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Vidéo de Corine Moss-Racusin :
Begeny, C. T., Ryan, M. K., Moss-Racusin, C. A., & Ravetz, G. (2020). In some professions, women have become well represented, yet gender bias persists-Perpetuated by those who think it is not happening. Science advances, 6(26), eaba7814.
Régner, I., Thinus-Blanc, C., Netter, A., Schmader, T., & Huguet, P. (2019). Committees with implicit biases promote fewer women when they do not believe gender bias exists. Nature human behaviour, 3(11), 1171–1179.
Moss-Racusin, C. A., Sanzari, C., Caluori, N., & Rabasco, H. (2018). Gender bias produces gender gaps in STEM engagement. Sex Roles: A Journal of Research, 79(11-12), 651–670.
Sumner, J. L. (2018). The Gender Balance Assessment Tool (GBAT): A Web-Based Tool for Estimating Gender Balance in Syllabi and Bibliographies. PS - Political Science and Politics, 51(2), 396-400.
Dworkin, J. D., Linn, K. A., Teich, E. G., Zurn, P., Shinohara, R. T., & Bassett, D. S. (2020). The extent and drivers of gender imbalance in neuroscience reference lists. Nature neuroscience, 23(8), 918–926.
Fulvio, J. M., Akinnola, I., & Postle, B. R. (2021). Gender (Im)balance in Citation Practices in Cognitive Neuroscience. Journal of cognitive neuroscience, 33(1), 3–7.
Caplar, N., Tacchella, S., & Birrer, S. (2017). Quantitative Evaluation of Gender Bias in Astronomical Publications from Citation Counts. Nature Astronomy, 1, 0141,
Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty's subtle gender biases favor male students. Proceedings of the National Academy of Sciences of the United States of America, 109(41), 16474–16479.
Boyle PJ, Smith LK, Cooper NJ, Williams KS, O'Connor H. Gender balance: Women are funded more fairly in social science. Nature. 2015 Sep 10;525(7568):181-3.
Conférence de Delphine Martinot, Professeure des Ծés en Psychologie Sociale (Ծé Clermont-Auvergne, Laboratoire de Psychologie Sociale et Cognitive, UMR CNRS, 6024)
La meilleure réussite scolaire des filles : un effet en trompe-l’œil
Conférence lors de la journée internationale des droits des femmes le 8 mars 2021
Les filles réussissent mieux scolairement que les garçons, et ce, de l’école primaire à l’enseignement supérieur. Ce constat date de plus d’une trentaine d’années et a même conduit à envisager que l’école favorisait les filles. Dès lors, comment expliquer que les femmes continuent d’être sous-représentées dans les filières d’étude considérées comme les plus prestigieuses et menant aux carrières les plus rémunératrices?
La vidéo de la conférence ci-dessous
Aix-Marseille Ծé suit les directives de la CNIL La plateforme qui diffuse ce contenu conditionne sa lecture au dépôt de traceurs afin de vous proposer des publicités ciblées en fonction de votre navigation. En cliquant sur 'J'autorise', les traceurs seront déposés et vous pourrez visionner ce contenu.
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Vidéo de Patricia Devine et Will Cox :
Berger, J., Osterloh, M., & Rost, K. (2020). Focal random selection closes the gender gap in competitiveness. Science Advances, 6(47), eabb2142.
Carnes, M., Devine, P. G., Baier Manwell, L., Byars-Winston, A., Fine, E., Ford, C. E., Forscher, P., Isaac, C., Kaatz, A., Magua, W., Palta, M., & Sheridan, J. (2015). The effect of an intervention to break the gender bias habit for faculty at one institution: a cluster randomized, controlled trial. Academic medicine : journal of the Association of American Medical Colleges, 90(2), 221–230.
Carnes, M., Devine, P. G., Isaac, C., Manwell, L. B., Ford, C. E., Byars-Winston, A., Fine, E., & Sheridan, J. T. (2012). Promoting Institutional Change Through Bias Literacy. Journal of diversity in higher education, 5(2), 63–77.
Charlesworth, T., & Banaji, M. R. (2019). Gender in Science, Technology, Engineering, and Mathematics: Issues, Causes, Solutions. The Journal of neuroscience : the official journal of the Society for Neuroscience, 39(37), 7228–7243.
Devine, P. G., Forscher, P. S., Austin, A. J., & Cox, W. T. (2012). Long-term reduction in implicit race bias: A prejudice habit-breaking intervention. Journal of experimental social psychology, 48(6), 1267–1278.
Devine, P. G., Forscher, P. S., Cox, W., Kaatz, A., Sheridan, J., & Carnes, M. (2017). A Gender Bias Habit-Breaking Intervention Led to Increased Hiring of Female Faculty in STEMM Departments. Journal of experimental social psychology, 73, 211–215.
Forscher, P. S., Mitamura, C., Dix, E. L., Cox, W., & Devine, P. G. (2017). Breaking the prejudice habit: Mechanisms, timecourse, and longevity. Journal of experimental social psychology, 72, 133–146.
Mallett, R. K., & Monteith, M. J. (2019). Confronting prejudice and discrimination: The science of changing minds and behaviors. San Diego, CA, US: Elsevier Academic Press.
Moss-Racusin, C. A., Pietri, E. S., Hennes, E. P., Dovidio, J. F., Brescoll, V. L., Roussos, G., & Handelsman, J. (2018). Reducing STEM gender bias with VIDS (video interventions for diversity in STEM). Journal of Experimental Psychology: Applied, 24(2), 236–260.
Pietri, E. S., Hennes, E. P., Dovidio, J. F., Brescoll, V. L., Bailey, A. H., Moss-Racusin, C. A., & Handelsman, J. (2019). Addressing unintended consequences of gender diversity interventions on women’s sense of belonging in STEM. Sex Roles: A Journal of Research, 80(9-10), 527–547.
Stewart, A. J., & Valian, V. (2018). An inclusive academy: Achieving diversity and excellence. Cambridge, Massachusetts : The MIT Press.
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