Careful investigations of primary academic discipline preferences at PMU indicate that there is a distance between girls’ conscious preferences and their underlying subjective gender issues.
Rogers et al. (2021) demonstrate the existence of this phenomenon in their study, which finds that though students’ chosen majors differ in that they involve varied preferences, the subjects’ implicit bias ultimately leads to the adherence to traditional gender stereotypes. The unconscious gender biases are also noted here as males prevail in STEM disciplines, although female students express different fields as choices. Such a sharp separation demonstrates how implicit psychological biases determine even the list of candidates for admission. This cognition portrays the intricacy of the dynamic of biases and the requirement of the intervention, which should target well-established beliefs and predispositions to create a more challenging academic space.
Unveiling this multilevel interaction between the actual career goals of female students and the unconscious gender biases is like deciphering an ancient code. Patak-Pietrafesa (2023) illustrates this dynamics through an example where women admit to being interested in different career options. However, inwardly, they still preserve the stereotype of “women’s work and “men’s work.” Especially in the ones that are male-dominated earlier on, like the STEM fields, there are beliefs that males are more favored. The discrepancy between stated desires and unconscious biases is a testament to the complication of finding an occupation for female scholars. The principle revolves around recognizing the urge to talk to tackle career guidance and counseling. One may not be helpful if the assumptions act behind the scenes as it might reduce the number of options for female students. Such an approach can arm female students with first-hand information for impartial and gender-inclusive career choices while building an even professional field.
Acknowledging the leadership aspirations of female students in this regard draws the missing link between publicly voiced desires and deeper biases. Storm et al. (2023) uncovered a similar association to males when the implicit bias toward leadership roles was brought out, especially in STEM fields. Gender biases are unavoidable; even though they are explicitly denied, implicit biases notoriously recall traditional norms for female leadership. This finding emphasizes the far-reaching scope of the social norms that define leadership roles. Dealing with such implicit biases somewhat helps cultivate a more inclusive environment where female students and other players feel empowered enough to be involved in leading processes across all academic disciplines, which raises the level of gender diversity in leadership positions.
It is through conscious beliefs as well as subconscious biases that the existence of the marked gender disparity in academic attainment among female students becomes prevalent. As Lorenz (2021) stated, girls can openly show their academic self-esteem; even though implicit biases may affect it and reduce it over time, it can be more evident in subjects such as STEM. This suggestion brings to the front the necessity of acquainting students with implicit biases, which will also help boost their self-efficacy and academic success. Removing these biased embeddings can be achieved by recognizing and taking measures to address these prevailing biases in education and policy. This will encourage confidence and enable them to perform well, even in fields where stereotypes hinder their progress.
Lastly, looking at educational experiences and the way female students have been exposed to gender discrimination highlights the role of implicit biases. Krishnan (2024) found out that even though female students already expressed their explicit hatred of gender discrimination, subtle implicit bias might incur non-deliberately these discriminatory thoughts. Such unconscious biases against females must be understood, and steps must be taken to create a learning platform that allows female students to flourish academically and professionally. The remaining biases are counteracted and toned down by educators and policymakers constructing an atmosphere of inclusion, women empowerment, and equality of genders both as students of Prince Mohammad University and beyond.
Conclusion
In summary, the investigation of implicit and explicit bias among female students at PMU universities shows the range of interactions affecting their academic life and mission. Overall, the studies above indicate the diversity between explicit goals and concealed prejudices in all spheres, including educational field choice, desired employment, leadership role, assessment of academic aptitude, and the experience of a gender-biased outlook. These unconscious biases need to be addressed for the educational climate to become supportive and inclusive at all levels – the girl child should have equal opportunities to develop intellectually and professionally. By acknowledging and opposing women’s stereotypes, PMU can form a society of equity where female students can confidently pursue high dreams.
References
Krishnan, S. (2024). Reframing Teacher Candidates’ Views on Disability Through the Writings of Disabled Authors. Research and Practice for Persons with Severe Disabilities, 15407969231223931. https://journals.sagepub.com/doi/abs/10.1177/15407969231223931
Lorenz, G. (2021). Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps? Social Psychology of Education, 24(2), 537-571. https://link.springer.com/article/10.1007/s11218-021-09615-0
Patak-Pietrafesa, M. (2023). Unraveling teacher implicit biases: The role of student identities in patterns of stereotype activation for Black and White teachers (Doctoral dissertation, The Ohio State University). https://search.proquest.com/openview/e9bd5d7d840a784f7ff451d4fad1dc1c/1?pq-origsite=gscholar&cbl=18750&diss=y
Rogers, A. A., Boyack, M., Cook, R. E., & Allen, E. (2021). School connectedness and STEM orientation in adolescent girls: The role of perceived gender discrimination and implicit gender-science stereotypes. Sex Roles, 85(7), 405-421. https://link.springer.com/article/10.1007/s11199-021-01224-7
Storm, K. I. L., Reiss, L. K., Günther, E., Clar-Novak, M., & Muhr, S. L. (2023). Unconscious bias in the HRM literature: Towards a critical-reflexive approach. Human Resource Management Review, 100969. https://www.sciencedirect.com/science/article/pii/S1053482223000207
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