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= Arbeitskreis: AK {{{Vorlage}}} = | = Arbeitskreis: AK {{{Vorlage}}} = | ||
'''Protokoll''' vom | '''Protokoll''' vom 04.06.2022 | ||
; Beginn | ; Beginn | ||
: 07:00 Uhr | : 07:00 Uhr | ||
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jDPG | jDPG | ||
Protokoll: | === Protokoll: === | ||
Wir besuchen die Website https://gap.hks.harvard.edu/ und suchen interessante Studien für unseren AK heraus. Die Studien werden in Kleingruppen diskutiert und dann im Plenum vorgestellt. Im Folgenden sind die Inhalte der Studien zusammengefasst sowie unsere Kommentare zu diesen. | Wir besuchen die Website https://gap.hks.harvard.edu/ und suchen interessante Studien für unseren AK heraus. Die Studien werden in Kleingruppen diskutiert und dann im Plenum vorgestellt. Im Folgenden sind die Inhalte der Studien zusammengefasst sowie unsere Kommentare zu diesen. | ||
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=== A Threatening Intellectual Environment: Why Females Are Susceptible to Experiencing Problem-Solving Deficits in the Presence of Males | === A Threatening Intellectual Environment: Why Females Are Susceptible to Experiencing Problem-Solving Deficits in the Presence of Males=== | ||
Stereotype threat affects women, but not men, resulting in their underperformance on counter-stereotypical tasks like math. | Stereotype threat affects women, but not men, resulting in their underperformance on counter-stereotypical tasks like math. | ||
https://gap.hks.harvard.edu/threatening-intellectual-environment-why-females-are-susceptible-experiencing-problem-solving | https://gap.hks.harvard.edu/threatening-intellectual-environment-why-females-are-susceptible-experiencing-problem-solving | ||
| Zeile 119: | Zeile 118: | ||
- Kann evtl. durch Präsentieren eines positiven Stereotyps ausgeglichen werden (ob das aber Wünschenswert ist wissen wir nicht) | - Kann evtl. durch Präsentieren eines positiven Stereotyps ausgeglichen werden (ob das aber Wünschenswert ist wissen wir nicht) | ||
=== Science Faculty's subtle gender biases favor male students | === Science Faculty's subtle gender biases favor male students === | ||
Science professors of both genders exhibited an unconscious bias against female students, perceiving them to be less competent than male students. | Science professors of both genders exhibited an unconscious bias against female students, perceiving them to be less competent than male students. | ||
https://gap.hks.harvard.edu/science-faculty%E2%80%99s-subtle-gender-biases-favor-male-students | https://gap.hks.harvard.edu/science-faculty%E2%80%99s-subtle-gender-biases-favor-male-students | ||
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=== The Negative Consequences of Threat: A Functional Magnetic Resonance Imaging Investigation of the Neural Mechanisms Underlying Women’s Underperformance in Math | === The Negative Consequences of Threat: A Functional Magnetic Resonance Imaging Investigation of the Neural Mechanisms Underlying Women’s Underperformance in Math === | ||
When women are confronted with negative stereotypes about women and math ability, they underperform on math examinations, and activity in brain regions associated with depression and social rejection is seen. | When women are confronted with negative stereotypes about women and math ability, they underperform on math examinations, and activity in brain regions associated with depression and social rejection is seen. | ||
https://gap.hks.harvard.edu/negative-consequences-threat-functional-magnetic-resonance-imaging-investigation-neural-mechanisms | https://gap.hks.harvard.edu/negative-consequences-threat-functional-magnetic-resonance-imaging-investigation-neural-mechanisms | ||
| Zeile 170: | Zeile 169: | ||
=== Sex and Science: How Professor Gender Perpetuates the Gender Gap | === Sex and Science: How Professor Gender Perpetuates the Gender Gap === | ||
Female students perform significantly better in introductory math and science courses if taught by female faculty, and they are more likely to pursue majors in science, technology, engineering or math. | Female students perform significantly better in introductory math and science courses if taught by female faculty, and they are more likely to pursue majors in science, technology, engineering or math. | ||
https://gap.hks.harvard.edu/sex-and-science-how-professor-gender-perpetuates-gender-gap | https://gap.hks.harvard.edu/sex-and-science-how-professor-gender-perpetuates-gender-gap | ||
| Zeile 185: | Zeile 184: | ||
- 19% female professors teaching 23% of introductory science (21% female professors in humanities) | - 19% female professors teaching 23% of introductory science (21% female professors in humanities) | ||
=== How Partner Gender Influences Female Students’ Problem Solving in Physics Education | === How Partner Gender Influences Female Students’ Problem Solving in Physics Education === | ||
During peer learning activities in physics class, female students paired with other females learn better than those paired with males. | During peer learning activities in physics class, female students paired with other females learn better than those paired with males. | ||
https://gap.hks.harvard.edu/how-partner-gender-influences-female-students’-problem-solving-physics-education | https://gap.hks.harvard.edu/how-partner-gender-influences-female-students’-problem-solving-physics-education | ||
| Zeile 198: | Zeile 197: | ||
=== My Fair Physicist? Feminine Math and Science Role Models Demotivate Young Girls | === My Fair Physicist? Feminine Math and Science Role Models Demotivate Young Girls === | ||
When STEM role models defy multiple stereotypes, their achievements appear unattainable to middle-school girls, who lose interest in STEM. | When STEM role models defy multiple stereotypes, their achievements appear unattainable to middle-school girls, who lose interest in STEM. | ||
https://gap.hks.harvard.edu/my-fair-physicist-feminine-math-and-science-role-models-demotivate-young-girls | https://gap.hks.harvard.edu/my-fair-physicist-feminine-math-and-science-role-models-demotivate-young-girls | ||
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=== Effects of an Online Personal Resilience Training Program for Women in STEM Doctoral Programs | === Effects of an Online Personal Resilience Training Program for Women in STEM Doctoral Programs === | ||
An online training program helps women develop the resilience, confidence, and problem-solving skills to persist in their pursuit of PhDs in STEM. | An online training program helps women develop the resilience, confidence, and problem-solving skills to persist in their pursuit of PhDs in STEM. | ||
https://gap.hks.harvard.edu/effects-online-personal-resilience-training-program-women-stem-doctoral-programs | https://gap.hks.harvard.edu/effects-online-personal-resilience-training-program-women-stem-doctoral-programs | ||
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