Exploring Implicit Gender Biases among Graduate Education Fellows of San Pablo Colleges: Towards Enhanced Inclusivity and Equality
Bernardo C. Lunar | Ruffa Mae P Arenial | Edmerson B Geronimo
Discipline: Education
Abstract:
This research looked into the intricate layers of gender inequality within the graduate education
landscape at San Pablo Colleges, aiming to shed light on the perceptions and experiences of
male and female graduate students. As higher education is considered a fundamental pathway
to personal and professional success, the persistent disparities within academia demand
attention. The study employed a quantitative approach, utilizing data gathered through a survey,
and draws upon the interdisciplinary perspectives of sociology, education, and gender studies to
provide a comprehensive understanding of the complex issues at play. There is no significant
differences in the perceptions of graduate fellows regarding the presence of implicit gender biases
in both academic and professional settings, when grouped according to profile variables. The
finding that perceptions of implicit gender biases do not significantly differ across various profile
variables, such as age, sex, and program of study, suggests a consistent and shared perspective
among graduate fellows at San Pablo Colleges. Ultimately, the study proposes evidence-based
recommendations for developing programs that ensure enhanced inclusivity and equality within
the Graduate School of San Pablo Colleges, thereby addressing the barriers and biases hindering
gender parity.
References:
- Biernat, M., & Fuegen, K. (2001). Shifting standards and the evaluation of competence: Complexity in gender-based judgment and decision making. Journal of Social Issues, 57(4), 707-724.
- Catalyst. (2018). Emotional Tax on Black and Women of Color in the Workplace. Retrieved from https://www.catalyst.org/research/emotional-tax-on-black-and-women-of-color/
- Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139-167.
- Dovidio, J. F., Fiske, S. T., Glick, P., & Rudman, L. A. (2016). Reflecting on the nature of implicit bias: A comment on Kurdi et al. (2019). Psychological Bulletin, 142(1), 28–34.
- Ely, R. J., & Meyerson, D. E. (2000). Theories of gender in organizations: A new approach to organizational analysis and change. Research in Organizational Behavior, 22, 103-151.
- Froyum, C. M., & Huang, L. (2016). Beyond the pipeline: Graduate student pathways to STEM. Social Sciences, 5(4), 61.
- Handley, I. M., Brown, E. R., Moss-Racusin, C. A., & Smith, J. L. (2015). Quality of evidence revealing subtle gender biases in science is in the eye of the beholder. Proceedings of the National Academy of Sciences, 112(43), 13201–13206.
- Heilman, M. E., & Haynes, M. C. (2008). Subjectivity in the appraisal process: A facilitator of gender bias in work settings. In J. Barling & C. L. Cooper (Eds.), The SAGE Handbook of Organizational Behavior, Volume One: Micro Approaches (pp. 141-158). Sage Publications.
- Heilman, M. E., & Okimoto, T. G. (2007). Why are women penalized for success at male tasks? The implied communality deficit. Journal of Applied Psychology, 92(1), 81–92.
- Leavy, P., & Wheeler, D. (2018). The rise of qualitative research. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (pp. 1-36). Oxford University Press.
- Milkman, K. L., Akinola, M., & Chugh, D. (2015). What happens before? A field experiment exploring how pay and representation differentially shape bias on the pathway into organizations. Journal of Applied Psychology, 100(6), 1678–1712.
- Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474-16479.
- Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: Using ingroup experts to inoculate women’s self-concept in science, technology, engineering, and mathematics (STEM). Journal of Personality and Social Psychology, 100(2), 255–270.
- UNESCO. (2021). Education: From access to inclusion. Retrieved from https://en.unesco.org/gem-report/report/2021/equity-and-inclusion
- Valian, V. (1999). Why so slow? The advancement of women. MIT Press.
- Wise, S. L., & DeCuir-Gunby, J. T. (2017). Intersectionality in quantitative psychological research: I. Theoretical and epistemological issues. Psychological Methods, 22(2), 243-268.
- World Bank. (2019). The Changing Nature of Work. Retrieved from https://www.worldbank.org/en/publication/wdr2019
Philippine E-Journals
