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PurposeGender bias in artificial intelligence (AI) should be solved as a priority before AI algorithms become ubiquitous, perpetuating and accentuating the bias. While the problem has been identified as an established research and policy agenda, a cohesive review of existing research specifically addressing gender bias from a socio-technical viewpoint is lacking. Thus, the purpose of this study is to determine the social causes and consequences of, and proposed solutions to, gender bias in AI algorithms.Design/methodology/approachA comprehensive systematic review followed established protocols to ensure accurate and verifiable identification of suitable articles. The process revealed 177 articles in the socio-technical framework, with 64 articles selected for in-depth analysis.FindingsMost previous research has focused on technical rather than social causes, consequences and solutions to AI bias. From a social perspective, gender bias in AI algorithms can be attributed equally to algorithmic design and training datasets. Social consequences are wide-ranging, with amplification of existing bias the most common at 28%. Social solutions were concentrated on algorithmic design, specifically improving diversity in AI development teams (30%), increasing awareness (23%), human-in-the-loop (23%) and integrating ethics into the design process (21%).Originality/valueThis systematic review is the first of its kind to focus on gender bias in AI algorithms from a social perspective within a socio-technical framework. Identification of key causes and consequences of bias and the breakdown of potential solutions provides direction for future research and policy within the growing field of AI ethics.Peer reviewThe peer review history for this article is available at https://publons.com/publon/10.1108/OIR-08-2021-0452

Anorthoscopy is a presentation mode in which an image is shown sliding behind a slit-shaped aperture, so that it is visible only part by part and never in its entirety. With the aims to assess (1) whether the processing of complex stimuli (faces) correctly occurs in anorthoscopy, and (2) whether the Own-Gender Bias (OGB: the better recognition of stimuli belonging to the same gender of the observer: faster and more accurate) and the Left-Face Bias (LFB: the preference to analyze the left half of the face) occur in such a part by part presentation, we presented female and male faces as whole stimuli (Experiment 1 ) and in anorthoscopy (Experiments 2 and 3 ), as well as female/male chimeric faces (Experiment 4 ), during a gender categorization task. Experiment 1 confirmed that participants correctly categorized the gender of faces, but the OGB was not found. In Experiments 2 and 3 we manipulated the direction (Experiment 2 : upward/downward; Experiment 3 : leftward/rightward), the speed (slow and fast) of the sliding faces, and the width of the aperture (small and large). Both tasks revealed that facial gender was correctly categorized in anorthoscopy. The OGB was found, but only for males/females in Experiments 2 / 3 , respectively. In Experiment 4 the LFB emerged only in the tachistoscopic session, suggesting that this perceptual bias does not extend to anorthoscopy.

Background Women remain under-represented in high-paying STEM majors. This study seeks to advance understanding of the factors related to students’ decisions to choose STEM majors, with particular attention to gender differences. Prior research has largely examined high school students’ perceptions of math interest and math utility in relation to later STEM enrollment, yielding mixed findings and limited insight into the actual values students consider when selecting a major. This study analyzes college students’ retrospective reflections on their major-selection motivations. This study also examines under-explored factors, such as perceived difficulty of math, exposure to math-teacher gender bias in ninth grade, and use of college career-planning services, while also investigating self-perceptions of math ability to address inconsistencies in previous findings. Using the High School Longitudinal Study of 2009, this study compares women in STEM and non-STEM majors and contrasts the factors related to women’s decisions to choose STEM majors with those of men. Results Self-perception of high math ability, perceived low difficulty of math, and prioritizing a high-income job predict the decision to choose a STEM major for both women and men. The impact of high-income job potential is stronger for women, while job availability significantly predicts STEM choice only among men. Factors such as exposure to math-teacher gender bias in ninth grade, use of college career-planning services, and reasons for choosing a major—such as enjoying courses in a major, doing well in courses in a major, work–life balance, contribution to society, and job availability—are not associated with STEM major choice for either gender. Conclusions These results align with prior research, emphasizing the role of self-confidence in math and the perception of math as a manageable subject in fostering interest in STEM among both women and men. The results also challenge conventional wisdom by revealing that women in STEM value high-income potential as much as—or even more than—men, rather than prioritizing work–life balance or contribution to society in choosing their majors. Future research should longitudinally examine the impact of exposure to math-teacher gender bias and the use of career services on women’s STEM major choices.

Women are often subject to gender stereotyping in the fields of science, technology, engineering, and mathematics (STEM). The Implicit Relational Assessment Procedure (IRAP) was used to determine directionality of any implicit gender-STEM bias detected. In addition, the IRAP was used to explore the possibility of implicit ageism bias, because there is anecdotal evidence of high levels of ageism in the STEM areas. Thus two IRAPs (one with adult pictorial stimuli and one with child pictorial stimuli) were employed to assess implicit gender bias toward STEM with a sample of undergraduates (N = 33). Results indicated a gender STEM bias in both IRAPs and the directionality in both IRAPs was pro-male and not anti-female. Participant gender was not shown to impact results in either IRAP. Gender bias effects were more pronounced in the Adult-IRAP results. Comparison of bias toward older versus young pictorial stimuli was exploratory thus findings are preliminary but may suggest ageism and potential negative interaction effects between age and gender warrant further research.

Children with disorders of sex development (DSD) manifest at birth with malformed genitalia or later with atypical pubertal development. Those born with malformed genitalia are often diagnosed at birth. However, in resource-poor countries like India, where not all births are supervised by healthcare workers, some of these children remain undiagnosed until puberty or even later. The aim of this study was to assess the gender issues and psychosocial problems of children with DSD. Participants included 205 children with DSD (103 with 46,XX DSD and 102 with 46,XY DSD). Both the children with DSD and their parents underwent semistructured interviews by a clinical psychologist. The birth of a child with DSD was perceived as a major medical and social problem by parents from all socioeconomic strata. Mothers were distressed as many believed the DSD condition was transmitted through the mother. Children who were not diagnosed and treated during infancy or early childhood experienced considerable social discrimination not only from relatives and friends but also from medical and paramedical staff in hospitals. Several patients had been operated during infancy without an etiological diagnosis and without provision of adequate information to the parents. Some children had problems related to complications of surgery. Most teenage patients with 5α-reductase-2 deficiency reared as females presented with gender dysphoria, while children with androgen insensitivity (except for one) or with gonadal dysgenesis developed a gender identity concordant with their gender of rearing. Parents of children with DSD preferred a male gender assignment for their children (if that was possible) because of the social advantages of growing up male in a patriarchal society.

Empirical evidence indicates that women philosophers tend to submit their work to journals substantially less often than their male colleagues. This paper points out that this difference in submission behavior comes with other specific aspects of women philosophers' behavior, such as a tendency to be reluctant to participate in discussions, to be willing to do work low in prestige, and to specialize in certain research topics, and it argues that these differences can be understood as indirect effects of social biases: namely, effects on the working behavior of members of targeted social groups. Recent findings from philosophy journals' book review sections and from other academic disciplines known to suffer from gender problems, especially from STEM disciplines, lend additional weight to this hypothesis.

PurposeThis paper argues that universities can facilitate women graduates' employability by supporting gender equity within their institutions. It presents a rationale and strategy for addressing the gendered nature of career confidence which negatively impacts women graduates' entry into the workplace – a phenomenon that influences women graduates' career and life trajectories, and all industries' capacity to serve women stakeholders.Design/methodology/approachThe authors consider existing literature as “words to think with” (Kinsella and Shepherd, 2020), as a feminist methodology to contribute fresh ideas into the discourse arena of graduate employability and as a means to make social change possible (Phelan, 1994).FindingsThe paper presents the feminist viewpoint that a reconfiguration of gender relations in the academy, through deploying gender equity quotas, and professional development activities designed to expose and help mitigate implicit gender bias are required to support women graduates' career confidence and employability.Research limitations/implicationsThe paper offers a viewpoint rather than an empirical evidence because of the difficulty in directly assessing a causal relationship between gendered education experience and graduates' self-efficacy and transition from college to work, “due to its longitudinal nature … [and] because cultural beliefs are … difficult to manipulate experimentally” (Sterling et al., 2020, p. 30,306). Also, while gender equity quotas have had some success, they can be disrupted by gendered bias within the workplace. Although the authors recommend a combination intervention of gender equity quotas and professional development to address gender bias, they acknowledge that the intervention is yet to be evaluated.Practical implicationsUniversities are tasked with supporting graduate employability, an inherent quality of which is graduate identity. The study offers a practical solution to increasing the number of women leaders within the academy by recommending the introduction of gender equity quotas, supported by professional development designed to develop leaders' gender insight and change agency, and combat all university workers' gender bias. This approach provides more equitable work structures within universities and increases the number and nature of women role models to support women's graduate identity development. Gender equity principles are presented as the key to facilitating women graduates' self-efficacy and work readiness.Social implicationsStrategy designed to enhance women graduates' career confidence is critical because women's lower career confidence tends to inform their lower-level starting positions with lower-level pay, resulting in role and pay gaps that are sustained and magnified throughout the life cycle of their careers. Additionally, interventions to address gender bias in the academy are significant because providing gender equity quotas alongside facilitating women in leadership positions to be/come change agents move beyond what Cockburn (1989, p. 218) defines as supporting a short-term agenda of “equality for individual women … [to supporting a] project of transformation for organizations”.Originality/valueThe novel contribution of this paper is the feminist conceptualisation that gender equity practices, most notably a composite of gender equity quotas and professional development, are located within universities' remit to support graduate employability.

PurposeThis study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity.Design/methodology/approachA series of semi-structured focus groups were run with 59 participants at six higher education institutions in four countries (Australia, Canada, Sweden, United Kingdom). All focus groups were designed with the same questions and formatting.FindingsThematic analysis of the transcripts revealed two overarching themes, namely perceptions of self and interactions with others in work placements. Theme categories included awareness of self-presentation, sense of autonomy, perceived Allies, emotional labour, barriers to opportunity, sense of belonging, intersections of identity, and validation value.Originality/valueThis study fills an important gap in the international literature about gendered experiences in WIL and highlights inequalities that women experience while on work placements.

Background: Despite decades of work to improve gender equality in science (and other science, technology, engineering, and maths fields), gender bias still exists and has been shown to impact the retention of women in academic scientific careers. Publication of peer-reviewed articles remains a key criterion for career progression and a common marker of success in academia. Any barriers to publication faced by women may therefore impact their retention and career progression. Objectives: To investigate gender differences within one potential barrier to publication, namely the time taken in peer review, by investigating the question: 'Is the peer review process longer for papers with (assumed) women as first authors than those with (assumed) male first authors?' Methods: Gender differences in peer review time were analysed for 1100 peer-reviewed papers published between 2006 and 2016 and selected from 5 journals covering a range of physical science disciplines and publication styles. Results: In the physical sciences, male first-authored papers outnumbered female first-authored papers 2:1. However, the analysis showed no statistical difference in the time taken for peer review between the two sets of papers. Conclusion: The time taken to peer review a paper is not linked to the gender of the paper's first author. However, the large discrepancy in the number of papers with men as first authors compared to that with women as first authors could be a contributing factor to the attrition of women from the academic career ladder (the so-called 'leaky pipeline').

Empirical evidence indicates that women philosophers tend to submit their work to journals substantially less often than their male colleagues. This paper points out that this difference in submission behavior comes with other specific aspects of women philosophers’ behavior, such as a tendency to be reluctant to participate in discussions, to be willing to do work low in prestige, and to specialize in certain research topics, and it argues that these differences can be understood as indirect effects of social biases: namely, effects on the working behavior of members of targeted social groups. Recent findings from philosophy journals’ book review sections and from other academic disciplines known to suffer from gender problems, especially from STEM disciplines, lend additional weight to this hypothesis.