This article investigates gender bias in narratives generated by Large Language Models (LLMs) through a two-phase study. Building on our existing work in narrative generation, we employ a structured methodology to analyze the influence of protagonist gender on both the generation and classification of fictional stories. In Phase 1, factual narratives were generated using six LLMs, guided by predefined narrative structures (Hero's Journey and Heroine's Journey). Gender bias was quantified through specialized metrics and statistical analyses, revealing significant disparities in protagonist gender distribution and associations with narrative archetypes. In Phase 2, counterfactual narratives were constructed by altering the protagonists’ genders while preserving all other narrative elements. These narratives were then classified by the same LLMs to assess how gender influences their interpretation of narrative structures. Results indicate that LLMs exhibit difficulty in disentangling the protagonist's gender from the narrative structure, often using gender as a heuristic to classify stories. Male protagonists in emotionally driven narratives were frequently misclassified as following the Heroine's Journey, while female protagonists in logic-driven conflicts were misclassified as adhering to the Hero's Journey. These findings provide empirical evidence of embedded gender biases in LLM-generated narratives, highlighting the need for bias mitigation strategies in AI-driven storytelling to promote diversity and inclusivity in computational narrative generation.
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Questions we care about (objectives) This study contributes to the body of knowledge of entrepreneurial educators’ strategies to work towards gender inclusion in entrepreneurial education (EE). By illustrating how gender stereotypes and gender bias are constructed and reconstructed in EE. An important insight is taken from the study by (Jones, 2014), this author shows that entrepreneurs are presented in EE as a homogeneous group with similar character traits and an equal 'entrepreneurial mindset' (p. 244). This description portraits a right way to be an entrepreneur which is traditionally been associated with a white western man, masculine behaviour and masculine abilities (Jones, 2014). As a consequence, a paradox in EE appears; training and education reduces the gender gap on the one hand (Cheraghi and Schøtt, 2015), but at the same time it is also the place where the gender gap is maintained because these gender stereotypes are intertwined in this training and education (Korhonen, Komulainen and Räty, 2012). The aim of this paper is to use Social Role Theory in order to better understand the dynamics of gender in EE. This leads to the following research questions: what are the main mechanisms that contribute to gender-inclusive entrepreneurship education (EE) and how are the different mechanisms that contribute to gender inclusive entrepreneurship education (EE) integrated into the current curriculum?Approach In-depth interviews with 12 lecturers that teach/coach in the field of EE from across various faculties in a large University for Applied Sciences combined with newsletters created by one of largest EE programs at this institution (267 pages in 2020) is carried out. A semi-structured questionnaire was used to guide the in-depth interviews. Subsequently, discourse analysis gives insight into gendering in EE at the investigated institution. Results The main findings suggests that when questioned about the topic all respondents stressed the importance of gender equally, only a few seem to be aware of the need to address the issue in their classroom(s) while none of the programs currently adopt a gender perspective while coaching their potential entrepreneurs or when addressing how the entrepreneurial ecosystem functions. Implications These findings and perspectives point to the importance of recognizing that a “one size fits all” approach to curricula may not be appropriate, and that gender-sensitive programming, especially related to dealing with these gender stereotypes and gender bias, are needed. This means that in educational development there are opportunities to create better education and create equal opportunities for male and female students. Value/originalityWomen still form the minority amongst the population of (potential) entrepreneurs and find it more difficult to grow their venture due to a range of (institutional) barriers. This study shows that, thus far, EE insufficiently addresses this topic and points to opportunities for interventions for increasing the gender inclusiveness of the entrepreneurial ecosystem, especially for female ones, instilling in them the awareness and knowledge that as a female entrepreneur starting a business isn’t without gendered challenges. This research therefore adds to the body of knowledge on the construction and reconstruction of gender stereotypes and gender bias in the field of EE.
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Content moderation is commonly used by social media platforms to curb the spread of hateful content. Yet, little is known about how users perceive this practice and which factors may influence their perceptions. Publicly denouncing content moderation—for example, portraying it as a limitation to free speech or as a form of political targeting—may play an important role in this context. Evaluations of moderation may also depend on interpersonal mechanisms triggered by perceived user characteristics. In this study, we disentangle these different factors by examining how the gender, perceived similarity, and social influence of a user publicly complaining about a content-removal decision influence evaluations of moderation. In an experiment (n = 1,586) conducted in the United States, the Netherlands, and Portugal, participants witnessed the moderation of a hateful post, followed by a publicly posted complaint about moderation by the affected user. Evaluations of the fairness, legitimacy, and bias of the moderation decision were measured, as well as perceived similarity and social influence as mediators. The results indicate that arguments about freedom of speech significantly lower the perceived fairness of content moderation. Factors such as social influence of the moderated user impacted outcomes differently depending on the moderated user’s gender. We discuss implications of these findings for content-moderation practices.
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DOEL: Deze studie onderzoekt de mogelijke invloed van gender op de historische dynamiek rond verpleegkundig leiderschap. METHODE: Gebruikmakend van een historische onderzoeksbenadering voert deze studie een bronnenanalyse uit met gender als analytische lens, gericht op de ontwikkeling van het verpleegkundig directeurschap in het Sint Radboudziekenhuis vanaf de oprichting van de medische kliniek (1956) tot de uitsluiting van de verpleegkundig directrice uit de directie (1971). RESULTATEN: Er worden zes gendergaps geïdentificeerd, namelijk verschillen in vermeende capaciteiten en kwaliteiten, werk-privébalans, opleiding, salarisstructuur, ondersteuning en gebruik van retoriek. Dit wijst op betrokkenheid van stereotype denkbeelden bij het vormen van de genderasymmetrie binnen het verpleegkundig beroep en de perceptie ervan op de werkplek en daarbuiten. DISCUSSIE: Een geleidelijke uitsluiting van verpleegkundigen op basis van geslacht op strategisch niveau in directies wordt benadrukt. Deze asymmetrie en vooroordelen creëerden een onevenwichtig speelveld, wat de onderhandelingen over de status van het verpleegkundig beroep bemoeilijkte en belemmeringen opwierp voor verpleegkundig leiderschap. CONCLUSIE: Het zichtbaar en bespreekbaar maken van deze vooroordelen kan het bewustzijn vergroten over de wijze waarop historisch gegroeide ideeën en overtuigingen hedendaags verpleegkundig leiderschap beïnvloeden.
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Affective teacher–child relationships have frequently been investigated in school settings, but less attention has been devoted to these relationships in after-school care. This study explored caregiver- (N = 90) and child-informed reports (N = 90) of the affective caregiver–child relationship (N = 180 dyads) in Dutch after-school care, exploring gender differences at caregiver and child level and the relationship with a gender match between children and caregivers. The caregivers and children reported relatively high levels of closeness and relatively low level of conflict and dependency/autonomy support, irrespective of gender. Multilevel regression analyses revealed that a gender match between child and caregiver was associated with teacher-reported closeness: levels were highest in female-girl dyads and lowest in male-boy dyads. Further, boys indicated the highest levels of autonomy in male-boy dyads, whereas girls indicated the lowest levels in female-girl dyads. Masculinity of staff was associated with more child-reported autonomy support, whereas femininity predicted caregiver-reported closeness in the relationship.
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This chapter applies the theory of symbolic interactionism to present the qualitative analysis of 51 sentencing decisions in domestic violence homicide cases processed in Polish courts. It is argued in this chapter that sentencing, like any other human action, is subject to interpretations at the hands of judges, who engage in the construction and meaning-making process of gender at the sentencing stage. The findings demonstrate the diversely-constructed presence of gendered narratives, which vary in terms of their inclusion of the domestic violence terminology and/or the discussion on the fulfilment of socially-prescribed gender roles. The analysis has exposed a powerful interplay between the judges’ perception of the (abusive) relationship, gender roles, and the defendant’s/victim’s acquiescence to them, which in consequence makes women more likely the subject of double standards of conformity. The chapter offers a qualitative outlook on the topic and invites a new theoretical perspective to shift the attention from the impact of gender – to the meaning of gender – in sentencing decisions.
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PurposeAll entrepreneurs interact simultaneously with multiple entrepreneurial contexts throughout their entrepreneurial journey. This conceptual paper has two central aims: (1) it synthesises the current literature on gender and entrepreneurship, and (2) it increases our understanding of how gender norms, contextual embeddedness and (in)equality mechanisms interact within contexts. Illustrative contexts that are discussed include entrepreneurship education, business networks and finance.Design/methodology/approachThis conceptual paper draws upon extant literature to develop its proposed conceptual framework. It provides suggestions for systemic policy interventions as well as pointing to promising paths for future research.FindingsA literature-generated conceptual framework is developed to explain and address the systemic barriers faced by opportunity-driven women as they engage in entrepreneurial contexts. This conceptual framework visualises the interplay between gender norms, contextual embeddedness and inequality mechanisms to explain systemic disparities. An extra dimension is integrated in the framework to account for the power of agency within women and with others, whereby agency, either individually or collectively, may disrupt and subvert the current interplay with inequality mechanisms.Originality/valueThis work advances understanding of the underrepresentation of women entrepreneurs. The paper offers a conceptual framework that provides policymakers with a useful tool to understand how to intervene and increase contextual embeddedness for all entrepreneurs. Additionally, this paper suggests moving beyond “fixing” women entrepreneurs and points towards disrupting systemic disparities to accomplish this contextual embeddedness for all entrepreneurs. By doing so, this research adds to academic knowledge on the construction and reconstruction of gender in the field of entrepreneurship.
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PurposeThe paradigm “think entrepreneur–think male” continues to prevail in entrepreneurship education (EE). Aiming to explore how EE educators and EE students engage with this paradigm, this paper examines how students’ beliefs about entrepreneurship are shaped within the classroom.Design/methodology/approachThis study is based on a single case comprising 32 interviews with EE students and educators from a variety of higher education institutions in the Netherlands. Observations were conducted in a learning environment where undergraduate students from a range of EE minors (general, social and tech entrepreneurship) collaborated on projects under the guidance of entrepreneurship educators.FindingsOur findings reveal that gendered constructs are deeply embedded in EE, shaping perceptions of entrepreneurship. However, these constructs are changing and challenging the “think entrepreneur–think male”.Originality/valueThis study contributes to gender and entrepreneurship literature by challenging the existence of the prevailing paradigm “think entrepreneur–think male” in EE. We emphasise the importance of acknowledging individual entrepreneurial motivations while recognising gendered constructs in entrepreneurial support and resource access.
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It is crucial that ASR systems can handle the wide range of variations in speech of speakers from different demographic groups, with different speaking styles, and of speakers with (dis)abilities. A potential quality-of-service harm arises when ASR systems do not perform equally well for everyone. ASR systems may exhibit bias against certain types of speech, such as non-native accents, different age groups and gender. In this study, we evaluate two widely-used neural network-based architectures: Wav2vec2 and Whisper on potential biases for Dutch speakers. We used the Dutch speech corpus JASMIN as a test set containing read and conversational speech in a human-machine interaction setting. The results reveal a significant bias against non-natives, children and elderly and some regional dialects. The ASR systems generally perform slightly better for women than for men.
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De loopbaan van mannen wordt beperkt als ze kiezen voor een werkweek van 4 keer 9 uur, maar vrouwen profiteren juist van zo’n indeling. Dat is een conclusie van het arbeidsmarktonderzoek van economisch geograaf Inge Noback. Uit het onderzoek blijkt verder dat het aantal gewerkte uren per week voor beide seksen nog altijd daalt. Noback: ‘Als de overheid zich zorgen maakt over vergrijzing moet ze niet alleen de pensioenleeftijd verhogen, maar ook meer uren werken op de agenda zetten.’ Noback promoveert op 27 oktober 2011 aan de Rijksuniversiteit Groningen. Voor haar onderzoek naar de verschillen in loopbaanontwikkeling tussen mannen en vrouwen dook Noback in de administratie van een groot Nederlands bedrijf. Door met een loep te kijken hoe de carrière van mannen en vrouwen zich ontwikkelde, gerelateerd aan het aantal uren dat zij werkten, vond zij uit dat de seksen naar verschillende maatstaven worden beoordeeld: ‘Omdat het om één bedrijf gaat kun je niet generaliseren, maar je ziet wel hoe processen werken. Het blijkt dat vier dagen van negen uur voor mannen niet werkt. Zij worden geacht altijd beschikbaar te zijn. Als ze er één dag van de week niet zijn, worden ze daarop afgerekend. Voor vrouwen ligt dat anders, omdat men er toch al van uitgaat dat ze parttime werken. Zij kwamen dus sneller vooruit.’ Regionale verschillen Het onderzoek naar de verschillen in carrière is maar één onderdeel in het arbeidsmarktonderzoek. Noback keek bijvoorbeeld ook naar de regionale verschillen in arbeidsparticipatie. Vrouwen in een stedelijke omgeving blijken vaker en langer te werken dan hun seksegenoten op het platteland. Mannen werken in steden juist minder. Een andere opvallende conclusie is dat vrouwen van werk weerhouden worden niet alleen door zorg voor kinderen, maar ook die voor ouderen in de omgeving. Kinderen In Nederland hebben weliswaar relatief veel vrouwen een baan, maar gemiddeld werken ze veel minder uren dan vrouwen in de meeste andere Europese landen. Ook mannen werken steeds minder uren, zeker na de geboorte van het eerste kind, stelde Noback vast. Dat kan niet lang zo doorgaan, verwacht ze: ‘De overheid moet zorgen voor langere werkweken, want met alleen het verhogen van de pensioenleeftijd redden we het niet. Er is dus meer kinderopvang nodig. Nu zijn kinderen nog allesbepalend voor de loopbaan van vrouwen en eigenlijk is dat helemaal niet vanzelfsprekend. Natuurlijk heb je vrouwen met jonge kinderen die daarvoor een periode willen thuisblijven. Dat moeten ze vooral doen, maar dat hoeft niet de hele loopbaan te bepalen.’ Vingerafdruk Er zijn veel geaggregeerde gegevens beschikbaar over de arbeidsmarkt en ook over arbeidsparticipatie van mannen en vrouwen. Het CBS, de UWV en andere instanties publiceren ze met grote regelmaat. Dat veel vrouwen in Nederland een parttimebaan hebben, maar per saldo minder uren werken dan seksegenoten in veel andere landen is bekend, evenals de trend dat zowel mannen als vrouwen steeds minder werken. Maar Noback kreeg voor haar onderzoek unieke gegevens tot haar beschikking: ‘Ik mocht rondsnuffelen in de microdata van het CBS. Dat betekent geanonimiseerde informatie over tien miljoen individuele banen, en heel specifieke informatie over de dynamiek in bijvoorbeeld het aantal gewerkte uren. In tegenstelling tot de survey data is dat echt nieuw. Je mag ze alleen bekijken, je krijgt toegang vanaf je laptop met een vingerafdruk, dankzij een programma dat ze bij je thuis komen installeren. Echt heel bijzonder.’ Arbeidspotentieel Uit dit Sociaal Statistisch Banen Bestand maakte Noback een selectie van werknemers die tussen 2003 en 2005 dezelfde baan hebben gehouden, maar van wie wel het aantal werkuren kon zijn veranderd. Het blijkt dat de werkuren van vrouwen vaker veranderen dan die van mannen, helemaal als ze eerst een baan hadden van minder dan drie dagen per week. Noback: ‘Dat toont aan dat er nog behoorlijk wat arbeidspotentieel over is.’
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