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Outperforming yet undervalued: Undergraduate women in STEM

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  • Brittany Bloodhart
  • Meena M Balgopal
  • Anne Marie A Casper
  • Laura B Sample McMeeking
  • Emily V Fischer

Abstract

In spite of efforts to increase gender diversity across many science fields, women continue to encounter beliefs that they lack ability and talent. Undergraduate education is a critical time when peer influence may alter choice of majors and careers for women interested in science. Even in life science courses, in which women outnumber men, gender biases that emerge in peer-to-peer interactions during coursework may detract from women’s interest and progress. This is the first study of which we are aware to document that women are outperforming men in both physical and life science undergraduate courses at the same institution, while simultaneously continuing to be perceived as less-able students. This is problematic because undergraduate women may not be able to escape gender-ability stereotypes even when they are outperforming men, which has important implications for 1) the recognition of women’s achievements among their peers in undergraduate education and 2) retention of women in STEM disciplines and careers.

Suggested Citation

  • Brittany Bloodhart & Meena M Balgopal & Anne Marie A Casper & Laura B Sample McMeeking & Emily V Fischer, 2020. "Outperforming yet undervalued: Undergraduate women in STEM," PLOS ONE, Public Library of Science, vol. 15(6), pages 1-13, June.
    • Handle: RePEc:plo:pone00:0234685
    DOI: 10.1371/journal.pone.0234685
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    References listed on IDEAS

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    1. Joy Gaston Gayles & Frim Ampaw, 2014. "The Impact of College Experiences on Degree Completion in STEM Fields at Four-Year Institutions: Does Gender Matter?," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(4), pages 439-468, July.
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    Cited by:

    1. Ao Shen, 2024. "Associations between women’s retention in STEM or STEM-related fields and their spouses’ occupations and majors," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-11, December.

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