Previous research suggests that people encode gender starting in childhood. The present research asked whether gender diverse children (i.e., children whose gender identity or expression differs from that expected based on assigned sex) encode gender. Results showed that 3‐ to 5‐year‐old gender diverse participants (
- NSF-PAR ID:
- 10223075
- Date Published:
- Journal Name:
- Frontiers in Psychology
- Volume:
- 11
- ISSN:
- 1664-1078
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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N = 71), siblings of gender diverse children (N = 52), and gender conforming controls (N = 69) did not significantly differ in degree of gender encoding. These results converge with prior research to suggest that gender diverse children process gender in ways that do not differ from gender conforming children, and provide further evidence that gender encoding may be a common aspect of person perception in societies that support a binary view of gender. -
Prior research has demonstrated that early career socialization experiences play an important role in career outcomes, including learning, performance, satisfaction, and retention. What is not yet well understood, however, is how the organizational socialization experiences of different groups of early career engineers vary and how such variation leads to different career outcomes. By examining the experiences of first year engineers, this article contributes new insights into factors affecting socialization experiences and draws attention to privilege as an important factor shaping engineering socialization experiences. The stories of negative interpersonal interactions experienced by first year women civil engineers are presented and used to glean forms of privilege that affect newcomer socialization. The primary forms of intersectional privilege identified stem from gender and race, with religion and nationality also shaping newcomer experiences. The stories are used to inform proposed additions to a model of engineering socialization.more » « less
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Abstract Background Students' recognition beliefs have emerged as one of the most important components of engineering role identity development for early‐career undergraduate students. Recognition beliefs are students' perceptions of how meaningful others, such as peers, instructors, and family, see them as engineers. However, little work has investigated the experiences that facilitate recognition beliefs, particularly across the intersections of race, ethnicity, and gender. Investigation of these experiences provides ways to understand how recognition may be supported in engineering environments and how White and masculine norms in engineering can shape marginalized students' experiences.
Purpose We examined how specific experiences theorized to promote recognition are related to recognition beliefs for students at the intersections of race, ethnicity, and gender. Based on self‐reported demographics, we created 10 groups, including Asian, Black, Latino and Hispanic, Indigenous, and White cisgender men and Asian, Black, Latinè/x/a/o and Hispanic, Indigenous, and White ciswomen, trans, and non‐binary individuals. This article describes the patterns within each intersectional group rather than drawing comparisons across the groups, which can perpetuate raced and gendered stereotypes.
Methods The data came from a survey distributed in Fall 2017 (
n = 2316). Ten multiple regression models were used to understand the recognition experiences that influenced students' recognition beliefs by intersectional group.Results There is no one‐size‐fits‐all approach to developing students' recognition beliefs. For example, family members referring to the student as an engineer are positively related to recognition beliefs for Asian, Black, Latino and Hispanic, and White cisgender men. Friends seeing Asian and White marginalized gender students as an engineer is predictive of recognition beliefs. Other recognition experiences, such as receiving compliments from an engineering instructor or peer about their engineering design and contributions to the team, do not influence the recognition beliefs of these early‐career engineering students.
Conclusion This article emphasizes the need to draw on multiple experiences to support the equitable development of early‐career engineers across race, ethnicity, and gender, and reveals patterns for recognition that may support future scholarship on effective classroom practices for recognition.
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Abstract Informed by decades of literature, water interventions increasingly deploy “gender‐sensitive” or even “gender transformative” approaches that seek to redress the disproportionate harms women face from water insecurity. These efforts recognize the role of gendered social norms and unequal power relations but often focus narrowly on the differences and dynamics between cisgender (cis) men and women. This approach renders less visible the ways that living with water insecurity can differentially affect all individuals through the dynamics of gender, sexuality, and linked intersecting identities. Here, we first share a conceptual toolkit that explains gender as fluid, negotiated, and diverse beyond the cis‐binary. Using this as a starting point, we then review what is known and can be theorized from current literature, identifying limited observations from water‐insecure communities to identify examples of contexts where gendered mechanisms (such as social norms) differentiate experiences of water insecurity, such as elevating risks of social stigma, physical harm, or psychological distress. We then apply this approach to consider expanded ways to include transgender, non‐binary, and gender and sexual diversity to deepen, nuance and expand key thematics and approaches for water insecurity research. Reconceptualizing gender in these ways widens theoretical possibilities, changes how we collect data, and imagines new possibilities for effective and just water interventions.
This article is categorized under:
Human Water > Value of Water
Engineering Water > Water, Health, and Sanitation
Human Water > Water as Imagined and Represented
Human Water > Methods
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Information access research (and development) sometimes makes use of gender, whether to report on the demographics of participants in a user study, as inputs to personalized results or recommendations, or to make systems gender-fair, amongst other purposes. This work makes a variety of assumptions about gender, however, that are not necessarily aligned with current understandings of what gender is, how it should be encoded, and how a gender variable should be ethically used. In this work, we present a systematic review of papers on information retrieval and recommender systems that mention gender in order to document how gender is currently being used in this field. We find that most papers mentioning gender do not use an explicit gender variable, but most of those that do either focus on contextualizing results of model performance, personalizing a system based on assumptions of user gender, or auditing a model’s behavior for fairness or other privacy-related issues. Moreover, most of the papers we review rely on a binary notion of gender, even if they acknowledge that gender cannot be split into two categories. We connect these findings with scholarship on gender theory and recent work on gender in human-computer interaction and natural language processing. We conclude by making recommendations for ethical and well-grounded use of gender in building and researching information access systems.more » « less
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3389/fpsyg.2020.604848
