In the United States, equal opportunity is considered a core value and policymakers tout the triumphs of a number of equality-for-women movements. So why, then, does such a deficit of women in technological industries still exist? According to researcher Amanda L. Griffith, only 21% of women entering college plan to major in a science, technology, engineering, or mathematics (STEM) field and few of those women actually attain a degree in a STEM field (915). Although young women are not explicitly discouraged from pursuing these careers – as evidenced by the presence of women at Missouri University of Science and Technology – they are continually bombarded with both subliminal and direct messages that discourage women from entering technical fields. Women who decide to go against society do so at their own peril – they become, in the world’s eyes, mannish. Archaic gender roles still, to a degree, dictate to young women what is expected of them and what they can achieve. Until these conventional ideas can be overcome, young women – no matter how self-assured – will still struggle against the status quo. Numerous academic studies have cited the continuing underrepresentation of women in science and technology. In a 30-year study for Intelligence journal, Jonathan Wai et al. cite that despite perceptions that performance in science and mathematics has relatively equalized among the sexes, males still tend to score better on standardized tests – both the SAT and the ACT - than females. His study cites that “[t]he male-female ratio in the top 0.01% of mathematical ability on the SAT-M rapidly declined from 13.5 to 1 in the early 1980s to roughly 4 to 1 in the early 1990s” (417). He goes on to explain that the 4 to 1 ratio achieved in... ... middle of paper ... ...ool that matters?” Economics of Education Review. 29. (2010): 911-922. Print. Jacoby, Susan. “When Bright Girls Decide That Math Is ‘a Waste of Time.’” The McGraw-Hill Reader: Issues Across the Disciplines. Ed. Gilbert Muller. New York: McGraw-Hill, 2011. 282-285. Print. Morganson, Valerie J., Meghan P. Jones, and Debra A. Major. “Understanding Women’s Underrepresentation in Science, Technology, Engineering, and Mathematics: The Role of Social Coping.” Career Development Quarterly. 59. (2010): 169-179. Print. Rodriguez, Richard. “Family Values.” The McGraw-Hill Reader: Issues Across the Disciplines. Ed. Gilbert Muller. New York: McGraw-Hill, 2011. 321-327. Print. Wai, Jonathan, Megan Cacchio, Martha Putallaz, and Matthew C. Makel. “Sex differences in the right tail of cognitive abilities: A 30 year examination.” Intelligence. 38. (2010): 412-423. Print.
“Gender disparity” refers to the differences between the percentages of men and women obtaining college degrees. Hulbert coveys the different ways in which young boys and girls process information. Women tend to be better at reading, writing, and verbal skills, while men tend to better at math and sciences. By sixth grade, young boys tend to lose interest in literature and are often struggling in subjects such as English and reading, while young girls are often losing interest in math and science by sixth grade. Boys perform consistently below girls on tests of reading and verbal skills. By high school, girls tend to score in the middle or average; however, boys tend to score either really well or rather poorly.
“Sexist discrimination in STEM is such incredibly old news that it is a serious wonder we have not discovered the words “Women cannot be trusted to add” in cave paintings.”(JR Thorpe)
The once male dominated, corporate, "white collar" America has seen a phenomenal influx of women within the last thirty years. Although a female lawyer, physician, or CEO is no longer considered a rarity in our times, women still face quite a deal of oppression in comparison to their male counterparts. In retrospect, some professions have always been controlled by women, and men have not made a noticeable advance in these fields. In 1970, finding a female lawyer to represent you would be a difficult task, since less than five percent of the profession were women. Today, that number has risen to almost thirty percent. The percentage of female doctors has almost tripled in the course of thirty years. African Americans have not made such a conspicuous progression within the last fifty years, while women have made a tremendous impact on the corporate world. One may wonder, how did women make these extraordinary advances? For the most part, it is due to the education they receive. At the present time young girls are encouraged to enroll in classes dealing with math and science, rather than home economics and typing. As pointed out by Nanette Asimov, in her essay "Fewer Teen Girls Enrolling in Technology Classes", school officials are advocating the necessity of advanced placement, and honor classes for teenage girls, in both the arts and sciences. This support and reassurance than carries over onto college, and finds a permanent fixture in a woman’s life. While women are continuing their success in once exclusively male oriented professions, they are still lacking the respect and equality from their peers, coworkers, and society. The average male lawyer, and doctor make twenty-five percent more money than their female equivalent. Women have always lived with the reputation of being intellectually inferior to, and physically submissive to men. This medieval, ignorant notion is far fetched from the truth. In 1999, high school men and women posted similar SAT scores, being separated by a only a few points. In addition to posting similar scores on the SAT, the average males score was a mere two-tenths of a point higher than an average females score on the ACT. Even though a woman maybe as qualified as a male for a certain occupation , women receive unwanted harassment, and are under strict scrutiny. A good illustration of this would be the women represented in "Two Women Cadets Leave the Citadel.
We found literature that supported our survey results. The article, “Inequality quantified: Mind the gender gap,” shows that an established gender gap amongst college majors may have started years ago. In the 1970s, Lynne Kiorpes was one of the few females at Northeastern University who was an Engineering major. Her professor discriminated against her and the other few women in the class by saying that they have no business being in his class, and that he was going to fail them just because they are females. Kiorpes then left the engineering program...
Most Americans would say women are still being oppressed, even if inadvertently, by society’s current structure. Women are typically paid less, put under more pressure to have a career and a family, and are often underrepresented in high profile career fields. Anne-Marie Slaughter would agree. In her essay, “Why Women Still Can’t Have It All”, she outlines the ways women are still unable to have a career and family life successfully. She especially focuses on the ways women are constantly being pressure to choose one over the other, or to try to accomplish both, and how much damage this pressure can cause. She writes, “I had been the one telling young women at my lectures that you can have it all, and do it all, regardless of what field you’re in. Which means, I had been in part, albeit unwillingly, of making millions of women feel they are to blame if they cannot manage to rise up the ladder as fast as men and, also have a family and an active home life.” (679). This passage captures the amount of pressure put on young women to commit 100% to their families and their careers simultaneously. Unfortunately, as she also points out, there will be criticism for choosing one over the other as well. Ellen Ullman also understands the pressure on women in their career fields. Her essay, How To Be A Woman Programmer, explores the difficulties for women in a male dominated field.
The "glass ceiling" has held women back from certain positions and opportunities in the workplace. Women are stereotyped as part-time, lower-grade workers with limited opportunities for training and advancement because of this "glass ceiling". How have women managed their careers when confronted by this glass ceiling? It has been difficult; American women have struggled for their role in society since 1848. Women’s roles have changed significantly throughout the past centuries because of their willingness and persistence. Women have contributed to the change pace of their role in the workplace by showing motivation and perseverance.
From what has been discussed in class and from what society has taught me, there are more men in science. According to my results, I heavily associate men with science and women with liberal arts. I find this conclusion to be true because I’ve had my own experiences with these results. As a young student, my math and science classes were much more competitive and, as a female, I had to be better than not only the
Over the past 20 years the number of women in the fields of math, science and
Equality for all sounds like a simple concept for everyone to live by, but it seems that even in today’s society around the world women are lacking the equal rights they deserve. Ever since we can remember in our history, women have always received the short end of the stick when it came to their rights. Right to vote, right to a job, right to equal pay, and the list can go on and on. There have been many attempts for women to receive the same rights as men, but not all have been successful. This is especially true in the workforce. The workforce is the main issue when it comes to equal rights for women in today’s society. Women have been mistreated in the working environment and have affected them socially, but throughout all of this there have been attempts to stop it.
The expectation for women to be stay-at-home mothers and wives is still very much prevalent in Japan to this day (Nagano 2015). From the occupational perspective, the greatest example of gender inequality in Japan can be seen in the low percentage of professional women working in science, technology, engineering and mathematics (STEM). Female scientists trained in STEM make up only 13.8% of the workforce (Homma et al. 2013). This is the lowest among developed countries. Surveys conducted suggest that women are less likely to pursue a career in STEM due to a lack of female authority in the area, as well as an unconscious bias from male scientists when evaluating female colleagues (Homma et al.
Women graduates from the 16 Wisconsin Technical College Districts in 2003 made up 12,589 (65%) of 19,358 graduates as compared to 6,745 (35%) men. The percentage of women graduates from the WTCS has increased significantly since the 1980s but has been more than 50% for at least the last 20 years. The percentage of women graduates nationally from American two and four colleges and universities is increasing significantly each year and will eventually exceed or be on a par with men graduates from higher education nationally in “most” academic and professional majors, if they do not already exceed men in 2004.
Carol B. Muller, “The Underrepresentation of Women in Engineering and Related Sciences: Pursuing Two Complementary Paths to Parity.” National Academies Press (US); Web. 2003.
STEM is best known as science, technology, engineering, and mathematics. STEM for many years has been primarily seen as and stereotyped into a masculine work field. But as of recent years, while it expands, more and more women have been rising in these fields. However, there is still a tremendous gender gap between men and women in these fields and areas of work. The gender gap between men and women in STEM is alive and well. There is no denying that the gender gap between men and women in STEM is immense. But there instead are many sufficient reasons as to why there is such a huge gap between men and women within in fields. Some probable causes for the lack of women seen in these areas are biased towards women, unconscious bias girls receive
Girls are seen as caring, nurturing, quiet, and helpful. They place other’s needs above their own. Girls get ahead by hard work, not by being naturally gifted. Boys are seen as lazy, but girls are seen as not capable. In class, teacher will call on boys more than they call on girls. Boys are seen as better at math and science; while girls are better at reading and art. This bias is still at work even out of the classroom. There are more males employed at computer firms than women. The ratio of male to female workers in STEM fields is 3-1. In college, more women major in the humanities than in the sciences. In education, women are often seen as lesser than; even though 65% of all college degrees are earned by women. Women are still often seen as needing to be more decorative than intellectual, as represented by the Barbie who included the phrase, “Math is hard!” and the shirt that JC Penneys sold that said, “I’m too pretty to do homework, so my brother has to do it for me.” While there was a backlash on both items, it points out that there is a great deal of work to do on the educational gender bias to be
Call me a bigot if you want but men are better mathematicians than women. Year after year, men score higher on the SAT’s, more men receive prestigious educations from the best technical schools in the nation, and men obtain more degrees, secure more jobs and get promoted more often. “The ETS report on students taking the SAT examinations indicates that males have traditionally scored 40-50 points higher on the mathematics section” (Women) “In 1996, California Institute of Technology’s enrollment was 75% male, Massachusetts Institute of Technology’s enrollment was 62% male, Renssalear Polytechnic Institute’s enrollment was 77% male, Rochester Institute of Technology’s enrollment was is 68% male, and Worchester Institute of Technology’s enrollment was 79% male” (Baron’s). The future for women who enter the work place as mathematicians is no more encouraging. “Roughly three times as many women are unemployed and six times as many women are in part time positions. The female mathematicians who acquire these full time jobs are less likely than men to be promoted to a position such as full or associate professor” (awm-math.org). Females’ lack of success as mathematicians has nothing to do with their mathematical potential. The reason females do not excel in mathematical fields can be explained by high school course selection, social pressures and support and not by genetic differences.