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Equal rights for women in college sports
Effects of gender bias on learning in schools
Equal rights for women in college sports
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According to a six-year study reviewed by the University of Washington Human Rights Committee, conducted by Suzanne Brainard and Linda Carlin on undergraduate women in science, “20% of freshmen reported no barriers; only 3% of seniors could say the same.”(Bickenstaff 380) This study illustrates a common theme for women studying a science. There is no one defining reason for why women feel there are barriers but several theories suggest that there could be more than one contributing factor that causes these ‘barriers’ for women. Looking at multiple possibilities, it can be determined what causes the under representation of women in science careers such as physics, biology, technology, engineering, and math.
There are many examples of areas in science which women choose not pursue for one reason or another; Sue V. Rosser, from the Georgia Institute of Technology studies women in work and academy, and found that “women [earn] 55.5 percent of the Master of Science degrees in all fields, they [earn] only 39.3 percent of the degrees in science and engineering fields” (53). Women may be pursuing some forms of science, but not to the extent of equality in certain areas. The American Association of University Women reinforces that “women earned only 21 percent of doctoral degrees in computer science in 2006” as quoted from the National Science Foundation (1). Sue Rosser observes that “Women [earn] 40.6 percent of the Ph.D.s in all fields but only 32.8 percent of the Ph.D.s in science and engineering” (53). Whatever the cause, it is apparent that women fall behind in degrees in many types of science fields. Arguable explanations for this vary from lack of intelligence of women, to fear of sexual harassment.
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...uccess in science and engineering, research shows that spatial skills can be improved fairly easily with training (22). In response to discrimination, Hill cites that “Title IX of the Education Amendments of 1972 prohibits sex discrimination in education programs and activities that receive federal financial assistance. […] During the last 37 years, however, Title IX has been applied mostly to sports” (13). The policies of Title IX should apply to all women in the workforce to assure that sexual harassment never occurs. Women should no longer be looked down upon when it comes to intelligence in math and sciences. And classes for spatial skills improvement should be provided to any women with a desire to work in a field requiring that type of skill. With these types of changes, women will not be as under represented in any of the STEM fields as they currently are.
Great inequalities in the educational system between the sexes have occurred for many years and still occur today. Efforts have been made to rectify this disparity, but the one that has made the most difference is Title IX. Passed in 1972, Title IX attempted to correct the gender discrimination in educational systems receiving public funding. The greatest correction it made was in the area of athletics, but social justice of Title IX applies to many other areas as well. Title IX has an effect on women who are not athletes in many ways, including quality of education, receptivity to education, empowerment and creation of ideals.
...roblems of integration. If the science world takes advantage of undiscovered female talent, science as a whole will benefit greatly. For example, the original group of ENIAC programmers consisted of 6 women. In 1946, these women helped to develop the first operating stored-program computer.6 If female talent such as this goes to waste because of social neglect, the science world will never know what possible discoveries that could have been made with the help of women. If Dr. Djerassi is accurate with his examples of discrimination, the science world should take note of these problems and attempt to solve them.
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...
If women lack intelligence and cannot be a scientist, then what should they be? If they can’t act intelligent, then how should they act? Woman should stick to their society roles and stay away from thinking the way a male is expected to think. A woman thinking scientifically is considered to be thinking like a man (Keller 77). Keller’s statement explains that science is considered to be a male subject. It is not appropriate for females to think scientifically. Women then begin to get treated differently because they are not meeting society’s
Title IX has been blamed for limiting opportunities for men alongside with proportionality cuts. Title IX does offer equal opportunities for both genders such as track or field hockey. It has helped women have a spot in sports like lacrosse or volleyball. As well as build confidence of both genders in any sport played. It creates diversity bringing people together by playing or doing something they love.
Discrimination of women has been going on throughout the world since almost the beginning of time. Since the year of 1972, the United States of America has passed a law called title IX, which has improved women’s rights drastically. Title IX states: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.”(Office) Within a college/university or any federal financially assisted program title IX is applied. Women are to be treated equally and are given the opportunity to be involved in all activities that men are offered. Title IX has changed a women’s life in a positive way with the changes that have affected many women attending a college or university. Schools have to allow women in any classes that are offered but for sports it is a bit different. The school has to offer the same number of opportunities for women sports as men sports. Some have said that this will cause schools to cut some of the men’s sports to allow for equal numbers. “Overall, men's athletic opportunities since Title IX's passage have increased,” said the Women’s Sports Foundation.(Women’s) Many say that this is unfair to remove some of the men’s athletics, but is it fair that the women do not have to same opportunities that the men do? Title IX is not all about athletic equality; it also is involved in the classrooms and on the campuses of the college or university. Several main issues that title IX has improved are sexual harassment, equality in the classroom, equality in extracurricular activities and self-confidence in women.
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.
The Scientific Revolution marked a major shift in Western thought between the 1500s and 1700s. Modern science emerged as a way of gaining true knowledge about the natural world. During the time, science was a field dominated by men. Women were believed to be incapable of anything outside their domestic sphere. There was a social stigma regarding women in science. Society had varying reactions toward women working in the sciences, the majority of which were negative. However, some were accepting of women and their contributions to science. The Scientific Revolution had little impact on the way society viewed women. Women continued to be subject to restrictive gender roles.
Kahle, J., and Lakes, M. (1983). The Myth of Equality in Science Classrooms. Journal of Research in Science Teaching, 20, 131-140.
Promoting gender equity in STEM courses in high school is a crucial step in the direction of postsecondary achievement in related careers. But all too often, students Students are often afraid to try something new and of failing in front of others. Students who chronically under-perform in math and science, thinking they are not competent to excel in these subjects, are at risk of giving up.
Lawrence Summers’ comments regarding the reasons for differences between men and women entering math and hard sciences careers were not particularly offensive. Summers’ comments simply represent the most commonly held beliefs of his generation. He suggests that women may be less suited for careers math and hard sciences because of environmental and inherently genetic factors. Perhaps, one of the strongest pieces of evidence in support of Summers’
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
Carol B. Muller, “The Underrepresentation of Women in Engineering and Related Sciences: Pursuing Two Complementary Paths to Parity.” National Academies Press (US); Web. 2003.
How do we interest and retain more women in the field of mathematics? "Women now make up nearly half the undergraduate math majors in the U.S. (1993 Annual Survey of the American Mathematical Society and the Mathematical association of America); yet in graduate math programs, only about one-quarter of the American students are women" (Adhikari & Nolan, 1997, p. 17). For women who choose SME (Science, Mathematics, Engineering) majors, persistence rates in the major are significantly lower than that of male peers. (Seymour, 1995, p. 438) I am interested in the topic because I am a female who experienced pursuing undergraduate and graduate mathematics degrees. I want to know what I can do to help motivate other women in mathematics. While reading the literature, I became aware of subtle personal experiences that paralleled common experiences of women pursuing mathematics majors. Whereas I had informally considered my attempts at fair, consistent treatment for all students to be positively related to motivating women (and other minorities) in mathematics, upon reading the literature a strong case is made for additional support to different groups.
This class showed me how inequality is the base of education, if it’s not about gender it’s about class or race, making it hard for a person that falls under this description to have an equal chance, yet our society train us to believe that education can change