- Gender stereotypes influence career or job choice.
- Phrases such as ‘science is not for women’ or ‘you have an easier time doing other things’ are stereotypes that affect women’s – and others’ – perception of their own abilities.
- Top Doctors’ experts explain what the Pygmalion Effect or Self-Fulfilling Prophecy is and how it works in women’s access to scientific studies.
Women’s access to scientific studies is growing steadily, with more women than men currently enrolling in universities. The difference lies in the type of studies they pursue. For women, it is education, art and nursing. Men, engineering and science. The experts at Top Doctors.es®, the leading digital company in identifying top doctors and medical centers, explain what role stereotypes and prejudices play in the development of the “self-fulfilling prophecy” regarding women’s access to the world of science.
The Pygmalion Effect or why women do not choose the sciences
The Pygmalion Effect or self-fulfilling prophecy states that when there is a firm belief about something, it ends up happening, since our behavior tries to be consistent with our thoughts and beliefs. In this sense, the role of stereotypes requires great prominence, because as they become socially accepted patterns, they can influence our decisions and affect personal and, also, professional development.
“Society expects a woman to be sensitive, tender and empathetic, and a man to be strong, courageous and aggressive,” explains Dr. Cristian Toribio, member of the Pisicopediatric Center GUIA “This is linked to the representation we make of ourselves, we internalize it, and it inevitably directs us in our decision making”. Based on these images, we end up shaping our personality, a mixture of preceptions, thoughts, attitudes and emotions that define us. “Although it is in continuous evolution, it is undoubtedly determined by the family environment and the experiences lived”.
Biological predisposition. Stereotypes yes, prejudices no.
The main stereotypes that put barriers to women’s access in the world of science are directly related to the biological predisposition of women to be more ’emotional’ and that of men to be more ‘logical’, so that we make a mental image of women as good caregivers, mothers, artists or dressmakers. Phrases such as ‘Science is not for women’ or ‘you have more facilities to do this or that’ are stereotypes that permeate throughout the educational and maturational development, affecting the perception that women (and others) have of their own abilities and, therefore, directly influencing them and their decisions about their professional future.
There are no studies showing that such decisions are made on the basis of genetics, but rather that it is a cultural evolution. “Stereotypes are not a cause of a reality, nor is reality a consequence of stereotypes. Rather, it is a difficult interaction, caused by human complexity itself.” In the words of the expert, we should not talk about eradicating stereotypes, which after all are commonly accepted concepts and images, but about putting an end to prejudices, which are the ones that give rise to stereotypes that are not adjusted to reality.
Advertising, toys and media dissemination: problem and solution
Data from different agencies objectively show women’s preferences for university studies. The highest percentage of women enrolled in universities is in the fields of Education (76.4%), Health Sciences (74.4%), Humanities and Arts (61.6%), while within the fields of engineering or mathematics they account for around 30% of the student body*.
Misuse of advertising, gender-stereotyped access to children’s toys and lack of information on the subject are powerful tools in the generation and dissemination of prejudices. “There are many cases of success stories of women in science or mathematics, usually unknown,” explains Dr. Saskyn, an expert psychologist at Top Doctors. “The challenge lies in the social promotion of women’s potential and all the contributions women have made to science. The challenge lies in promoting egalitarian attitudes that prioritize values and diversity in intelligence as educated human beings, and not because of their gender.
Experts indicate that the key lies in early education, since it is very difficult to change the models acquired during childhood, which are those that shape a personality that identifies us and with which we identify ourselves, and which makes us feel comfortable when it comes to meeting personal, family and social expectations.