Why is Gender Inequity an Issue in Math and Science Classrooms?

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Why is Gender Inequity an Issue in Math and Science Classrooms?

Gender Inequity has been a growing subject in America’s schools, especially in the fields of math and science. Gender is defined as sexual identity, especially in relation to society or culture (Lexico, 2001) Inequity is defined as injustice; unfairness (Lexico, 2001). Gender Inequity in our schools has been based on the findings that females aren’t getting the attention and grades required for them to do well in math and science. Why is this and what can we do about it?

Edith Green, a representative from Oregon, first brought the issue of gender inequity in education to the floor of congress in 1970. Department of Education (p. 1) Her efforts were aided by the court case Kirstein v. Rector and Visitors of University of Virginia. (p. 1) In this landmark case of 1970, a court order was issued to the prestigious College of Arts and Sciences in the University of Virginia to grant admission to women (p. 1).

According to the Department of Education (1997) A standard was set in 1972 with the passing of the Title IX (p. 1). Title IX stated that “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational programs or actively receiving federal financial assistance" (p. 1). Title IX was passed by the Senate on May 22, 1972, it went on to be passed in the house on June 8th. After being signed by President Nixon, Title IX went into effect on July 1, 1972 (p. 1).

Title IX gave women the courage to fight for equality in education. In 1971, eighteen percent of women and twenty-six percent of men completed four years of college. Today, women make up the majority of college attendees (Department of Education, 1997, p.2).

Although Title IX was the first step in the right direction, we as a country are still a long way from gender equality in education. Despite the fact that women outnumber men in college, only 17 percent of bachelor’s degrees in engineering were awarded to women of all races: for math/computer science the total was only 35 percent (Campbell and Clewell, 1999, p.

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