Issues surrounding gender discrimination have been addressed over the past 40 years with various pieces of legislation and federal policies that have made such discrimination illegal. The number of women in higher education as students and faculty has steadily increased since the 1950s, though only in certain disciplines and in the lower faculty ranks, especially in many of the STEM disciplines (defined by the National Science Foundation as Biological Sciences; Computer and Information Science and Engineering; Engineering; Geosciences; Mathematics and Physical Sciences; Social, Behavioral and Economic Sciences; and Education and Human Resources). Why is this? This article reviews the literature regarding one possible reason for this exception: unconscious bias or gender schemas. Possible solutions are presented that can help overcome the bias experienced and perceived by female faculty in institutions of higher education in the United States.
Stored only when both papers are in the corpus — 98 citations exist upstream.