Using the Implicit Relational Assessment Procedure (IRAP) to Examine Implicit Gender Stereotypes in Science, Technology,
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ORIGINAL ARTICLE
Using the Implicit Relational Assessment Procedure (IRAP) to Examine Implicit Gender Stereotypes in Science, Technology, Engineering and Maths (STEM) Katie Fleming 1 & Mairead Foody 2 & Carol Murphy 1
# Association for Behavior Analysis International 2020
Abstract Women are often subject to gender stereotyping in the fields of science, technology, engineering, and mathematics (STEM). The Implicit Relational Assessment Procedure (IRAP) was used to determine directionality of any implicit gender-STEM bias detected. In addition, the IRAP was used to explore the possibility of implicit ageism bias, because there is anecdotal evidence of high levels of ageism in the STEM areas. Thus two IRAPs (one with adult pictorial stimuli and one with child pictorial stimuli) were employed to assess implicit gender bias toward STEM with a sample of undergraduates (N = 33). Results indicated a gender STEM bias in both IRAPs and the directionality in both IRAPs was pro-male and not anti-female. Participant gender was not shown to impact results in either IRAP. Gender bias effects were more pronounced in the Adult-IRAP results. Comparison of bias toward older versus young pictorial stimuli was exploratory thus findings are preliminary but may suggest ageism and potential negative interaction effects between age and gender warrant further research. Keywords IRAP . STEM . Gender-bias . Age-bias
International research has shown that fewer females excel, pursue degrees, and hold jobs in the fields of science, technology, engineering and mathematics (STEM) when compared to males (see World Economic Forum, 2018; Bench, Lench, Liew, Miner, & Flores, 2015; Moakler & Kin, 2014). Despite efforts in some countries to recruit and retain women in these fields, in general the number of males in STEM remains much higher in comparison to females (Ceci & Williams, 2011; Handelsman et al., 2005). Gender bias in STEM has been linked also to higher female drop-out rates in natural and physical science courses at university level (e.g., Grunspan, Eddy, Brownell, Wiggins, Crowe, & Goodreau, 2016), and to the overestimation of math performance in males of all ages (e.g., Bench et al., 2015). Furthermore, studies have shown lower starting salaries for
* Carol Murphy [email protected] 1
National University of Ireland Maynooth University, Maynooth, Co Kildare, Ireland
2
Dublin City University, Dublin 9, Ireland
females when they do enter STEM (e.g., Moss-Racusin, Dovidio, Brescoll, Graham, & Handelsman, 2012). The research demonstrates that many influencers in a child’s life (e.g., parents and teachers) are more likely to see males rather than females as better suited to STEM subjects and careers (Gunderson, Ramirez, Levine, & Beilock, 2012), albeit that there is some evidence linking personal characteristics (e.g., self-concepts) rather than gender to success in STEM (Helwig, Anderson, & Tindal, 2001; Robnett & Leaper, 2012). Recent research continues to demonstrate a pro-male bias in STEM subjects and careers. For example, a study
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