Common concerns: Climate

Common concerns: Climate

Example hero paragraph text.

Learn about resources and forms of support for coping with climate issues in STEM.
Learn about the conditions that contribute to the “chilly climate” for women in STEM.

“There’s always a sense, especially in a group that does not include women, that you’re not ‘one of the guys.’ That works against you, and it’s very challenging to fight.”

“My advisor invited a different advisee onto his new research team. He told me that he figured I would be too busy with wedding plans to add anything new to my schedule. I was infuriated.”

“We’re taught not to fight because it’s not nice to fight. And then we go into science where the culture is to fight for your ideas.”

“The culture in my department is completely cutthroat. I can’t even talk to the other women in my program. It’s like we’re all just watching each other, waiting for someone to fail.”

“I was completely humiliated after the one person who seemed genuinely interested in my poster presentation asked me to continue the conversation in his hotel room.”

“I have been treated differently in the lab environment. My responsibilities seem to be to clean up the lab. My advisor joked that I should sleep with the technician to properly thank him.”

Do any of the women’s experiences above sound at all familiar to you?

Research indicates that the culture of the male-dominated academic environment can be particularly discouraging to women. A few complaints include:

Isolation
Competition/hostility
Negative stereotyping
Discrimination
Sexual harassment (for more on this topic, see Sexual Harassment)

Culture, in an organizational sense, refers to shared assumptions, beliefs, and values that are often unconscious but guide the procedures, norms, and expectations of a unit (Schein & Schein, 2017). Science is an intellectual domain historically perceived as masculine (Kelly, 1985) and is practiced based on male cultural norms (Subramaniam & Wyer, 1998).

The STEM culture is often referred to as a “chilly climate” (Hall & Sandler, 1982) where women may encounter isolation, competition, bias, negative stereotyping, and sexual harassment. The experiences in inequitable environments, as they accumulate over time, are shown to inhibit women’s confidence, lower self-esteem, and interfere with accomplishment. Let’s break down some of these climate concerns further below.

Too Few Faculty Women

A substantial proportion of science and engineering departments and fields are dominated by male faculty and students. In some departments, the number of women faculty and female PhD students is astonishingly low, and women of color are rare (NCES, 2021).

These statistics make it difficult for women doctoral students who prefer advisors or mentors with shared identities. Students who do not have positive role models in academia or other STEM positions may be discouraged from pursuing their career aspirations (Ferreira, 2003). See What You Want in an Advisor and What You Want in a Mentor for help in these areas.

Conversely, positive female role models help protect women against stereotype threat and prevent them from underperforming and disidentifying with STEM fields (Drury, Shiy, & Cheryan, 2011). Higher proportions of female faculty members are positively associated with women’s PhD completion (Main, 2018). See HerStories videos of women scientists and engineers who share their experiences.

Bias and Discrimination

People hold unconscious gender biases that influence their behavior toward and evaluations of others. This differential treatment has harmful consequences for women pursuing careers in male-dominated science and engineering fields. These biases show up frequently in male-dominated STEM environments.

In graduate school and over the course of their careers, the majority of women in science face some type of gendered discrimination. This discrimination can take the form of being passed up for an academic or career opportunity or being gender stereotyped (Eaton et al., 2020; Moss-Racusin et al., 2012).

Gender bias may appear in three forms (Williams, Li, Rincon, & Finn, 2016):

Prove it again bias: Women in STEM doctoral programs are often expected to prove themselves repeatedly to gain the same level of respect and recognition as their male colleagues. This phenomenon is particularly strong among women of color, whose experiences of gendered racism exacerbate this double standard.

Despite the fact that women often have to work twice as hard as men for the same recognition (see Delays and Setbacks), women also continue to face the stereotype that they are less capable as scientists, and their input and contributions are often devalued.

Tightrope bias: For many women in STEM doctoral programs, only a narrow range of behavior is considered acceptable. Double standards for women continue to abide in academia. Women often feel the need to de-emphasize their femininity,but they are penalized if they behave too aggressively (Catalyst, 2007).
Maternal Wall Bias: For women in STEM, motherhood may trigger negative assumptions about competence and commitment. Even prior to having children, female students often face a stereotype that they are less committed to a career in science because they will eventually give up their career goals for their families.

Women of color in STEM encounter unique experiences of bias due to the intersection of their gender and race. In what is known as the “double bind” (Malcom et al., 1976; Ong et al., 2011), students must navigate bias on the basis of being both women and racial/ethnic minorities. Women of color also often get judged more harshly (Eaton et al., 2020).

Women in STEM, particularly women of color in STEM, may be tokenized in their programs. Being the only or one of a few, they may be expected to take on additional tasks, such as appearing on brochures or pictures on the program website, so that departments may demonstrate the diversity of their student body. In this way, marginalized students are expected to serve as the face of diversity (Wilkins-Yel, Bernstein, Bekki, & Reed, 2019). These tactics may be used to recruit additional students with marginalized identities into departments that are not welcoming or affirming.

Unfortunately, many women also experience outright sexual harassment in graduate school. Sexual harassment can range from sexist joke-telling to a sexual advance from someone of higher status. Even in its most subtle forms, sexual harassment contributes to the experience of hostility and alienation in graduate school. See Sexual Harassment to learn more about how to identify and end sexual harassment.

Science Identity and Belonging

By nature of being in a male-dominated environment, women in STEM doctoral programs may feel they don’t belong. This feeling can have detrimental effects on their academic and psychological well-being.

Science identity is strengthened when a woman increases in competence in her field, has the opportunity to perform based on her knowledge and skill (e.g., making conference presentations, getting published), and is recognized for her work (Cabay, Bernstein, Rivers, & Fabert, 2018; Carlone & Johnson, 2007).
Experiences of marginalization impede the development of a woman’s identity as a scientist. The common equation of men with science sends the message that women are not scientists.
When masculine characteristics are celebrated while feminine characteristics are devalued in a male-dominated environment, women lack a sense of belonging (Cheryan & Markus, 2020). When women in STEM lack a sense of belonging, it may have a detrimental effect on their mental health.
Isolated students may experience decreased self-esteem and lowered psychological well-being. Daily challenges become more overwhelming, and academic performance suffers (Walton, Logel, Peach, Spenfer, & Zanna, 2015).
When women in STEM feel isolated, they may view daily adversities as confirmation that they don’t belong. For example, difficulty making friends or constructive criticism may be interpreted as signs that they do not belong in the program, even if there are other explanations for these experiences (Walton, Logel, Peach, Spencer, & Zanna, 2015; Walton & Cohen, 2007)

Competition and Collaboration

The culture of science prizes competition. Not all students do. In fact, the way women are socialized may conflict with the competitive environment of STEM.

The competitive, aggressive nature of academia and science can be challenging for women who value equity and collaboration over hierarchies (Ferreira, 2003a, 2003b).
The strong value many women place on harmonious relationships is associated with caution about embracing competition and prestige (Harding, 1991; Preston, 2004; Sonnert & Holton, 1995).
Refraining from the culture of competition may intensify a student’s sense of isolation. In some cases, competition is so intense that female students are separated even from each other (Lee et al., 2016).

Isolation

The chilly climate in STEM can be lonely for women. Isolation impacts women in STEM doctoral programs both academically and socially.

Women in male-dominated graduate programs frequently report being less socially integrated. For example, women are often left out of certain social events, like happy hours and last-minute lunch outings. Consequences can include inadequate social support and further isolation. (Fabert, Cabey, Rivers, Smith, & Bernstein, 2011).
Women in STEM may also experience scholarly alienation. Students who are academically isolated may be excluded from group projects or study groups. They may feel their work and ideas in a research setting are overlooked or undervalued and that their views are not taken seriously.
Individuals who are experiencing scholarly alienation do not feel that their colleagues engage with them academically in a meaningful way (Ferreira, 2003b).
Academic isolation can have negative consequences for scholarly productivity, academic success and career development (Settles, Cortina, Buchanan, & Miner, 2013).
Isolation is associated with a lower degree completion rate among women in STEM. Women with no female peers in their cohort are approximately 12% less likely to complete their STEM doctoral degree (Bostwick & Weinberg, 2021).

Building your network of supports is one of the most effective ways of countering the isolation you may feel. Consult Online Resources and Supports for some ideas.

Self-test

Jasmine is one of only a few women in her program. She just finished her first year, and while she has made some significant strides toward her goals, she still feels isolated, or the “odd woman out.” Further, she recently found out there was a big social function she was not invited to. She isn’t sure what to feel about that.

What should she do?

A. Nothing. It’s unfortunate that it happens, but Jasmine is one of only a few female students in her program. That’s probably normal, so she shouldn’t let it bother her.
B. It’s probably her fault. She’s doing something that causes the others to feel uncomfortable around her, or not want to interact. She should try to figure it out and change it.
C. Elect to only hang out with her partner on weekends. If her program doesn’t offer social support or interaction, find it elsewhere.
D. Take some risks. Make extra effort to establish some social connections and/or relationships in her department, even if doing so is a little scary.

D is the correct answer,

While it is common for female students in male-dominated programs to feel isolated, it doesn’t have to be that way permanently, and doing nothing about it (answer A) won’t help. It’s never helpful to assume that you are the problem (answer B), especially when research shows that this is a common occurrence for women. Withdrawal from department members (answer C) may help Jasmine gain some social support from her partner, but it doesn’t directly address the problem. It also may cause more distance and resentment. Answer D, while it may be difficult, is the best option. Research shows that finding support within one’s program and establishing connections helps to increase resilience and productivity.

Women who experience sexism, whether personally or vicariously, tend to refrain from speaking up in meetings and discussion and resist commenting or raising questions after talks or presentations (Biggs, Hawley & Bernatt, 2018). Pulling back from this type of engagement in academic and conference settings works against women later as they are considered for various opportunities.
No matter how productive you are on your own, it is important to make strong social connections in graduate school. Interacting with faculty and gaining social support is associated with doctoral student success. These relationships will help you build the career network you will need for advancement.
Adjusting to and finding satisfaction in your environment is also related to your persistence. Women are more likely than men to report dissatisfaction with the graduate school climate and are more likely than women in the humanities to leave doctoral programs due to climate-related dissatisfaction (Golde, 1998). Overall, women are more likely than men to quit a STEM-related doctoral program (Council of Graduate Schools, 2008).

Combatting the Chilly Climate

Major national and local initiatives exist to improve the climate for women in STEM and help women advance in their careers (e.g., National Science Foundation ADVANCE program). You might want to get involved in these efforts or spark projects in your department or university to improve unfriendly environments.

The CareerWISE Coach takes the position that while problems are being addressed at the system level, you also want to find ways to make individual progress and protect your well-being. An important way you can combat the chilly climate for yourself is by developing a strong support system.

One type of support system is a counterspace—an academic or social safespace for marginalized students (Ong et al., 2018). Counterspaces promote learning, allow space for expressing frustration, and create a positive climate for individuals with minority identities such as race, gender and/or sexual orientation.

Cultivating peer-to-peer relationships within or outside your department, joining STEM or non-STEM campus groups, seeking out positive mentoring relationships, and connecting with women’s organizations in your field are important ways to boost your support system.

Having these safe havens that affirm your identities are particularly important for women of color, LGBTQ women, or women with disabilities, who are even less likely to have similarly identified peers in their department. For more information on finding support, see Online Resources and Supports.

Women, on average, have a different experience than men in science and engineering graduate programs. But no two people have exactly the same experience.

The climate may be chilly, but if you put your mind and actions to it, you can push through and succeed despite the barriers. You’ve worked hard to get here, and you deserve to reach your goals.

The CareerWISE Coach materials are designed to help you learn how to navigate your graduate school environment and complete your program as planned.

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Asserting Yourself in the Face of Authority

The importance of standing up for yourself.

Incidents of Prejudice Due to Married and Pregnant Status

Gender stereotypes faced in getting into graduate school and conducting research.

Working with Intelligent People Across Cultures Makes It All Worth While

Satisfaction comes from interacting with intelligent people across cultures.

Time in the Classroom is at the Heart of Motivation

Teaching as the impetus for work.

Dealing with Inappropriate Events

Suggestions for how to deal with sexist comments.

Seeking Support Outside the Department

How to refute sexist comments and challenge gendered assumptions.