-Based Occupational Choices of Adolescents." ''Information, Communication & Society: Gender and ICT'', vol. 10, no. 3, 2007, pp. 299-319. → not scholarly peer reviewed</ref>. Moreover, those in the field of computer science have the highest belief (compared to other fields like biology and psychology) that the skills required are inherent and are more of innate ability<ref>Leslie, S. -., et al. "Expectations of Brilliance Underlie Gender Distributions Across Academic Disciplines." ''Science (American Association for the Advancement of Science)'', vol. 347, no. 6219, 2015, pp. 262-265.</ref>. This idea might then steer women away from the IT industry as they may believe they lack the necessary abilities<ref name=":3" />. <br />
<br />
=== Women Left Out ===<br />
The stereotypical image of a computer scientist can have adverse effects on women through discrimination. For instance, employers may believe that if a woman is less skilled than a man when programming, she may be less efficient at getting the work completed and for that reason, an employer may choose to hire a man in her place<ref name=":5" />. Research has shown that stereotypes of those in the IT sector have the most significant effect on females who have fully invested in the field (like those who have obtained a major in computer science)<ref name=":2" />. There’s this expectation of gender segregation where men should have a preference for roles that require masculine traits, while women are then expected to choose occupations that utilize the more feminine traits<ref name=":5" />. The impact these stereotypes have had has led women to turn down job opportunities because they felt they do not belong in the computer science environment<ref name=":0" />. Therefore if steps were taken to eradicate these stereotypes, the more comfortable women would feel in an IT work environment<ref name=":0" />, and as such these measures would play a major role in preventing the “leaky pipeline” from continuing within the computer science industry. <br />
<br />
== References ==<br />
Cheryan, Sapna, Allison Master, and Andrew N. Meltzoff. "Cultural Stereotypes as Gatekeepers: Increasing Girls’ Interest in Computer Science and Engineering by Diversifying Stereotypes." ''Frontiers in Psychology'', vol. 6, 2015.<br />
<br />
Cheryan, Sapna, et al. "Ambient Belonging: How Stereotypical Cues Impact Gender Participation in Computer Science." ''Journal of Personality and Social Psychology'', vol. 97, no. 6, 2009, pp. 1045-1060.<br />
<br />
Correll, Shelley J. "Gender and the Career Choice Process: The Role of Biased Self‐Assessments." ''The American Journal of Sociology'', vol. 106, no. 6, 2001, pp. 1691-1730.<br />
<br />
Koch, Sabine C., Stephanie M. Müller, and Monika Sieverding. "Women and Computers. Effects of Stereotype Threat on Attribution of Failure." ''Computers and Education'', vol. 51, no. 4, 2008, pp. 1795-1803.<br />
<br />
Leslie, S. -., et al. "Expectations of Brilliance Underlie Gender Distributions Across Academic Disciplines." ''Science (American Association for the Advancement of Science)'', vol. 347, no. 6219, 2015, pp. 262-265.<br />
<br />
Murphy, Mary C., Claude M. Steele, and James J. Gross. "Signaling Threat: How Situational Cues Affect Women in Math, Science, and Engineering Settings." ''Psychological Science'', vol. 18, no. 10, 2007, pp. 879-885.<br />
<br />
Resmini, Marina. "The ‘Leaky Pipeline." ''Chemistry – A European Journal'', vol. 22, no. 11, 2016, pp. 3533-3534.<br />
<br />
Riegle-Crumb, Catherine, and Karisma Morton. "Gendered Expectations: Examining how Peers Shape Female Students' Intent to Pursue STEM Fields." ''Frontiers in Psychology'', vol. 8, 2017, pp. 329.<br />
<br />
Rommes, Els, et al. "'I'M NOT INTERESTED IN COMPUTERS': Gender-Based Occupational Choices of Adolescents." ''Information, Communication & Society: Gender and ICT'', vol. 10, no. 3, 2007, pp. 299-319. → not scholarly peer reviewed<br />
<br />
Sassler, Sharon, Katherine Michelmore, and Kristin Smith. "A Tale of Two Majors: Explaining the Gender Gap in STEM Employment among Computer Science and Engineering Degree Holders." ''Social Sciences (Basel)'', vol. 6, no. 3, 2017, pp. 69.<br />
<br />
Steinke, Jocelyn, et al. "Assessing Media Influences on Middle School–Aged Children's Perceptions of Women in Science using the Draw-A-Scientist Test (DAST)." Science Communication, vol. 29, no. 1, 2016;2007;, pp. 35-64.<br />
<br />
Thébaud, Sarah, and Maria Charles. "Segregation, Stereotypes, and STEM." ''Social Sciences (Basel)'', vol. 7, no. 7, 2018, pp. 111.</div>DenisePereirahttps://wiki.ubc.ca/index.php?title=The_Effect_of_Stereotypes_on_Female_Exit_Rates_in_Computer_Science_Within_the_United_States&diff=609349The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States2020-07-28T08:03:36Z<p>DenisePereira: Put text and references in</p>
<hr />
<div>== Overview ==<br />
Plenty of research has demonstrated that there are significantly fewer women than men in computer science because of what is known as the “leaky pipeline.” This “leaking pipeline” is partly due to the stereotypical identity of a computer scientist, someone who is male, socially isolated, “geeky” that excludes women from pursuing this area of study. The use of these identities can be seen in North American and Western cultures, and more specifically, within the United States. Moreover, this kind of stereotype threat can be harmful as it prevents women from believing they belong in the industry of computer science (Cheryan et al. 2)<ref>Cheryan, Sapna, et al. "Ambient Belonging: How Stereotypical Cues Impact Gender Participation in Computer Science." ''Journal of Personality and Social Psychology'', vol. 97, no. 6, 2009, pp. 1045-1060</ref>. <br />
<br />
== What is the “Leaky Pipeline”? ==<br />
The “Leaky Pipeline” has been a scholarly discourse tool to describe women losing interest, leaving, or altogether avoiding STEM career paths from grade school through to graduate and post-graduate school. The underrepresentation of women seen in STEM fields demonstrates this “leaky pipeline” especially as this has led women who are incredibly motivated and confident with their work in science and technology to steer clear and even leave the field because they have less desire to work in an environment with a disproportionately low ratio (Murphy et al.). One study conducted in the US illustrates how females at a middle school or high school education level are negatively affected by gender-biased male classmates and the stereotypes that they hold, which has resulted in a decreased likelihood of these young females majoring in engineering or science (Riegle-Crumb and Morton). In fact, results have proven that if more confident female peers were in the class, females would be more likely to major in a STEM related field (Riegle-Crumb and Morton). <br />
<br />
The “leaky pipeline” has been addressed as an issue due to the loss of “budding talent in the supply pipeline,” and the lack of acknowledgement underrepresented women have in STEM fields (Resmini). <br />
<br />
== The “Leaky Pipeline” Seen in Computer Science ==<br />
The “leaking” of the pipeline starts when females ''decide'' ''not'' to enter the IT field in the first place. This can be seen at the secondary level of education as girls are much less likely to register for computer programming classes than their male counterparts, and they express less interest in pursuing a degree in this area of study. Furthermore, young women may avoid the field because of the suggestions taken from role models such as parents or teachers who believe that computer science is tailored more for males (Cheryan et al.). In addition, studies have shown that math grades are more relevant to females than males as these grades have a more positive effect on a female’s self-assessment (Correll). The reasoning for this is that a woman’s mindset towards their mathematical ability is lower because they have less confidence in their capabilities than men and as such, fewer women would pursue a career in computer science if they have low self-confidence for the essential skills needed for the career (like math) (Correll). <br />
<br />
By the time the college level is reached, males are four times more likely than females to be interested in majoring in computer science (Cheryan et al). Fewer women are graduating with a degree in computer science today than in the mid-eighties (Sassler et al.). As of 2015, there were 18% of women in the computer science field, and in the space of 15 years, women in this field have declined 10% (Thébaud and Charles). <br />
<br />
In the United States, although approximately 59% of science degrees are earned by women (Cheryan et al.), only a third of the computer science graduates are women and that further leakage of the pipeline is seen after earning a computer science degree (Sassler et al.). <br />
<br />
== The Stereotypical Image of a Computer Scientist ==<br />
Societies have held the stereotype that men are more capable with computers than women, which enforces the idea that a computer scientist should be male (Koch et al.). In part, the media is responsible for depicting a computer scientist as an Asian or Caucasian male who is very invested in the life of technology. Some television series that highlight this stereotype are “The Big Bang Theory” and “Silicon Valley” (Cheryan et al.). This way that television incorrectly describes a scientist profoundly influences both male and female middle school children and how they imagine a scientist’s characteristics. (Steinke et al.). Dutch adolescents have this image that to be in IT, one needs to be behind a computer all day, isolated from society. This idea has been observed in the US and has driven many females away from the field (Cheryan et al.). The stereotypes depict a computer scientist as an introvert who rarely needs to socialize, but in reality, the industry requires plenty of communication, collaboration, and interaction (Rommes et al.). Moreover, those in the field of computer science have the highest belief (compared to other fields like biology and psychology) that the skills required are inherent and are more of innate ability (Leslie et al.). This idea might then steer women away from the IT industry as they may believe they lack the necessary abilities (Correll). <br />
<br />
=== Women Left Out ===<br />
The stereotypical image of a computer scientist can have adverse effects on women through discrimination. For instance, employers may believe that if a woman is less skilled than a man when programming, she may be less efficient at getting the work completed and for that reason, an employer may choose to hire a man in her place (Thébaud and Charles). Research has shown that stereotypes of those in the IT sector have the most significant effect on females who have fully invested in the field (like those who have obtained a major in computer science) (Cheryan et al.). There’s this expectation of gender segregation where men should have a preference for roles that require masculine traits, while women are then expected to choose occupations that utilize the more feminine traits (Thébaud and Charles). The impact these stereotypes have had has led women to turn down job opportunities because they felt they do not belong in the computer science environment (Cheryan et al. 2). Therefore if steps were taken to eradicate these stereotypes, the more comfortable women would feel in an IT work environment (Cheryan et al. 2), and as such these measures would play a major role in preventing the “leaky pipeline” from continuing within the computer science industry. <br />
<br />
== References ==<br />
Cheryan, Sapna, Allison Master, and Andrew N. Meltzoff. "Cultural Stereotypes as Gatekeepers: Increasing Girls’ Interest in Computer Science and Engineering by Diversifying Stereotypes." ''Frontiers in Psychology'', vol. 6, 2015.<br />
<br />
Cheryan, Sapna, et al. "Ambient Belonging: How Stereotypical Cues Impact Gender Participation in Computer Science." ''Journal of Personality and Social Psychology'', vol. 97, no. 6, 2009, pp. 1045-1060.<br />
<br />
Correll, Shelley J. "Gender and the Career Choice Process: The Role of Biased Self‐Assessments." ''The American Journal of Sociology'', vol. 106, no. 6, 2001, pp. 1691-1730.<br />
<br />
Koch, Sabine C., Stephanie M. Müller, and Monika Sieverding. "Women and Computers. Effects of Stereotype Threat on Attribution of Failure." ''Computers and Education'', vol. 51, no. 4, 2008, pp. 1795-1803.<br />
<br />
Leslie, S. -., et al. "Expectations of Brilliance Underlie Gender Distributions Across Academic Disciplines." ''Science (American Association for the Advancement of Science)'', vol. 347, no. 6219, 2015, pp. 262-265.<br />
<br />
Murphy, Mary C., Claude M. Steele, and James J. Gross. "Signaling Threat: How Situational Cues Affect Women in Math, Science, and Engineering Settings." ''Psychological Science'', vol. 18, no. 10, 2007, pp. 879-885.<br />
<br />
Resmini, Marina. "The ‘Leaky Pipeline." ''Chemistry – A European Journal'', vol. 22, no. 11, 2016, pp. 3533-3534.<br />
<br />
Riegle-Crumb, Catherine, and Karisma Morton. "Gendered Expectations: Examining how Peers Shape Female Students' Intent to Pursue STEM Fields." ''Frontiers in Psychology'', vol. 8, 2017, pp. 329.<br />
<br />
Rommes, Els, et al. "'I'M NOT INTERESTED IN COMPUTERS': Gender-Based Occupational Choices of Adolescents." ''Information, Communication & Society: Gender and ICT'', vol. 10, no. 3, 2007, pp. 299-319. → not scholarly peer reviewed<br />
<br />
Sassler, Sharon, Katherine Michelmore, and Kristin Smith. "A Tale of Two Majors: Explaining the Gender Gap in STEM Employment among Computer Science and Engineering Degree Holders." ''Social Sciences (Basel)'', vol. 6, no. 3, 2017, pp. 69.<br />
<br />
Steinke, Jocelyn, et al. "Assessing Media Influences on Middle School–Aged Children's Perceptions of Women in Science using the Draw-A-Scientist Test (DAST)." Science Communication, vol. 29, no. 1, 2016;2007;, pp. 35-64.<br />
<br />
Thébaud, Sarah, and Maria Charles. "Segregation, Stereotypes, and STEM." ''Social Sciences (Basel)'', vol. 7, no. 7, 2018, pp. 111.</div>DenisePereirahttps://wiki.ubc.ca/index.php?title=GRSJ224&diff=609345GRSJ2242020-07-28T07:47:29Z<p>DenisePereira: /* TABLE OF CONTENTS */</p>
<hr />
<div>This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.<br />
<br />
=== ASSIGNMENT INFORMATION ===<br />
<br />
To download and view full details of the assignment, click [https://canvas.ubc.ca/files/4963443/download?download_frd=1 here].<br />
<br />
{| class="wikitable"<br />
|-<br />
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif || <br />
* Read: [https://library.educause.edu/~/media/files/library/2005/7/eli7004-pdf.pdf 7 Things you should know about Wikis]<br />
* Choose a term from the table of contents<br />
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''<br />
* Set up your wiki page.<br />
* Instructions on how to use the Visual Editor on UBC Wikis: [https://wiki.ubc.ca/Help:Visual_Editor Help:Visual Editor]<br />
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||<br />
* Continue to work towards improving and finalizing your Wiki.<br />
* Consider the wiki as a whole and the usefulness of adding images and links.<br />
* Check your Talk page to see if your peers provided you with any useful feedback<br />
* Ensure your Wiki is properly cited<br />
* Proofread your Wiki<br />
<br />
<br />
|-<br />
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif || <br />
* Gather resources in relevance of your discoveries to class materials.<br />
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]<br />
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||<br />
* Submit "Wikipedia Report" to your instructor in Connect<br />
<br />
|-<br />
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif || <br />
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]<br />
* Write content relevant to class material.<br />
* Tailor your page to your audience.<br />
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]<br />
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].<br />
|}<br />
<br />
'''Helpful Links:'''<br />
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]<br />
* [https://wiki.ubc.ca/GRSJ224/racialdiscrimination Embed a Video]<br />
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]<br />
<br />
=== TABLE OF CONTENTS ===<br />
{| class="wikitable sortable mw-collapsible" width="100%" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;" border="1" cellspacing="5" cellpadding="2"<br />
|+<br />
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| valign="top" style="padding: 0; margin:0;width:25%" |<br />
<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>[[Jury Nullification and Black Communities in the US]]<br />
<br />
*<br />
*<br />
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| valign="top" style="padding: 0; margin:0;width:25%" |<br />
<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>[[The Impact of Neoliberalism in Latin American Gender Inequality|The Impact of Neoliberalism in Latin American Gender inequality.]]<br />
<br />
* <br />
*<br />
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| valign="top" style="padding: 0; margin:0;width:25%" |<br />
<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>[[Cultural Appreciation of Contemporary Indigenous Music in Canada]]<br />
<br />
[[Indigenous Language Revitalization in Canada]]<br />
<br />
[[Intergenerational Impact of Residential School Attendance on Indigenous Health Status in Canada]] <br />
<br />
*<br />
*<br />
<br />
| valign="top" style="padding: 0; margin:0;width:25%" |<br />
<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>The Transnational Asian-Immigrant Youth Culture<br />
<br />
[[GRSJ224/Challenges in healthcare among Asian Immigrants in the United States|Challenges in health care among Asian Immigrants in the United States]]<br />
*<br />
*<br />
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|-<br />
| valign="top" style="padding: 0; margin:0;width:25%" |<br />
<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>[https://wiki.ubc.ca/index.php?veaction=edit&editintro=Template%3ANew+Documentation+Intro&title=the%C2%A0inequalities%C2%A0that_Canadian_female_employees_facing_in_health_care_occupations&create=Create+Documentation+Page The inequalities that Canadian female employees facing in health care occupations]<br />
<br />
[https://wiki.ubc.ca/Maltreatments_of_Canadian_government_towards_the_Indigenous_community_in_COVID-19_pandemic Maltreatments of the Canadian government towards the Indigenous community in COVID-19 pandemic]<br />
<br />
[[Racism and Persecution against Uyghur Muslims in China]]<br />
<br />
[[Racial Discrimination and Health Disparities against African-Amrican patients by healthcare providers]]<br />
<br />
Discrimination against Asian People as a result of COVID-19 in Canada<br />
<br />
[https://wiki.ubc.ca/Racism_Under_the_COVID-19_Pandemic Racism under the COVID-19 Pandemic]<br />
* <br />
*<br />
<br />
| valign="top" style="padding: 0; margin:0;width:25%" |<br />
<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Masculinity</span></h2><br />
[[Representation of Masculinity in Hong Kong Cinema]]<br />
<br />
[https://wiki.ubc.ca/GRSJ224/MexicanMachismo Cultural Analysis of Traditional and Contemporary Mexican Masculine Roles]<br />
*<br />
<br />
| valign="top" style="padding: 0; margin:0;width:25%" |<br />
<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>[https://wiki.ubc.ca/UBC_Wiki:The_Problems_with_the_Medicalization_of_Depression_in_Developed_Countries The Problems with the Medicalization of Depression in Developed Countries]<br />
<br />
[[GRSJ224/medicalizationofmenopause#Medicalization of Menopause|Medicalization of Menopause]]<br />
<br />
[[GRSJ224/medicalizationofchildbirth#Medicalization of Childbirth|Medicalization of Chidlbirth]]<br />
* <br />
*<br />
<br />
| valign="top" style="padding: 0; margin:0;width:25%" |<br />
<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">LGBT Families</span></h2>[https://wiki.ubc.ca/GRSJ224/Family_formation_and_environments_in_LGBT_communities Family formation and environments in LGBT communities]<br />
* <br />
*<br />
<br />
|-<br />
| valign="top" style="padding: 0; margin:0;width:25%" |<br />
<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>[https://wiki.ubc.ca/GRSJ224/disparities_in_abortion_access_in_Canada Disparities in Abortion Access in Canada]<br />
<br />
[[Pro-natalist Policies in South Korea]]<br />
<br />
[[Reproductive Coercion Inflicted on Women]]<br />
<br />
[https://wiki.ubc.ca/index.php?veaction=edit&editintro=Template%3ANew+Page+Intro&title=The_Reproductive_Healthcare_Disparities_Among_HIV_Positive_Women_in_Developing_Countries&create=Create+page The Reproductive Healthcare Disparities Among HIV Positive Women in Developing Countries]<br />
* <br />
* <br />
<br />
| valign="top" style="padding: 0; margin:0;width:25%" |<br />
<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>[https://wiki.ubc.ca/Discrimination_and_unequal_treatment_on_female_in_workplaces_in_Canada#Overview Discrimination and unequal treatment on female in workplaces in Canada]<br />
<br />
[https://wiki.ubc.ca/GRSJ224/Feminist_nonfiction_graphic_novels#Overview Feminist Nonfiction Graphic Novels]<br />
<br />
[[Breast Reconstruction Practices Among LGBTQ Women]]<br />
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[https://wiki.ubc.ca/GRSJ224/WISH WISH Learning Centre]<br />
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[[The Gender Wage Gap in STEM Fields in Canada]]<br />
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[[The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States]] <br />
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===ARCHIVE ===<br />
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]</div>DenisePereirahttps://wiki.ubc.ca/index.php?title=GRSJ224/The_Effect_of_Stereotypes_on_Female_Exit_Rates_in_Computer_Science_Within_the_United_States&diff=609344GRSJ224/The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States2020-07-28T07:45:24Z<p>DenisePereira: DenisePereira moved page GRSJ224/The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States to The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States</p>
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<div>#REDIRECT [[The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States]]</div>DenisePereirahttps://wiki.ubc.ca/index.php?title=The_Effect_of_Stereotypes_on_Female_Exit_Rates_in_Computer_Science_Within_the_United_States&diff=609343The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States2020-07-28T07:45:24Z<p>DenisePereira: DenisePereira moved page GRSJ224/The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States to The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States</p>
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<div>Hello World</div>DenisePereirahttps://wiki.ubc.ca/index.php?title=The_Effect_of_Stereotypes_on_Female_Exit_Rates_in_Computer_Science_Within_the_United_States&diff=609342The Effect of Stereotypes on Female Exit Rates in Computer Science Within the United States2020-07-28T07:45:12Z<p>DenisePereira: Created page with "Hello World"</p>
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<div>Hello World</div>DenisePereira