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Gendered Beliefs in STEM Undergraduates: A Comparative Analysis of Fuzzy Rating versus Likert Scales

Author

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  • Ana M. Castaño

    (Department of Psychology, University of Oviedo, 33003 Oviedo, Spain)

  • M. Asunción Lubiano

    (Department of Statistics and Operations Research and Mathematics Didactics, University of Oviedo, 33007 Oviedo, Spain)

  • Antonio L. García-Izquierdo

    (Department of Psychology, University of Oviedo, 33003 Oviedo, Spain)

Abstract

Women are underrepresented in growing positions such as those related to STEM field careers (i.e., science, technology, engineering, and mathematics). One of the causes for remaining out of that field could lie on gender stereotypes. Undergraduate stereotypes and beliefs are important as could easily uphold future gender segregation at the workplace. In the research arena the measurement of those biased beliefs is important as most commonly used Likert scales (LS) could raise problems in terms of accuracy. As fuzzy rating scales (FRS) are a promising measurement alternative, the aim of this study is to compare the properties of FRS against LS. We conducted a cross-sectional study with 262 STEM and non-STEM participants who answered to a questionnaire that, besides gendered beliefs and injustice perception towards the situation of women at the workplace, included personal characteristics as coursed degree and working experience. Results pointed out, on one hand, that FRS allowed for a better capture of the variability of individual responses, but on the other hand, that LS were better valued than FRS in what is concerned with satisfaction and ease of response. Advantages of FRS for psychosocial measurement are discussed to facilitate the study around causes of segregation that excludes women from the STEM labour market.

Suggested Citation

  • Ana M. Castaño & M. Asunción Lubiano & Antonio L. García-Izquierdo, 2020. "Gendered Beliefs in STEM Undergraduates: A Comparative Analysis of Fuzzy Rating versus Likert Scales," Sustainability, MDPI, vol. 12(15), pages 1-17, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:15:p:6227-:d:393697
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    References listed on IDEAS

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    1. Rosa Belén Castro Núñez & Pablo Bandeira & Rosa Santero-Sánchez, 2020. "Social Economy, Gender Equality at Work and the 2030 Agenda: Theory and Evidence from Spain," Sustainability, MDPI, vol. 12(12), pages 1, June.
    2. Fiona Wilson & Jill Kickul & Deborah Marlino, 2007. "Gender, Entrepreneurial Self–Efficacy, and Entrepreneurial Career Intentions: Implications for Entrepreneurship Education1," Entrepreneurship Theory and Practice, , vol. 31(3), pages 387-406, May.
    3. Concepción Costas & Pedro Marañon & Juan Cabrera, 1994. "Application of diffuse measurement to the evaluation of psychological structures," Quality & Quantity: International Journal of Methodology, Springer, vol. 28(3), pages 305-313, August.
    4. Lubiano, María Asunción & Montenegro, Manuel & Sinova, Beatriz & de la Rosa de Sáa, Sara & Gil, María Ángeles, 2016. "Hypothesis testing for means in connection with fuzzy rating scale-based data: algorithms and applications," European Journal of Operational Research, Elsevier, vol. 251(3), pages 918-929.
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    1. Victoria Bogdan & Delia Deliu & Tomina Săveanu & Olimpia Iuliana Ban & Dorina Nicoleta Popa, 2020. "Roll the Dice—Let’s See If Differences Really Matter! Accounting Judgments and Sustainable Decisions in the Light of a Gender and Age Analysis," Sustainability, MDPI, vol. 12(18), pages 1-31, September.
    2. Tam, Hau-lin & Chan, Angus Yuk-fung & Lai, Oscar Long-hin, 2020. "Gender stereotyping and STEM education: Girls’ empowerment through effective ICT training in Hong Kong," Children and Youth Services Review, Elsevier, vol. 119(C).

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