ArticlePloS one2020
Outperforming yet undervalued: Undergraduate women in STEM.
Article in PloS one, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
15 citing papers in PubMed, 138 citations in OpenAlex.
- Equitable Group Work in Undergraduate Biology Courses: Leveraging a Complex Instruction Framework to Identify Pedagogical Strategies.CBE life sciences education · 2026Article
- From isolating to blending contrasting self-attributes: a grounded theory of professional identity development in undergraduate architecture, engineering, and construction women.Frontiers in psychology · 2026Article
- Grade Disparities Associated with Student Demographics in Upper-Division Biology Courses Across Multiple Institutions.CBE life sciences education · 2025Article
- Bystanders to Bias: Witnessing Gendered Microaggressions Affects Men's and Women's Outcomes in STEM Small Group Contexts.Behavioral sciences (Basel, Switzerland) · 2025Article
- Engaging today's undergraduate students in the field of dairy science with a focus on the female student population.JDS communications · 2025Article
- Gendered Performance Gaps in an Upper-Division Biology Course: Academic, Demographic, Environmental, and Affective Factors.CBE life sciences education · 2023Article
- Gender and culture bias in letters of recommendation for computer science and data science masters programs.Scientific reports · 2023Article
- Potential factors that can affect the performance of undergraduate pharmacy research students: a descriptive study.BMC medical education · 2023Article
- Gender and social class inequalities in higher education: intersectional reflections on a workshop experience.Frontiers in psychology · 2023Article
- Review
- Not yet defect-free: the current landscape for women in computational materials research.npj computational materials · 2023Article
- Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering.PloS one · 2023Article
- Analysis of barriers, supports and gender gap in the choice of STEM studies in secondary education.International journal of technology and design education · 2022Article
- Creating Our Gendered Selves-College Experiences, Work and Family Plans, Gender Ideologies, and Desired Work Amenities Among STEM Graduates.Social currents · 2022Article
- Sexual and gender minority undergraduates' relationships and strategies for managing fit in STEM.PloS one · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In spite of efforts to increase gender diversity across many science fields, women continue to encounter beliefs that they lack ability and talent. Undergraduate education is a critical time when peer influence may alter choice of majors and careers for women interested in science. Even in life science courses, in which women outnumber men, gender biases that emerge in peer-to-peer interactions during coursework may detract from women's interest and progress. This is the first study of which we are aware to document that women are outperforming men in both physical and life science undergraduate courses at the same institution, while simultaneously continuing to be perceived as less-able students. This is problematic because undergraduate women may not be able to escape gender-ability stereotypes even when they are outperforming men, which has important implications for 1) the recognition of women's achievements among their peers in undergraduate education and 2) retention of women in STEM disciplines and careers.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.