... teachers to believe that boys are more intelligent than girls. Scantlebury found that teachers who do believe boys are more proficient than girls in mathematics, are more likely to reframe and breakdown questions “into a series of simpler questions” in an effort to assist the student to attain the answer. No such luxury is given to females in math classes. Teachers are more likely to restate the question and ask another student to answer; typically the student teachers selected to answer the question was a boy (Scantlebury). It’s clear that in classes which are perceived to be male oriented, teachers are willing to work more in-depth with males. Interestingly, Scantlebury found the opposite to be true in “subjects perceived as feminine.” Teachers spend more time with female students than with male students in subjects that the teachers believe are female oriented.
The gender gap that results in the absence of women in STEM is progressive and persistent. Not only is this an issue of equity, but a lack of female participation in STEM results in a lack of diversity among perspectives regarding solutions to problems and other scientific endeavors. The gender gap in STEM can be seen as the result of several factors including teacher bias in the classroom, a chilly climate from male colleagues as they progress through their careers, little societal support for wanting a career and a family, lacking role models in their study of interest, and an overall lack of science preparation when it comes to pursuing a STEM career.
Imagine life in a woman’s shoes perusing a career in the STEM field where there is no respect and acknowledgements for your discoveries that would discourage and scare of maybe some of the most brilliant minds the world has yet to encounter. Proof excellently executed the illustration of women’s struggles and hardships they encounter not only in day to day life but in the field they have a passion for. The Many accounts mentioned illustrates the brave and noble women who have made very important contributions to research in science, technology, engineering, and mathematics. But many women don’t publish because they are discouraged, just think in the period Princeton turned away women they might have turned away the cure for
Ever since the beginning of time women have been fighting to gain attention in the mathematical arena. For decades they were seen as persona non grata but hard work and perseverance has led to tremendous breakthroughs as there are instances where females are either equally performing or even out performing their male counterparts in math-related disciplines. Ceci, et al in “Women's Underrepresentation in Science: Sociocultural and Biological Considerations” (2009) posits that male and female college mathematics students receive similar grades and ever since 1996 there has been an increase in the percentage of females receiving bachelors and doctorates in STEM (Science, Technology and Mathematics) fields (221). As Connie McNelly and Sorina Vlaicu in “Exploring Institutional Hiring Trends of Women in the U.S. STEM Professoriate” (2010) puts it, there is proof to suggest that despite the large amount of females earning degrees and doctorates in math-related fields, they are not entering the science and math workforce at the same rate (786). Why then does a gender gap exist in math-related careers? There is a general consensus that a gender disparity exists within math-related fields, however, there are several arguments which seek to explain this phenomenon.
Rodney Clarkston presents many ideas in his article, “Toward Bias-Free Teaching: Gender Equity in the Classroom.” Clarken states that if a teacher knows how to teach equitability, care about justice in their classroom, and teach in the right way, they will be able to have such a positive effect on their students, classroom, and even other staff members in their district. However, if a teacher is not equitable, they can cause great harm. To establish equity, the same opportunities, rights, and curriculum must be provided to all students, regardless of gender, characteristic traits, or ability. It is identified that teacher’s expectations about a student can affect how they interact with that student, which in turn can have either a positive or negative effect on the student’s achievement. As a teacher, to be sure you can equalize opportunity in the classroom, simple changes can be made such as allowing all students to answer questions in class, call on students randomly, individually help all students in free time, and make sure enough time is given when questions are asked in class so all students have enough time to come up with an answer. Although these small changes may seem like they will not have that much of an effect on equalizing opportunity in the classroom, over time students will feel much more comfortable in their
Despite a growing push for diversity in the Science, Technology, Engineering, and Math (STEM) fields there is still a great deal of sexism experienced by women who work and study in these fields. There are many factors to consider when examining and studying the presence of sexism in STEM. Firstly, what problems stem from society at large? What problems start from an early age and get worse? What problems are unique to high school, college, graduate school in professional environments? The goal of this research to explore and provide information on what the underlying issues are regarding how women are discriminated against when entering in and joining the STEM fields. It will examine issues primarily involved in western society,
Valian, Virginia. "Beyond Gender Schemas: Improving the Advancement of Women in Academia." NWSA Journal 16.1, (Re) Gendering Science Fields (2004): 207-20. Print.
Barr, C., Doyle, M., Clifford, J., De Leo,T., Dubeau, C. (2003). "There is More to Math: A Framework for Learning and Math Instruction” Waterloo Catholic District School Board
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