Sylvia Beyer - Academia.edu (original) (raw)

Papers by Sylvia Beyer

The Journal of information and systems in education, Aug 1, 2008

Few women major in Management Information Systems (MIS). The purpose of this paper is to examine ... more Few women major in Management Information Systems (MIS). The purpose of this paper is to examine the reasons for women's underrepresentation in MIS. In addition to examining gender differences, an important and novel goal of this study is to examine intra-gender differences in undergraduate students, i.e., differences among female MIS majors and female students who enrolled in MIS courses as a Business elective (i.e., non-majors). This study found that women's experiences with and self-efficacy regarding computers were much lower than men's, but that they did not have more negative stereotypes and attitudes toward the field. Overall female students had more positive attitudes towards their MIS courses and instructors than male students did. One of the most interesting findings was the importance of female high school computer teachers and role models for female students. Importantly, there was very strong evidence for intra-gender differences. Female majors had much higher computer self-efficacy, computer experience, had more positive attitudes toward MIS, and were more likely to have had female computer teachers in high school compared to female non-majors. The implications of these findings for MIS are discussed.

IGI Global eBooks, Jan 18, 2011

Few women major in Management Information Systems (MIS). The purpose of this paper is to examine ... more Few women major in Management Information Systems (MIS). The purpose of this paper is to examine the reasons for women's underrepresentation in MIS. In addition to examining gender differences, an important and novel goal of this study is to examine intra-gender differences in undergraduate students, i.e., differences among female MIS majors and female students who enrolled in MIS courses as a Business elective (i.e., non-majors). This study found that women's experiences with and self-efficacy regarding computers were much lower than men's, but that they did not have more negative stereotypes and attitudes toward the field. Overall female students had more positive attitudes towards their MIS courses and instructors than male students did. One of the most interesting findings was the importance of female high school computer teachers and role models for female students. Importantly, there was very strong evidence for intra-gender differences. Female majors had much higher computer self-efficacy, computer experience, had more positive attitudes toward MIS, and were more likely to have had female computer teachers in high school compared to female non-majors. The implications of these findings for MIS are discussed.

A study assessed gender differences in confidence for three academic areas of varying gender-type... more A study assessed gender differences in confidence for three academic areas of varying gender-type. The study used questions about chemistry (masculine), English (feminine), and art (neutral). Participants were general psychology students (n=361: 229 females, 132 males) who received course credit for their participation. Findings revealed that females underestimated their performance more than did males on chemistry and English questions. (Contains 49 references, 3 notes, and 1 table.) (Author/BT) Reproductions supplied by EDRS are the best that can be made from the original document.

International Journal of Gender, Science, and Technology, 2020

Oxford Bibliographies Online Datasets

A nation’s prosperity depends to a significant degree on a highly educated workforce in science, ... more A nation’s prosperity depends to a significant degree on a highly educated workforce in science, technology, engineering, and math (STEM). In 2017 only 29 percent of the US STEM workforce was female, even though women represent 51.5 percent of the population (see National Center for Science and Engineering Statistics 2019, cited under Statistical Compendia). If more women were to enter STEM, this would not only relieve the shortage of STEM workers, but also provide lucrative jobs to women, and include their perspectives, fostering innovation and scientific progress. Shortages of women in STEM exist in other countries and are being addressed with varying levels of success (see Cross-Cultural Findings). However, the majority of research efforts examining the reasons behind women’s underrepresentation in STEM have been conducted in the United States, often funded by the US government (e.g., by the National Science Foundation’s Broadening Participation in Computing program and Research ...

Psychology of Women Quarterly, 2010

Social Sciences

This study examined the relations between political attitudes and negative stereotypes in undergr... more This study examined the relations between political attitudes and negative stereotypes in undergraduates by employing 4 measures of stereotypes: modern sexism, modern racism, feelings about 20 social groups, and ratings of the intelligence of these social groups. It was hypothesized that conservatives and Republicans alike would show more evidence of negative stereotypes than liberals and Democrats, especially for disadvantaged social groups. The study revealed that, indeed, Republicans showed stronger evidence of negative stereotypes but that Democrats also harbor some biases. Importantly, the social groups for whom Democrats and Republicans show negative stereotypes differed greatly. Republicans had considerably more negative stereotypes against racial and religious minorities, and particularly against individuals who do not identify with the cis-gender, heterosexual norm. Thus, the targets of Republicans’ stereotypes were groups that have traditionally been subjected to discrimin...

Oxford Bibliographies Online Datasets

ABSTRACT

With the surge of consumer interest in popular culture media, it is surprising that little resear... more With the surge of consumer interest in popular culture media, it is surprising that little research has been conducted into the conventions that celebrate these themes. Speed dating is a staple of these conventions. Attendees are encouraged to dress up or “cosplay” as their favorite characters from movies, television, or comic books. Will a woman generate more interest from men while in costume, and if so, does the type of costume matter? We hypothesized that men are more attracted to women dressed in seductive rather than demure cosplay or in street clothes. However, it is unlikely that women’s attire is the sole determinant of men’s interest in women. In all likelihood, other factors such as women’s physical attractiveness and personality also affect men’s interest. Our study included two female confederates. We examined whether women’s attire affects men’s interest in them at a real-world cosplay speed dating event with 48 single men participating. We found that men were attract...

A study examined gender differences in stereotypes, experience, and confidence for computer scien... more A study examined gender differences in stereotypes, experience, and confidence for computer science (CS) first-year students. Questionnaires were distributed to freshmen students (n=241: 161 females, 80 males) in a required university seminar course. Overall, participants possessed very stereotypical attitudes of CS majors. Findings showed that men reported having more experience with computers than did women,-.nd they also enjoyed working with computers more than did women. (Contains 27 references, 1 table, and 1 figure.) (Author/BT) Reproductions supplied by EDRS are the best that can be made from the original document.

In an experiment to test whether gender differences in self-evaluation biases exist, 264 female a... more In an experiment to test whether gender differences in self-evaluation biases exist, 264 female and 174 male students were used. Participants were placed in mixed-sex groups, ranging from 2-10 people. Test anonymity and non-competitiveness were emphasized to minimize self-presentation concerns. Three different measures of accuracy/bias were employed: (1) accuracy of post-test self-evaluations; (2) degree of calibration for individual questions; and (3) response bias. As hypothesized, for the masculine gender-typed test significant gender differences for all three kinds of bias were found: (1) women's post-test self-evaluations were inaccurately low; (2) their confidence statements for individual questions on a test were less well-calibrated than men's; and (3) their response bias was more conservative than men's. None of these gender differences were found for feminine and neutral tests. As hypothesized, strong self-consistency tendencies were found. Expectancies emerged...

A study examined gender differences in stereotypes, experience, and confidence for computer scien... more A study examined gender differences in stereotypes, experience, and confidence for computer science (CS) first-year students. Questionnaires were distributed to freshmen students (n=241: 161 females, 80 males) in a required university seminar course. Overall, participants possessed very stereotypical attitudes of CS majors. Findings showed that men reported having more experience with computers than did women,-.nd they also enjoyed working with computers more than did Why are There so Few Women in Computer Science?'

Encyclopedia of Computer Science and Technology

Participants were 131 (69 women, 62 men) students in Introductory Psychology, Social Psychology, ... more Participants were 131 (69 women, 62 men) students in Introductory Psychology, Social Psychology, and Computer Science courses. Eighty-six percent of the sample was Caucasian. The goals of this study were to assess (a) how accurate students' preexamination expectancies and postexamination grade evaluations are and whether gender differences in the accuracy of expectancies and grade evaluations on examinations exist, (b) whether expected grades predict postexamination grade evaluations even with actual grades controlled (self-consistency effect), and (c) whether students' grade expectations and evaluations become more accurate with experience. Throughout the course of a semester, students estimated their grades for each of their examinations. Students overestimated their grades at all points in the semester, although women in Introductory Psychology overestimated their grades less than men did. Students' expected grades were a better predictor of their postexamination grade evaluations than were their actual grades. For Introductory Psychology students, expectancies and grade evaluations became more accurate as the semester progressed. The importance of accurate self-perceptions regarding academic performance is discussed. Research on the accuracy of self-perceptions has seen a revival. Studies indicate that individuals are far from accurate self-evaluators when judging their abilities (

Journal of Women and Minorities in Science and Engineering, 2008

ABSTRACT

Sex Roles, Jan 10, 2002

and research on depressive realism. It was predicted that gender differences in the accuracy of s... more and research on depressive realism. It was predicted that gender differences in the accuracy of self-evaluations of performance will be found on a mathematics test (masculine task), but not on an English test (feminine task) or on history and geography tests (neutral tasks). Furthermore, it was hypothesized that dysphorics are not more accurate self-evaluators than are nondysphorics and that the effect of gender on the accuracy of self-evaluations is moderated by dysphoria. Finally, it was predicted that the provision of performance feedback does not moderate the effect of gender on the accuracy of self-evaluations. These hypotheses were supported. The implications of these findings are discussed.

The purpose of this paper is to empirically assess the accuracy of gender stereotypes, questionin... more The purpose of this paper is to empirically assess the accuracy of gender stereotypes, questioning whether stereotypes are highly inaccurate exaggerations of relatively minor real gender differences or accurate reflections of real gender differences. An assessment was made of the gender stereotypes of college students regarding the average grade point averages (GPAs) and percentage of female and male students in 12 different college majors. Participants' (154 female and 111 male students) perceptions were compared to actual GPAs and the actual percentage of female and male students in these majors. Thus, the extent to which participants' perceptions were stereotypic and inaccurate could be assessed. Participants underestimated the percentage of females in nine majors. In addition, participants overestimated the GPAs of male students more than the GPAs of female students. This was especially pronounced for male-dominated majors. The results of this study indicate that gender stereotypes are highly inaccurate and detrimental to the educational advancement of females. Findings are illustrated in appended tables and graphs. Contains 32 references. (LSR)

The Journal of information and systems in education, Aug 1, 2008

Few women major in Management Information Systems (MIS). The purpose of this paper is to examine ... more Few women major in Management Information Systems (MIS). The purpose of this paper is to examine the reasons for women's underrepresentation in MIS. In addition to examining gender differences, an important and novel goal of this study is to examine intra-gender differences in undergraduate students, i.e., differences among female MIS majors and female students who enrolled in MIS courses as a Business elective (i.e., non-majors). This study found that women's experiences with and self-efficacy regarding computers were much lower than men's, but that they did not have more negative stereotypes and attitudes toward the field. Overall female students had more positive attitudes towards their MIS courses and instructors than male students did. One of the most interesting findings was the importance of female high school computer teachers and role models for female students. Importantly, there was very strong evidence for intra-gender differences. Female majors had much higher computer self-efficacy, computer experience, had more positive attitudes toward MIS, and were more likely to have had female computer teachers in high school compared to female non-majors. The implications of these findings for MIS are discussed.

IGI Global eBooks, Jan 18, 2011

Few women major in Management Information Systems (MIS). The purpose of this paper is to examine ... more Few women major in Management Information Systems (MIS). The purpose of this paper is to examine the reasons for women's underrepresentation in MIS. In addition to examining gender differences, an important and novel goal of this study is to examine intra-gender differences in undergraduate students, i.e., differences among female MIS majors and female students who enrolled in MIS courses as a Business elective (i.e., non-majors). This study found that women's experiences with and self-efficacy regarding computers were much lower than men's, but that they did not have more negative stereotypes and attitudes toward the field. Overall female students had more positive attitudes towards their MIS courses and instructors than male students did. One of the most interesting findings was the importance of female high school computer teachers and role models for female students. Importantly, there was very strong evidence for intra-gender differences. Female majors had much higher computer self-efficacy, computer experience, had more positive attitudes toward MIS, and were more likely to have had female computer teachers in high school compared to female non-majors. The implications of these findings for MIS are discussed.

A study assessed gender differences in confidence for three academic areas of varying gender-type... more A study assessed gender differences in confidence for three academic areas of varying gender-type. The study used questions about chemistry (masculine), English (feminine), and art (neutral). Participants were general psychology students (n=361: 229 females, 132 males) who received course credit for their participation. Findings revealed that females underestimated their performance more than did males on chemistry and English questions. (Contains 49 references, 3 notes, and 1 table.) (Author/BT) Reproductions supplied by EDRS are the best that can be made from the original document.

International Journal of Gender, Science, and Technology, 2020

Oxford Bibliographies Online Datasets

A nation’s prosperity depends to a significant degree on a highly educated workforce in science, ... more A nation’s prosperity depends to a significant degree on a highly educated workforce in science, technology, engineering, and math (STEM). In 2017 only 29 percent of the US STEM workforce was female, even though women represent 51.5 percent of the population (see National Center for Science and Engineering Statistics 2019, cited under Statistical Compendia). If more women were to enter STEM, this would not only relieve the shortage of STEM workers, but also provide lucrative jobs to women, and include their perspectives, fostering innovation and scientific progress. Shortages of women in STEM exist in other countries and are being addressed with varying levels of success (see Cross-Cultural Findings). However, the majority of research efforts examining the reasons behind women’s underrepresentation in STEM have been conducted in the United States, often funded by the US government (e.g., by the National Science Foundation’s Broadening Participation in Computing program and Research ...

Psychology of Women Quarterly, 2010

Social Sciences

This study examined the relations between political attitudes and negative stereotypes in undergr... more This study examined the relations between political attitudes and negative stereotypes in undergraduates by employing 4 measures of stereotypes: modern sexism, modern racism, feelings about 20 social groups, and ratings of the intelligence of these social groups. It was hypothesized that conservatives and Republicans alike would show more evidence of negative stereotypes than liberals and Democrats, especially for disadvantaged social groups. The study revealed that, indeed, Republicans showed stronger evidence of negative stereotypes but that Democrats also harbor some biases. Importantly, the social groups for whom Democrats and Republicans show negative stereotypes differed greatly. Republicans had considerably more negative stereotypes against racial and religious minorities, and particularly against individuals who do not identify with the cis-gender, heterosexual norm. Thus, the targets of Republicans’ stereotypes were groups that have traditionally been subjected to discrimin...

Oxford Bibliographies Online Datasets

ABSTRACT

With the surge of consumer interest in popular culture media, it is surprising that little resear... more With the surge of consumer interest in popular culture media, it is surprising that little research has been conducted into the conventions that celebrate these themes. Speed dating is a staple of these conventions. Attendees are encouraged to dress up or “cosplay” as their favorite characters from movies, television, or comic books. Will a woman generate more interest from men while in costume, and if so, does the type of costume matter? We hypothesized that men are more attracted to women dressed in seductive rather than demure cosplay or in street clothes. However, it is unlikely that women’s attire is the sole determinant of men’s interest in women. In all likelihood, other factors such as women’s physical attractiveness and personality also affect men’s interest. Our study included two female confederates. We examined whether women’s attire affects men’s interest in them at a real-world cosplay speed dating event with 48 single men participating. We found that men were attract...

A study examined gender differences in stereotypes, experience, and confidence for computer scien... more A study examined gender differences in stereotypes, experience, and confidence for computer science (CS) first-year students. Questionnaires were distributed to freshmen students (n=241: 161 females, 80 males) in a required university seminar course. Overall, participants possessed very stereotypical attitudes of CS majors. Findings showed that men reported having more experience with computers than did women,-.nd they also enjoyed working with computers more than did women. (Contains 27 references, 1 table, and 1 figure.) (Author/BT) Reproductions supplied by EDRS are the best that can be made from the original document.

In an experiment to test whether gender differences in self-evaluation biases exist, 264 female a... more In an experiment to test whether gender differences in self-evaluation biases exist, 264 female and 174 male students were used. Participants were placed in mixed-sex groups, ranging from 2-10 people. Test anonymity and non-competitiveness were emphasized to minimize self-presentation concerns. Three different measures of accuracy/bias were employed: (1) accuracy of post-test self-evaluations; (2) degree of calibration for individual questions; and (3) response bias. As hypothesized, for the masculine gender-typed test significant gender differences for all three kinds of bias were found: (1) women's post-test self-evaluations were inaccurately low; (2) their confidence statements for individual questions on a test were less well-calibrated than men's; and (3) their response bias was more conservative than men's. None of these gender differences were found for feminine and neutral tests. As hypothesized, strong self-consistency tendencies were found. Expectancies emerged...

A study examined gender differences in stereotypes, experience, and confidence for computer scien... more A study examined gender differences in stereotypes, experience, and confidence for computer science (CS) first-year students. Questionnaires were distributed to freshmen students (n=241: 161 females, 80 males) in a required university seminar course. Overall, participants possessed very stereotypical attitudes of CS majors. Findings showed that men reported having more experience with computers than did women,-.nd they also enjoyed working with computers more than did Why are There so Few Women in Computer Science?'

Encyclopedia of Computer Science and Technology

Participants were 131 (69 women, 62 men) students in Introductory Psychology, Social Psychology, ... more Participants were 131 (69 women, 62 men) students in Introductory Psychology, Social Psychology, and Computer Science courses. Eighty-six percent of the sample was Caucasian. The goals of this study were to assess (a) how accurate students' preexamination expectancies and postexamination grade evaluations are and whether gender differences in the accuracy of expectancies and grade evaluations on examinations exist, (b) whether expected grades predict postexamination grade evaluations even with actual grades controlled (self-consistency effect), and (c) whether students' grade expectations and evaluations become more accurate with experience. Throughout the course of a semester, students estimated their grades for each of their examinations. Students overestimated their grades at all points in the semester, although women in Introductory Psychology overestimated their grades less than men did. Students' expected grades were a better predictor of their postexamination grade evaluations than were their actual grades. For Introductory Psychology students, expectancies and grade evaluations became more accurate as the semester progressed. The importance of accurate self-perceptions regarding academic performance is discussed. Research on the accuracy of self-perceptions has seen a revival. Studies indicate that individuals are far from accurate self-evaluators when judging their abilities (

Journal of Women and Minorities in Science and Engineering, 2008

ABSTRACT

Sex Roles, Jan 10, 2002

and research on depressive realism. It was predicted that gender differences in the accuracy of s... more and research on depressive realism. It was predicted that gender differences in the accuracy of self-evaluations of performance will be found on a mathematics test (masculine task), but not on an English test (feminine task) or on history and geography tests (neutral tasks). Furthermore, it was hypothesized that dysphorics are not more accurate self-evaluators than are nondysphorics and that the effect of gender on the accuracy of self-evaluations is moderated by dysphoria. Finally, it was predicted that the provision of performance feedback does not moderate the effect of gender on the accuracy of self-evaluations. These hypotheses were supported. The implications of these findings are discussed.

The purpose of this paper is to empirically assess the accuracy of gender stereotypes, questionin... more The purpose of this paper is to empirically assess the accuracy of gender stereotypes, questioning whether stereotypes are highly inaccurate exaggerations of relatively minor real gender differences or accurate reflections of real gender differences. An assessment was made of the gender stereotypes of college students regarding the average grade point averages (GPAs) and percentage of female and male students in 12 different college majors. Participants' (154 female and 111 male students) perceptions were compared to actual GPAs and the actual percentage of female and male students in these majors. Thus, the extent to which participants' perceptions were stereotypic and inaccurate could be assessed. Participants underestimated the percentage of females in nine majors. In addition, participants overestimated the GPAs of male students more than the GPAs of female students. This was especially pronounced for male-dominated majors. The results of this study indicate that gender stereotypes are highly inaccurate and detrimental to the educational advancement of females. Findings are illustrated in appended tables and graphs. Contains 32 references. (LSR)