Gender Bias in Academe: An Annotated Bibliography

Academic research plays an important role in uncovering bias and helping to shape a more equal society. But academia also struggles to adequately confront persistent and entrenched gender bias in its own corridors. Here Danica Savonick and Cathy N. Davidson have aggregated and summarised over twenty research articles on gender bias in academe, a crucial resource for International Women’s Day.

This piece is part of a wider series on Women in Academia and coincides with LSE Women: making history – a campaign in celebration of #LSEwomen past, present and future.


How to Integrate Growth Mindset Messages into Every Part of Math Class

Catherine Good has experienced stereotype threat herself, although she didn’t know it at the time. She started her academic career in pure math, expecting to get a Ph.D. But somewhere along the way she started to feel like it just wasn’t for her, even though she was doing well in all her classes. Thinking that she’d just chosen the wrong application for her love of math, Good switched to math education, where she first encountered the idea of stereotype threat from a guest psychology speaker.

“As he talked about students feeling that they don’t really belong, I had an epiphany,” Good said. She realized the discomfort she’d felt studying mathematics had nothing to do with her ability or qualifications and everything to do with a vague sense that she didn’t belong in a field dominated by men. Stereotype threat is a term coined by psychologists Joshua Aronson and Claude Steele. They found that pervasive cultural stereotypes that marginalize groups, like “girls aren’t good at math,” create a threatening environment and affects academic achievement.


Reaching “New Majority” Students

College students today are increasingly different from those of previous generations. They are less likely to be white and more likely to be the first in their families to go to college. Professors who would like to guide these first-generation college students in adjusting to higher education may come across their own challenges. Communicating with people from different cultural backgrounds can become a barrier unto itself.

In her new book, Breakthrough Strategies: Classroom-Based Practices to Support New Majority Students (Harvard Education Press), Sister Kathleen Ross, director of the Institute of Student Identity and Success at Heritage University and founding president of the university, outlines various approaches for professors to connect with and teach first-generation, underrepresented students — or “new majority students,” as Ross calls them.


Enhancing Learning though Zest, Grit, and Sweat

Faculty Focus, Higher Ed Teaching Strategies from Magna Publications

Dr. Lolita Paff identifies three overlooked aspects of learning that teachers should consider promoting through their instructional practices: student curiosity (zest), an academic growth mindset and persistence (grit), and an understanding that true long-lasting learning takes effort (sweat).