Tuesday, 14 April 2015

Call for papers Unruly Bodies SOPHIA


Nieuwsbrief april 2015 + call for papers Unruly Bodies

De deadline voor het Sophia colloquium Unruly Bodies. Gender \ Normen \ Verzet nadert met rasse schreden! Doe je onderzoek naar / maak je artistiek werk rond / doe je aan activisme met betrekking tot lichamen buiten de normen? Download dan hier de volledige call for papers/participation in het Nederlands, het Frans of het Engels en bezorg ons je voorstel voor 20 april 2015. Gelieve gebruik te maken van het onderstaande inschrijvingsformulier: 

- formulier NL (doc)
- formulaire FR (doc)
- form ENG (doc)

Nieuws over de Master Gender en Diversiteit. De inschrijvingen voor het academiejaar 2015-2016 zijn geopend. Ook zal er vanaf heden een éénjarig schakelprogramma georganiseerd worden. Meer info vind je in de opleidingsfiche. Wie nu al vragen heeft kan contact opnemen met Nella Van den Brandt Hendrikapetronella.vandenbrandt@ugent.be of met studiebegeleider Els Wille els.wille@ugent.be.


Unruly Bodies. Gender \ Normen \ Verzet


UF - Véronique Danneels - Visite guidée de l'exposition Body Talk
30/04/2015 Tentoonstelling

Genre et politique - Leticia Bendelac Gordon - Passé et présent du mouvement des femmes au Guatemala
29/04/2015 (Bruxelles) Reeks seminaries

Gevolgen van loopbaankeuzes v/m
 en de komende pensioenhervorming
28/04/2015 Studiedag

International Migration Politics and Policies in Europe and the U.S.: Gender and Class Perspectives
28/04/2015 - 29/04/2015 (Brussels) Colloquium

Salvatore D'Amore - Les attitudes des jeunes hétérosexuels vis à vis des couples et parents homos en Belgique, France et Italie
28/04/2015 (Liège) Lezing

Soutenance de thèse - Maria Martin de Almagro Iniesta: (Un)Globalizing civil society: When the boomerang rebounds. Transnational advocacy networks and women groups in post-conflict Burundi and Liberia
28/04/2015 Lezing

Atelier Genre(s) et Sexualité(s) - Thomas Hendriks - 
Comment penser l'économie homo-érotique au Congo urbain? Réflexions ethnographiques sur la pénétration, l'ambiance et la réputation
27/04/2015 (Bruxelles) Workshop

Considering Women in the Early Modern Low Countries
24/04/2015 - 25/01/2015 (Antwerp) Congres

SWIP Symposium met Helen De Cruz
24/04/2015 (Antwerpen) Congres

Doctoral School of Behavioral Sciences and Humanities - Seminar on gender and work-life balance
23/04/2015 Seminarie

UF - Femmes nordiques. Politiques féministes et sociales dans les pays du Nord
22/04/2015 - 23/04/2015 Colloquium

Séminaire Sextant - Anne Morelli - Le code méditerranéen de l'honneur, base des trois religions du livre
21/04/2015 (Bruxelles) Reeks seminaries


Call for papers

Women in European Politics
Deadline: 15/04/2015

Sextant - Françoise Collin: Le fabuleux héritage
Deadline: 17/04/2015

Digital Queers
Deadline: 17/04/2015

Birth control and the medical and paramedical bodies: a gender approach for the 19th and 20th 
Deadline: 20/04/2015

Female Agency, Mobility and Socio-cultural Change
Deadline: 20/04/2015

Essays on Technology
Deadline: 30/04/2015

European geographies of sexualities conference
Deadline: 30/04/2015

Women, Violence, and Resistance
Deadline: 30/04/2015

Women's Studies: An Interdisciplinary Journal - Adrienne Rich
Deadline: 30/04/2015

"Ordinary" women in Europe during the First World War
Deadline: 15/05/2015

L'enseignement supérieur à l'épreuve du néolibéralisme
Deadline: 15/05/2015

Penser l'émancipation - Quelle convergence des luttes face à l'approfondissement de la crise?
Deadline: 17/05/2015

Transforming the Male Body: Etched and Engraved Arms, Armour and Personal Objects in Early Modern Europe
Deadline: 29/05/2015

Journal of Levantine Studies - Special Issue on Gender, Citizenship, and Immigration: A Comparative Perspective on the Mediterranean
Deadline: 31/05/2015

Migrant-e-s par le mariage: enjeux et perspectives
Deadline: 01/06/2015

Feral Feminisms - Untimely Bodies: Futurity, Resistance, and Non-Normative Embodiment
Deadline: 05/06/2015

Bleeding love - Raising Awareness on Domestic and Dating Violence Against Lesbians and Transwomen in the European Union
Deadline: 15/06/2015

Violence, Representations and Sexuality
Deadline: 15/06/2015


Crépuscules de l'intime
Deadline: 15/04/2015

Newcastle University - School of Geography, Politics & Sociology - Lecturer in the Politics of Gender
Deadline: 16/04/2015

University of Edinburgh - School Of Social and Political Science - Lecturer in Social and Political Science (Gender)
Deadline: 16/04/2015

Centre en Etudes Genre LIEGE (Suisse) - Chercheuse-r FNS senior en sociologie ou sciences sociales
Deadline: 01/05/2015


Integrating Gender Equality into Research Performing Organisations RPO and university. Research, Practices and setting of on-line Tool on Gender Equality Plans
Deadline: 07/05/2015


Deadline: 30/07/2015

Master (recherche) en "Genre et changement social et politique, perspectives transnationales"
Deadline: 10/09/2015

Call for participation

Summer school - Gender Equality and Quality of Life. Policy-making in times of new gender regimes
Deadline: 30/04/2015

Christina Research Seminar
Deadline: 12/05/2015

PhD Course - Classical and modern debate on the use of qualitative and quantitative research methods from a gender perspective
Deadline: 13/05/2015

1st Radboud Summer school on gender - Gender: A Core Concept in Society and Science
Deadline: 15/06/2015


Journal of Social Philosphy - Issue on Miscarriage
Deadline: 30/05/2015

Summaries of a few new studies on gender bias
Deadline: 08/07/2015


Sophia vzw/asbl - Belgisch netwerk voor genderstudies / Réseau belge des études de genre - Middaglijnstraat 10 - Brussel 1210 - tel: 02 229 38 69 - info@sophia.be - www.sophia.be

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Gender balance in small groups makes a big difference for women in STEM

If you want women to pursue science degrees, managing group discussions is key.

by  - Apr 10, 2015 8:56pm CEST

A new study published in PNAS reports that female engineering students who are exposed to a higher percentage of female peers in small group interactions have increased levels of motivation, greater verbal participation, and feel more confident in their engineering career aspirations. This finding could have far-reaching implications for the gender imbalance that currently exists in engineering and related fields.

A hallmark of the public conversation regarding science education is the issue of gender parity. Fewer women than men pursue jobs and education in STEM fields (science, technology, engineering, and mathematics), and those women who do enter these fields are more likely to leave than their male counterparts. In the US, women comprise only 28 percent of the workforce in these areas, despite being half of the population and getting closer to parity in others.

This gender differential begins during education. In their first year of college, women are less likely than men to state an intention to pursue STEM education, and those numbers continue to fall throughout their first few undergraduate semesters. Though the women who initially said they're intending to major in STEM fields are well prepared academically, they report feeling less confidence in their skills and a decreased motivation to pursue a STEM career compared to male peers.

The authors of this study think that the gender gap in STEM education and careers may be influenced by subtle cues that indicate to women that they don't truly belong in these fields and that their lack of engagement is likely driven by their isolation and concerns about being judged through stereotypes.

To test their hypothesis, the researchers used what's called a stereotype inoculation model. This model posits that when individuals are exposed to peers and experts that are similar to themselves, it protects them from internalizing negative stereotypes about themselves. In the past, research has shown that exposure to female experts in STEM fields can boost a woman's own interest in those fields; however, the new study demonstrated that same-sex peers can have a similar protective effect.

The researchers studied 122 female undergraduates majoring in engineering at a large public university. These students were assigned to groups of research assistants with three types of composition: female minority, female majority, or equal numbers of both genders. The participants were unaware that gender composition of the groups was part of the experimental design, and the subjects were unaware that their group mates were research assistants.

Subjects were asked to work on an engineering task alone, and then within their group. The research assistants evaluated the subjects' participation in the problem-solving process. The subject was then isolated again and asked to assess her self-confidence in her engineering performance, her career aspirations, and how important her gender was to the group experience.

In their analysis, the researchers found that subjects who had been assigned to a female minority group felt significantly more challenged and threatened than those subjects assigned to female majority groups or gender equal groups. The researchers then probed this further and found that younger students in the female minority group were significantly more likely to feel threatened and challenged, but this effect wasn't found in older female students.

Based on the research assistants' observations, the researchers found that all subjects, regardless of age, were significantly more active in group problem-solving when they were in the female majority group than when they belonged to groups with equal genders or female-minority composition. When asked about their gender, women in the female minority group were more likely to perceive their gender in a distinctive and negative way; women in the female majority or gender equal conditions didn't have this issue.

The researchers were also curious about the interaction between these group conditions and the implicit stereotypes that the participants may have held. The one at issue: how quickly participants associated engineering with men rather than with women.

Implicit stereotypes were assessed prior to the solo and group problem solving sessions. The investigators found that, for those participants in the minority female groups, holding implicit stereotypes was associated with less self confidence in their ability. Implicit stereotypes and self-confidence were not associated for participants from the majority female or equal gender conditions.

Finally, the data showed that, for those women assigned to female minority groups, implicit stereotypes were linked to less interest in pursuing an engineering career. This association was not found in participants who were exposed to the female majority or equal gender conditions.

The findings presented in this article will need to be replicated with larger samples in other universities. But they may suggest a novel way to help increase the number of women in STEM fields: group women with each other early in their education. The data imply that, if women are assigned to do group assignments where the gender composition is at least equal, it could help to break the cycle of gender imbalance in STEM fields.

The take home message of this article is that women feel less confident and less likely to hold on to their STEM-related aspirations if they're consistently in the minority. Small groups in which women are the majority may help to protect them from the consequences of being in the minority overall.

PNAS, 2015. DOI: 10.1073/pnas.1422822112  (About DOIs).

Listing image by Maia Weinstock on Flickr