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Abstract
Disasters and catastrophes are increasing in frequency and devastation meaning that emergency management in the United States will remain a vital, though currently male-dominated, career-field. This underrepresentation has a significant and detrimental impact on the efficacy and development of theory, policy, and practice as the related body of knowledge does not adequately reflect the diversity of the communities that practitioner's serve. This study, therefore, critically evaluates the impact of group identity and self-concept on female student experiences of gender bias within emergency management-related higher education programs which act as gateways to the career field. The findings indicate that gender bias within these programs primarily occurs from male peers with female students feeling pressured to work harder than male students to succeed. Occurrences were, however, less frequent than in other male-dominated fields such as construction, and science, technology, engineering, and mathematics (STEM). Barriers remain so efforts to promote educational inclusivity and career field representation are necessary to address United Nations Sustainable Development Goal Five which seeks to "achieve gender equality and empower all women and girls".