• Martin reveals cultural stereotyping are at a point that women are considered unequal in science. Marina Pavlova reiterates this topic by showing research and studies in the subject.
A Response to “Why There Are So Few Women in Science” By Mohamad Nasser The part of woman in today's general public is some way or another questionable. Why there are so few women in science written by K.C. Cole, the author discusses the role of woman in our society in different domains. The author used personal experience to discuss and give more credibility concerning this topic. Also, K.C. Cole insisted that we are still living in a society where women are not taking all their right. In addition, women have the ability to achieve their goals if they do not give up and get influenced by others (Cole, n.d). If we give women the chance to show what she’s thinking and planning of, it can end up with a very high achievement. In my opinion, women are still less than men in some critical positions although the primary subject these days is gender equality and rights.
As per research ‘gender’ provides a perspective from which one could examine the biases that exist in the larger society. Some believe that to arrive at a more eloquent understanding of the problems of women in science , one should begin by asking what is the nature of science space that leads to under-representation and marginalisation of women rather than questioning the situation of a woman’s life that makes it difficult for her to pursue science.
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
The stated prerogative is to introduce slow yet lasting change and to integrate more women and people of color within the STEM field; however, the plan for change, and the reason for its perceived need to be slow is nowhere addressed; , suggesting that it is rather the reluctance of men to relinquish control and allow feminization of the field (Tepperman and Curtis, 2012). Reports of these initiatives claim to be struggling struggle in attracting and keeping women within the STEM field. Yet by shifting the blame on women, the inaction taken by scientific institutions to reform the patriarchal ideals dominating the scientific realm is justified (Tepperman and Curtis, 2012). In addition, the economic paradigm that western society is built around is one that necessitates inequality to function. The Neoliberal welfare is instrumental in constructing gender
Maranda McLaren English Composition 201 Professor Michelle Resene 12 September, 2016 Gender in Education Sitting in my general biology class today, learning about amazing biological discoveries, my male teacher jokingly said “Did you know there are women in science?” then went on to joke about how these women who had just made an amazing biological discovery even had PhD’s. As he went on to talk about the amazing things these women did, he talked about the discovery like he had for the other ones made by men. If women can make biological discoveries like men can why are they looked at differently in their graduate fields of study. In this essay I will explore the gender issue in education through the lens of feminism by evidence shown in past decades and today. Education was primarily for men while women were not even allowed in some classrooms, while over time this has changed.
I found that changing how the media portrays them can help decrease discrimination towards women in these fields. To the studies that most correlate, maybe adding what viewers think could help a lot. That might help to pinpoint what others see and take it into account when doing the media study. By asking female science students of 21-22 years old, a better insight was gained about what it is like to be studying such fields, and what they saw in the media is different from what the general public sees. Martinot, Bages, and Desert (2012) describe how negative gender stereotypes do have an impact on students’ self-evaluations, which in turn influences their academic career choices (Martinot, Bages, and Desert 2012). From asking the general public, it was learned that not a lot of people have a straight opinion on whether it is negative stereotypes that drive young girls away. There might be a possibility that a lack of female scientist role models on TV cause girls to have less confidence that they can achieve great things. There is always going to be stereotypes no matter what in every part of society, but countering those stereotypes maybe the solution by having more positive female scientist role-models like Ms. Frizzle from Magic School Bus or Maddie Fenton from Danny Phantom, or even a more modern one a main character who is a normal teenage girl who loves engineering and goes through life like any other kid. If young girls see more brilliant, relatable, and great female scientist characters they might have more inspiration or motivation to be like those characters. This is affected when some TV shows put female scientist characters as main characters/supporting characters and make them ditzy like they do in Big Bang Theory or they have them be brilliant but show up once. What
In his video, A Brief History of Sexism in Science, by Michio Kaku made a point that women can easily be shut out of the science field. He told a story of a woman who was not given the opportunity to succeed within her field. He brings up a good point that girls and women are often pushed out or not encouraged to purse science fields. Reading 6, Chilly Classrooms for Female Undergraduate Students, makes the case that female students are not given the educational equality that others are given. Women are often academically discouraged, favoring men over women, and discouraging women in front of male peers and faculty. There is also lack of representation within the field, so it is hard for women and other disadvantaged groups to get ahead, since
Introduction Throughout the years, males have dominated the academic disciplines of science, technology, engineering, and mathematics (STEM) with very few females finding their way in the mix (Steinberg, Okun, & Aiken, 2012). Those females enrolling in the STEM majors soon find themselves questioning why they have, and many quickly change their majors to more female-accepting professions (Steele, James, & Barnett, 2002). The view that women lack the intellect to succeeded in STEM disciplines has been a prevailing one for much of history (Cadinu, Maass, Rosabianca, & Kiesner, 2005). Many researchers have questioned whether it is social stigma impeding female success or indeed basic biological differences that make males are more successful
There are many problems and concerns within our public education system, usually surrounding money, public intervention, the latest reforms, as well as unequal gender bias. Gender bias in education is typically thought of the fact that girls are pushed toward classes that are humanities based, while the boys are pushed to take classes that are science and math driven. This then leads into the fact that women make less money than men, so something must be unequal, whether it is education or gender rights, or both. This paper will examine the gender gap in K-12 education, which includes stereotyping and the unequal representation of boys in math and science classes. Since the early 2000s there has been a push for girls to join the Science, Technology, Engineering and Math (STEM) fields, therefore, this paper assesses how that might affect their involvement in the STEM field in college and within the workforce. Lastly, what implications does women’s emergence into the STEM field have on breaking down barriers and stereotypes regarding education and equal pay.
Until high school, I never knew there was a gender gap in the STEM fields. I thought female scientists were the norm and males typically entered the humanities, because that's what it is in my house. My mom holds a Ph.D. in molecular biology and genetics while my father has a master’s degree in education. I was never raised in an environment that dictated what roles each sex could play in society; if I wanted to be a scientist, I would be a scientist.
Women have broken certain areas like medicine and animal science but not in areas such as engineering. There are so many reasons for this. However, the most powerful one is the idea that right from childhood, gender roles are imbedded in children. This goes from toys, colors (blue and pink), to societal views on how boys and girls should behave. So, growing up with such a sexist mindset, there is bound to be disparity in certain fields. Even Pepperberg’s husband was not really supportive of her career. A prime example of bias based on sex. “Often, judgments of these styles were quite gendered – women were expected to be good at emotions and emotional, while men were expected to be blunt and good at maintaining boundaries between home and work”.(Hirshfield 5).
In the long history of sexism in science, technology, engineer and mathematics (STEM), women have been discrimination of being unfit or not ‘apprehensiveness’ enough for being a scientist or engineer by men who have high doubtful on women or mocking women working as an engineer that they would destroy something. Determining or judging the action of the gender in different position and the thinking of discrimination from the superior race or gender to the lesser is what it called sexism. Sexism is most common in science and engineer especially women is the most affected.
As this transition has been made, it has not been fully understood to have taken effect in several fields, one which includes STEM. In this area, women must go through an obstacle course of trials to achieve success, and a greater deal if they wish to become a leader. With such a harsh climate that includes “few role models and mentors, a dearth of female peers, intimidation, and implicit overt bias against women.” These feelings are instrumental in women’s decisions to leave science fields, even more so when there once was a desire to pursue a leadership position (Fabert, Cabay, Rivers, Smith, & Bernstein, 2011; Preston, 2004; Rayman & Brett, 1995; Rosser,
Joseline Santizo Mrs. Coogan English 101-4 9 December 2015 Women in STEM Gender equality has been a well-discussed issue in recent years. By some people, women are not treated on the same level as men because of preconceived stereotypes and gender roles. However, others have been fighting tirelessly to increase the amount of people who treat women and men equally. Although women are treated more fairly with regards to men today than in the 1950’s, there are still many discrepancies between the sexes. One main concern is that the amount of men and women going into science, technology, engineering, and math, STEM, majors and occupations is disproportionate, with the larger amount of entrants being male. Despite the hard work of feminists, women are not pursuing STEM careers because of stereotypes and a specific idea of their gender role, both of which females are exposed to from a young age throughout adulthood.