Education System Case Study

The force of societal stereotypes is a large part of this gap. Instead of joining STEM careers, the most common careers among women are secretaries, nurses, and elementary and middle school teachers (Mandell). This truly illustrates that when well-rounded, talented women have the choice, they are inclined to delve into the field in which society expects them to belong. In this way, the stereotype of women not being involved in STEM is forcing less women to be involved in these fields. The deficiency of women in technical fields, despite their well-roundedness and ability, can be directly related to unyielding cultural stereotypes that stigmatize women in supposedly masculine fields.

Words can be powerful, especially when those words are spoken by the president of a top university. In a 2005 speech by Lawrence Summers, he put forth the hypothesis that there are more men than women in the most high end positions due to a different set of measurable attributes, rather than it being caused by pervasive sexism or discrimination. To make it to the top of highly demanding fields, one has to be of exceptional quality and these are “people who are three and a half, four standard deviations above the mean in the one in 5,000, one in 10,000 class” (Summers, 2005). Summers is making the point that we should analyze the dataset that produces this type of result, rather than saying it’s all because of discrimination. Summers does

I am currently a resident of the state of Minnesota, which makes my governor Mark Dayton and my Senators Amy Klobuchar and Al Franken. My district representative is Tom Walz and my town mayor is Jerry Klein. This information was gathered on the Minnesota Legislative Coordinating Commission website as well as the Gov Track website.

Women now make up half the national workforce, earn more college and graduate degrees than men, and by some estimates represent the largest single economic force in the world. Yet the gender gap in science persists, to a greater degree than in other professions, particularly in high-end, math-intensive fields such as computer science and engineering. In a 2016 analysis of 500 U.S. companies, the National Center for Women & Information Technology found that organizations with more diverse teams in terms of race and gender had higher sales revenue, more customers, greater market share and greater productivity than their less diverse counterparts. According to the article titled, “Rewrite the Rules on Women in Tech,” only 24 percent of computer

The Census Bureau's 2009 American Community Survey displays that women comprise 48 percent of the U.S. workforce but just 24 percent of workers in STEM fields. Half as many women work in STEM jobs as would be expected if gender representation in STEM professions mirrored the overall workforce. This underrepresentation has remained fairly

The disproportional representation of minorities has led the federal government and Department of Education to address shortfalls within the education system to allow for better representation of minorities. Increasing minority participation in STEM presents numerous challenges that are often ignored and unchecked. In fact, in many parts of the country minorities are still facing significant obstacles that include limited access to STEM related courses, income inequality and specialized teachers in STEM education (Hansen, 2014). Disparities have created achievement gaps that consists of minorities underperforming their

This paper is an exploration into the conflicting professional and institutional ethics in philanthropic practices in higher education and the noticeable disregard of donor intent in the charitable giving process.

Dr. John Wilson knocked on the door of the Office of the President. He came prepared to discuss the renewal of his tenure as Dean of the Fine Arts Department.

In past many generations, men and women had distinct roles. In ancient times, the stereotype of a woman was working as a housewife, taking care of children and doing housekeeping jobs, while man were responsible for hunting or farming. As human civilization goes on, woman are no longer restricted in household routines and have been widely accepted as an indispensable source of labor force in a variety of occupations. However disparity of career preference between male and female are fairly pronounced, particular in computer science. An undeniable fact is that employees of tech companies that are typically related to computer science in Silicon Valley are overwhelming male. 17 percent of Google tech workers are women, according to the diversity data released by Google itself (Diversity at Google, 2014). In 2014, female tech workers make up 15 percent of Facebook’s workforce (Constine, 2014). Also in 2014, Yahoo reports ratio of female technical workers is 15 percent and Twitter reports only 10 percent of technical workforce is female (CNNMoney, 2014). According to an evaluation published in 2014 by Anita Borg Institute for women and technology, average ratio for female workers in bay area is approximate 20 percent (Weise, 2014). We can trace the gender imbalance in workplace back to the shortage of female computer science students in college. It is not a new topic that women are scarce in science and engineering

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

This paper will identify one area of focus that the Cherry Creek School District will implement to assist students who have completed their high school graduation requirements, have an IEP, and may still need transition services additional experiences and opportunities to ensure they will be able to reach individual goals and acquire the knowledge and skills needed to access appropriate community resources and agencies. Currently, this program is housed in a cul-de-sac near the CCSD warehouse, after passing the bond and budget increase in 2016, CCSD is planning on moving this high needs program into one of the middle schools by closing off a hallway and providing exterior access to the transition students.

Researches have shown that male scientific job applicants were more likely to be seen as competent than women (Moss-Racusin et al., 2012; Steinpreis et al., 1999). According to feedbacks of students’ application materials (actually materials was developed by academic science researchers), Moss-Racusin et al. (2012) found that

Many Americans believe that even though the U.S. education system is meant to be integrated, but there are still examples of racism and the imbalance of educational opportunities among the different classes of people. In an article published by the U.S. News and World Report, it was stated that “lower wealth, lower health, lower parental education levels, more dealings with the justice system and other circumstances create a perfect storm that leaves blacks [and other minorities] without the same educational opportunities as whites [and individuals with a steady income]”(Cook 4). These disparities begin to influence a child as soon as they are able to have the capacity to learn. Although there are only pieces of Aristotle’s works on education, he develops a clear point on the importance of education and how it is the path to happiness.

Most people consider themselves as rational, reasoning individuals who make decisions after considering the facts at hand. Research suggests that this is often not the case, with implicit bias at work shaping one’s responses. Researchers at Cornell University have defined implicit bias as “unconscious, unintentional bias” (Royer, Hido & Slotnick, 2017). Predictors of implicit bias include socio-economic status, gender, ethnicity, childhood experience, and cultural experience (Cooley, Payne & Phillips, 2013). Unlike explicit bias which reflects attitudes or beliefs that one endorses on a conscious level, implicit bias refers to attitudes or stereotypes that affect our understanding, actions and decisions in an unconscious manner resulting from subtle cognitive processes that often operate at a level below conscious awareness and without intentional control (Gyan, n.d.). Of these, implicit gender bias affects the health and social wellbeing of women, as well as disadvantages women economically and in the workplace. As such implicit gender bias is endemic within the scientific, technological, engineering and mathematics (STEM) fields, and this bias can disadvantage women pursing these careers (Moss-Racusin, Dovidio, Brescoll, Graham & Handelsman, 2012). The importance of further study of mitigating interventions of this implicit gender bias is clear. Our hypothesis is that implicit gender bias related to women in STEM fields will

Gender-bias within the workplace has existed as long as both males and females have worked together, and even now, it is a prevalent issue in modern society. Discrimination classified as gender-bias is the unequal treatment or employment due to the gender of an individual. While U.S. Code Title 42, Chapter 21, 2000e-2 prohibits discrimination based on gender, religion, age, disability, race, and national origin (Cornell), illegal and unfair employment practices still affect many people. Despite several laws prohibiting bias in the workplace, it still occurs, in starting positions and throughout leadership. Gender-bias results in unequal treatment among genders and persists the outdated notion that gender is a qualification for knowledge