Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France

Abstract

Signaling ability and grit to academia In many professions, getting ahead requires evidence of both effort and ability. This is especially true if one is not a member of the dominant group and thus surmounting social norms. Breda and Hillion show that oral examiners of candidates for teaching positions in the French education system reward such applicants. Specifically, women applying for high-level teaching positions in male-dominated fields, such as physics and philosophy, are favored, as are men who apply in female-dominated fields, such as literature and foreign languages. Science , this issue p. 474