Increasing Higher Level Science Classes During Grades 11 And 12

Jacoby claims that girls who opt out of math and science at the ripe age of 16 are sure to fail in the world of science and technology, as they are “eliminating themselves from any serious possibility of studying science as a result of decisions made during the vulnerable period of mid adolescence…” (Jacoby, 2004.) While

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

“Where the girls aren’t” essay was written by Leonard sax following a report given by the American Association of University Women, which he did not agree with. On the other hand, "Gender Insights Coming to Your Classroom" essay was written by David Sadker and Melissa Koch. Both essays show that the number of male students taking stem subjects is more than female. Leonard explains this gap by saying that the number of girls taking stem subjects is lower than boys not because of inability but because of motivation. He explains that it is all about what the girls want to learn and how to learn it. David and Melissa on the other hand attributes this gap to stereotype threats, lack of role models and socializing. Although both essays explain the gender gap, they do so in different views. This essay will therefore look into the similarities and differences in the views brought out in these essays.

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

There is great potential for adolescents to find high paying careers in the Science, Technology, Engineering, and Math (STEM) field. There are currently millions of STEM positions in the U.S. alone with this number expected to keep on steadily growing. Unfortunately, these opportunities are not made equally available to all adolescents. There is concern with the lack of females and minorities pursuing STEM degrees and retention in the STEM pipeline. While some perceived barriers have been disproven by research, there are barriers which are still perceived to exist include reasons related to school, peers, and family. Studies have shown that by age eleven, adolescents have decided if they can pursue a STEM career. (Find site). It is the individuals’

(Hill). The reasons behind why the numbers of women in STEM may be lower than men can be due to stereotype threat and implicit bias (Hill). A stereotype threat can occur during situations which a negative stereotype relates to evaluating performance (Hill). For example, if a female student starts thinking about the stereotype that women are not good at math, the emotional worry about this stereotype may affect her performance while taking a math test (Hill). Even if a person denies gender and science stereotypes they still can have them as unconscious beliefs, which are implicit biases (Hill). The "Implicit Association Tests (IATs)… indicate strong implicit association of male with science and female with arts… among both women and men of all races and ethnicities" (Hill). The stereotyping whether done unconsciously or consciously still affects the number of women pursuing an education or career in STEM. Recently, in my introduction to psychology II course I took and IAT on gender and science and the result suggests that I have a slight automatic association for Male with Science and Female with Liberal

During this day and age women in STEM is a very tough career. One question we bring to mind is does a female student having a female science teach motivate them to fill in those shoes? The answer to me is yes because women are starting to get rid of that stereotype about how they can’t feed off each other. Especially if the girl’s mom was a science teacher that would help a lot because women tend to look at their mother’s footsteps first. Also the pioneer’s women in STEM need to be brought upon more in history class. In order to get more women into the Science Technology Engineering and Mathematics field, women and young girls need these type of people to be brought upon in order to spark inspiration?.

In America gender is seen as a dichotomy, either male or female. Society has gendered everything from colors, to adjectives (strong for males, weak for females), to even occupations. Historically, science, technology, engineering, and math, also known as STEM, have had a masculine connotation connected to it. Which helps explain why elite white men have predominately occupied the STEM fields (Borum and Walker 2012). Eventually, women started to integrate into STEM, but not nearly in the quantities as men, this created the gender gap. The gender gap does vary based on which field you look at, and at more advanced levels in STEM, as well as race (O’Brien 2015). Not only is there a gender and race gap between men and women, but these ring true

Women remain an underrepresented minority in science, technology, engineering, and mathematics classes and careers. A concerning disparity emerges between girls that express interest in a STEM field, those who major in them, those who continue into the field, and those who stay in their career. When the National Science Foundation conducted a survey of fourth graders, they found that 66% of girls said they liked

Secondly, there are people who belong to the other extreme that affirm that girls outperform boys in the science of numbers. Several researches were conducted to evaluate the performance of both genders based on their grades in high school. The statistical results of a research in Wales show that 50% of boys and 51% of girls achieved grades A*-C in mathematics (Cann 1). The outcome of data displayed that girls’ abilities in this relevant field exceed those of boys. However, girls choose not to attend these mathematics-related majors. Rather they decide to concentrate in the biochemical sciences in order to be a part of the difference in the world by generating change (Weinstock par. 1). Other advocates of this approach go far beyond explaining that there are more reasons why girls choose not to devote their selves to mathematics. The participation in this particular field is affected by numerous factors such as anxiety, self-confidence and enjoyment. Females tend to have negative emotions regarding these factors and math in general. The reason behind these

The discovery of interests in school begins at a young age, “career aspirations based on individual aptitudes, interests, and values are formulated during adolescence and shape the academic choices that lead to the STEM career pipeline” (Wang 771). Girls may discover that they are interested in science or mathematics at an early age, but they are generally compared to their male counterparts, who are given more attention at a younger age to pursue careers in this field. This time frame is critical, if attention is not given and more concentration is placed, girls may lose interest or consideration in the subject, seeing that it has nothing to offer for them. Jill Bystydzienski asserts, “little attention is paid, however to girls’ engagements with engineering during early stages of decision making” (1-2). If young females were given personal interactions with a field, they can then decide if they have a further interest in the subject. With no introduction to the field in middle school or even high school, the girls do not really understand what they can do with the profession. Some may explore options on their own, and others may just bypass the opportunities that could await them, “young girls cannot possibly consider opportunities they do not know exist” (“Why STEM”). Even when interest is expressed by girls at a young age they still do not have as many resources to opportunities to learn more about the

Although I’m not happy with my result, it doesn't surprise me. Being a female currently studying liberal arts, while my fiancé studies Aquarian Science the implicit association with Science and Liberal Arts in my household strengths my results. Majority of my female friends either have or are working towards a degree in the liberal arts field, so naturally I associate topics such as literature, history and art to females. This isn’t to say females are incapable of careers in the field of science, just as males are not incapable of careers in liberal arts.

(2017) aimed to study effects of gender, interest, self- efficacy on children’s epistemic knowledge of science. Their subjects included 489 students from eight different Taiwanese high schools. A 36-item questionnaire developed by them was provided to the subjects. Their results did show minor differences but much to contrary belief, females had performed better. It was found that the female participants were better ay “understanding the meanings and limitations of measurement in science”.

In the article, Baker, and Leary attempt to determine what factors influence girls to choose science. Many studies have been dedicated to identifying the differences in STEM achievement across genders. Yet, studies which identify the conditions which exacerbate STEM fear in women are few and far between. Previous studies have

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,