Sexism in undergraduate science programs does more than just hinder women’s professional success – it decreases their confidence and may even cause them to leave STEM. A recent study by Barreto & Doyle (2023) highlights this deeply troubling reality: even in fields where women outnumber men, systemic and interpersonal forms of sexism persist as significant barriers. It is critical that we address both overt and subtle discrimination in STEM fields both for the well-being and empowerment of women who aspire to thrive in these disciplines and the greater impact that their contributions may have on society.
Internalized sexism – the unconscious adoption of gender stereotypes and biases – can manifest in surprising ways. During my recent dissertation research on the presence and impact of sexism in women-dominated undergraduate biological science programs, I uncovered instances of women perpetuating sexism against other women. This phenomenon highlights the complex and multifaceted nature of gender inequity in STEM.
One particular form of internalized sexism is “queen bee syndrome,” when women in positions of power act in ways that undermine other women rather than supporting them. Research shows that queen bee syndrome often emerges in competitive environments where women feel pressure to distance themselves from other women and stereotypically “feminine” behaviors to succeed. This behavior harms individual relationships and keeps women from succeeding in STEM fields.
New Findings
I recently performed a transformative mixed-methods research study designed to investigate how sexism during undergraduate biological sciences coursework impacts women’s career trajectories. I recruited one hundred women to participate through biology-focused professional networks. The inclusion criteria for the study were identifying as women, obtaining a bachelor’s degree in biological sciences, and having at least three years of work experience in a biology-related career. Participants completed a modified version of the Schedule of Sexist Events survey to measure the frequency of various types of sexism experienced during their undergraduate studies in biological sciences. I then interviewed fifteen women who reported a mid to high intensity of sexist events to learn how it impacted their career decisions and trajectories.
During the interviews, women explained in detail the sexism they experienced during their undergraduate biology courses. Multiple participants highlighted that they even remember experiencing sexism from other women, with one participant sharing how a woman professor often criticized her femininity, making her feel like she didn’t belong in science. Another noted that a woman faculty member consistently treated her as incapable. When I introduced the concept of queen bee syndrome, one participant looked up the definition and exclaimed, “That is exactly what I was dealing with. That one’s definitely hurting me a little bit more.” These stories illustrate how women with internalized sexism can manifest judgment, exclusion, or dismissal, and create additional barriers for women trying to navigate STEM environments.
Solutions
Breaking the cycle of internalized sexism requires intentional action and self-awareness. Here are some steps women in STEM can take to lift each other up and create a more inclusive environment:
- Recognize and Challenge Biases: Awareness is the first step toward change. Women in STEM should reflect on their own behaviors and attitudes toward other women. Ask yourself: Are you holding others to unrealistic standards? Are you unconsciously reinforcing stereotypes about femininity or competence? By identifying biases, you can actively work to dismantle them.
- Build a Culture of Support: Collaboration, not competition, is key to fostering a more equitable environment. Support other women by offering mentorship, celebrating their successes, and creating opportunities for collaboration. Ask yourself: Am I creating opportunities for women to connect and thrive, or am I contributing to an isolating and competitive atmosphere? How can I celebrate and amplify the achievements of the women around me? Women who model inclusivity can help shift the culture in their workplaces and classrooms, encouraging others to do the same.
- Speak Up Against Queen Bee Behavior: If you witness queen bee syndrome or other forms of internalized sexism, address it constructively. For example, if a colleague dismisses a younger woman’s ideas, gently redirect the conversation to highlight her contributions. Ask yourself: Am I willing to intervene when I see women being treated unfairly? How can I approach the situation in a way that supports the person being marginalized while fostering constructive dialogue? Creating accountability in a non-confrontational way helps challenge negative behaviors without escalating tension.
- Embrace Diverse Expressions of Femininity: Comments about appearance, like those my participant experienced, reinforce the harmful idea that femininity and scientific competence are mutually exclusive. Ask yourself: Am I creating a space where others feel safe to express themselves authentically? How can I challenge the idea that femininity and science are incompatible? We should all strive to create spaces where individuals can express themselves authentically without fear of judgment or dismissal.
Fostering solidarity among women in STEM is essential to combating the pervasive effects of sexism, both internalized and external. Women who actively challenge queen bee syndrome and other exclusionary behaviors can help create a culture where collaboration and mutual respect thrive. By supporting one another, women in STEM disciplines can build networks of empowerment, challenge the status quo, and pave the way for future generations of diverse and innovative scientists. Let’s lift each other up and create a STEM culture where all women can thrive.
Additional Literature Suggestions:
Faniko, K., Ellemers, N., & Derks, B. (2021). The Queen Bee phenomenon in Academia 15 years after: Does it still exist, and if so, why? British Journal of Social Psychology, 60(2), 383-399.
da Rocha Grangeiro, R., Gomes Neto, M. B., Silva, L. E. N., & Esnard, C. (2024). The triggers and consequences of the Queen Bee phenomenon: A systematic literature review and integrative framework. Scandinavian Journal of Psychology, 65(1), 86-97.
Kark, R., Yacobovitz, N., Segal‐Caspi, L., & Kalker‐Zimmerman, S. (2024). Catty, bitchy, queen bee or sister? A review of competition among women in organizations from a paradoxical‐coopetition perspective. Journal of Organizational Behavior, 45(2), 266-294.
Rosemary Roberto works in Environmental Health & Safety at Rowan University in New Jersey, USA. She has spent most of her career working in STEM, and her research examines gender inequities in STEM environments, focusing on sexism. Through researching social injustices, she has contributed to developing more inclusive practices in higher education and scientific communities.