Masculine Defaults in Academic Science, Technology, Engineering, and Mathematics (STEM) Fields

Ceci et al. (2023) provide a synthesis of research on the biases (or lack thereof) that women experience in tenure-track science, technology, engineering, and mathematics (STEM) academic fields.We expand on their analysis and suggest that in addition to differential treatment (e.g., women receiving lower teaching evaluation ratings than men), gender bias can take another form in masculine defaults.We argue that to achieve gender equity, we must identify and eliminate or balance many of the masculine defaults that pervade the culture of academic STEM fields.Below, we first define masculine defaults and distinguish them from differential treatment, discuss the need to examine masculine defaults, and consider how they are perpetuated within academic STEM fields.Next, we provide examples of masculine defaults prevalent in academic STEM fields across four levels of culture and how they may disadvantage women.Finally, we discuss recommendations for addressing masculine defaults in academic STEM fields. Defining Masculine DefaultsMasculine defaults exist when stereotypically masculine characteristics, traits, or behaviors are rewarded and valued or viewed as the standard (Cheryan & Markus, 2020).Men are stereotypically considered more selforiented, independent, and brilliant compared with women, who are stereotypically considered more otheroriented, interdependent, and warm (Eagly et al., 2000;Markus & Conner, 2014). 1 Consider an example of masculine defaults and their potential consequences: When the people in academic STEM fields have a masculine default of valuing brilliance, and view men as more likely to be brilliant than women (Bian et al., 2017), their biases may lead to more career growth opportunities and status for men compared with women.