Argumentative Speech On Inequality

Miller, Alice H. Eagly, and Marcia C. Linn, it measured gender-science stereotype, “” (2). which is defined as associations that connects science with men more than women. This is believed to come from a lack of representation of women in the relative field. The study notes that putting women in science related fields in media, or having more women in the field, lessons that stereotype. They conducted the experiment by measuring 66 nations, which consisted of 350,000 participants’ explicit and implicit gender-science stereotypes. They found a relationship “between women's representation in science and national gender-science stereotype” (Eagly, Linn, Miller 8). The results of the study concluded that “implicit and explicit measures indicated strong association of science with man” (Eagly, Linn, Miller

Interestingly enough, there are many traditional and social reasons responsible for girls decision of not getting involved in math and science. However, the main reason why females are behind in the field of science and technology is “Inflicted female disability” i.e. turning themselves away from studies. In adolescence, girls begin to fear that they will be unattractive to boys if they are typed as “brains” (Susan 114). So, they try to keep themselves away from advanced biology, physics, calculus and other studious subjects. Although we are in the 21st century and are the supporter of gender equality however the underlying discrimination

51 percent of the United States is female but only 34.4 percent of doctors are women. While 90.4 percent of nurses are female (“Women in Medicine”; “Male Nurses Becoming”), the women who do become doctors earn an astounding 25 percent less than their male counterparts (Groves). These staggering figures are only a single piece in the larger overall lack of women in STEM, or science, technology, engineering, and mathematics, which has remained prevalent since the beginning of these fields. Although women are underrepresented in these STEM fields, this is not due to ineptitude, but instead it is a result of the force of societal stereotypes coupled with their wider range of abilities. The recent increase in women’s association with STEM seems

In a speech in February 2013 President Barak Obama said, “One of the things that I really strongly believe in is that we need to have more girls interested in math, science, and engineering. We’ve got half the population that is way underrepresented in those fields and that means that we’ve got a whole bunch of talent…not being encouraged the way they need to.” It been three years since President Obama has made that statement and the underrepresentation of women in science, technology, engineering and math as known as STEM majors is still a big problem today. The STEM workforce is crucial to Americas global competitiveness and groundbreaking capability. The people who work in the STEM field make up nearly half of the United

In When Bright Girls Decide that Math is a ‘A Waste of Time’, Jacoby describes why girls tend to dislike math and science although they make superb grades seeing them as subjects designed for men. Girls often tend to not want to participate in math and science for the fear “that they will be unattractive to boys if they are typed as brains” (Jacoby 184). As young women continue to hold these beliefs that STEM isn’t meant for them nor is it attractive, it leads to women beginning to think they are incapable of reaching the same education levels of men, further barricading them from following their interests and dreams. Decisions to avoid advanced science and math courses eventually cause women to be unqualified for quality jobs, exclusion and anxiety about not understanding math and science as well as the opposite

Dr Susan Mendez, from the Melbourne Institute of Applied Economic and Social Research, recently wrote a paper analysing girls and boys who scored exactly the same numeracy results; out of these students, the boys were more likely to choose STEM subjects for their final schooling years; due to the moral support in their homes and schooling communities. Girls aren’t encouraged to choose STEM subjects and they are left in humanities

Most of this gender disparity starts early. As early as in grade school. Young girls are rarely motivated to take Math and Science. This can be problematic because studies show that a lack in intellectual belief can in turn inhibit intellectual growth. There is also that persistent unconscious bias that Science and Math are male fields while females tend to do well

Another evident inequality is the differences in testing scores. According to Tables 2- 5, males score higher in sciences including physics, biology, and chemistry, despite the number of test takers. Given that these sciences and maths are normally more difficult than other subjects, this evidence can show that males are able to perform better in subjects where more critical thinking and calculations are needed. Overall, this inequality could lead to more men in occupations such as engineering and medical based

Traditionally, men take on the manufacturing, engineering, science occupations in society. Since the 1970’s women’s representation in science, engineering, mathematics, and technology, a group of subjects known as STEM, occupations has increased; but younger girls, under 40, remain underrepresented in these occupations (Census). Furthermore, within the group of few but strong females a part of STEM lies a huge discrepancy between employment of whites and Asians, compared to Africans, Hispanics, and native Americans. Although it is hard to identify the reason for the limited amount of girls in these subject areas, some specialist speculate lack of girls is due to stereotyping threat, stigmas of females lacking the intelligence to comprehend

The U.S. Department of Education recently reported that even though relatively more female high school graduates took advanced STEM (Science, Technology, Engineering, and Mathematics) courses than male counterparts, their interests in STEM subjects were significantly low regardless of race/ethnicity (U.S. Department of Education, 2015). Furthermore, there are significantly less women who completed STEM degrees compared to men (Lee, Alston, & Kahn, 2015). This gender discrepancy has been the key goal for the researchers for the last decades, and many studies have examined how to promote gender parity in STEM fields.

A nineteen year-old Natalie Parker is currently a student at the Paradise Valley Community College. She has followed her parents’ footsteps and is pursuing engineering as a career. She is taking high level math classes along with high level science classes. However, lately, she noticed that teachers have been questioning her ability to perform well in class because she is a girl and also mentioning that her lower test scores are probably due to the hormones in her brain. One of the teachers made a comment that engineering is not for girl and she should pursue culinary instead. Natalie does not know that she became a victim of sexism.

Sophomore year of high school, the Robotics Club sent some of our members to a unique STEM program: one about women in technology. There, I learned there existed a stigma against girls in these fields. At the time, however, my interest in technology was limited to a recreational club. I didn’t see how it applied to me, but I didn’t feel right ignoring something so important just because it didn’t concern me directly.

Ever since the study of mathematics and science has begun, women have been underrepresented in the STEM field. The STEM field is made up of science, technology, engineering, and mathematics careers. There have been a lot of efforts to increase the number of women in STEM careers; however, men remain dominant in the field. For example, in 2015 women filled 47% of all U.S. jobs, but held only 24% of the STEM careers (Women in STEM, par. 3). Meaning that in 2015 men held 76% of all the STEM careers. The gap between men and women in STEM continues to widen and men continue to dominate the STEM field because the societal stereotype steers women away from STEM careers

areas of science, technology, engineering, and mathematics employers are not getting enough women (Pozniak). High school girls only represent 17 percent of computer science Advance Placement (AP) test takers (O'Shea). The most significant group of minorities who are behind in earning computer technology degrees and working in science and mathematical professions are women. “Historically, women’s low representation in science and engineering was said to be due in large part of their lack of ability, interest, or both” (Horning 30). However, this is no longer a true fact according to Ward. Some suggestions to increasing the amount of women in sciences include introducing already present women faculty as mentors. Over the last three decades,

Why do these gender gaps exist? Researchers believe that cultural and social factors, as well as educational, and attitudinal factors contribute to this gap. Cultural beliefs that boys excel in math and science and that girls excel in the arts can be passed down through generations and adults who may not even realize it are acting on these beliefs (Sanders, 1997). “Subtle and unintended messages can create the idea among girls and boys that there are fields