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About (English version):
A guidebook for producers and consumers of gender statistics published by Statistics Sweden. The guidebook has been developed in the context of development work but its insights equally apply to any area where statistical data sensitivite to gender issues is produced.
Three strategic approaches have been taken for gender equality in research over the past several decades: 1. "Fix the Numbers of Women" which focuses on increasing women's participation. 2. "Fix the Institutions" which promotes gender equality in careers through structural change in research organisations. 3. "Fix the Knowledge" which stimulates excellence in science and technology by integrating sex and gender analysis into research (Schiebinger, 2008).
This research synthesis addresses the third approach of ‘fixing the knowledge’. It is focused on health research because it is an area where sex-gender differences as determinants of outcomes are most extensively evidenced.
In the past 40 years, the proportion of women in science courses and careers has dramatically increased in some nations but not in others. Our research investigated how national differences in women’s science participation related to gender-science stereotypes that associate science with men more than women. Data from ~ 350,000 participants in 66 nations indicated that higher female enrollment in tertiary science education (community college or above) related to weaker explicit and implicit national gender-science stereotypes. Higher female employment in the researcher workforce related to weaker explicit, but not implicit, gender-science stereotypes. These relationships remained after controlling for many theoretically relevant covariates. Even nations with high overall gender equity (e.g., the Netherlands) had strong gender-science stereotypes if men dominated science fields specifically. In addition, the relationship between women’s educational enrollment in science and implicit gender-science stereotypes was stronger for college-educated participants than participants without college education. Implications for instructional practices and educational policies are discussed.
