Summaries of Presentations on Various Topics

During the 1800’s it was almost impossible for a female to attain an education because many believed that education was just for males. As society continued to develop, females began to attend school, allowing them to receive a proper education. However, gender has always had an influence in both males and females educational path. As previously stated, males have always dominated stem fields, while females have excelled in humanities. The culture one is educated in could be the major reason why there are different standards for males and females when it comes to education. However, as a society, we cannot simply say that one’s gender does not impact one’s educational path because statistics have proven

Women have always been viewed as the weaker sex, and society will continue to view them that way unless they do something about it. In the essay “When Bright Girls Decide that Math is a Waste of time”, the author Susan Jacoby discusses the problems women steering clear of math and science subjects because of the traditional view of a woman. She focused on what causes high school girls to focus on arts courses instead of STEM courses and what are the effects of it on themselves. The underlying discrimination amongst boys and girls, stereotypical thinking of parents and teachers that girls are not good at math eventually decreases the self-confidence among girls to solve science and math problems.

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.

Academicians should motivate their students to take whatever subjects they want without taking into consideration the myths surrounding stem subjects. Students should be able to differentiate myths from reality because male and female brains are the same, none is superior to the other.

Over time there has been a change in gender success throughout education “coming into the late 1980’s girls were less likely than boys to obtain one or more A-levels and were less likely to go on to higher education however 1990 's there was a sudden reversal girl were doing better than boys and In 2006 10% more females were obtaining 2 or more A-levels than males (Trueman,2016)”. In today’s society feminist’s doubt that the topic in school want girls to achieve less like the model also considers that gender stereotyping may still be in society as boys are believed to fit better in the workforce than girls. The distinction between girls and boys are often sketched on sex and ideas of biology Dr Zuleyka mention that “Sex are the biological traits that societies use to assign people into the category of either male or female, whether it be through a focus on chromosomes, genitalia or some other physical ascription." (Zevallos), Gender does not depend on biological personality it is an idea that describes how societies determine and manage sex categories also determined by what an individual feels and does. Girls are more conscientious and mature while boys are seen as a liability student. A parent who spends less time reading to their son impact their son to achieve a lower grade. Many jobs tend to be dominated by one gender for example nursing which is seen as a female job. Girls do consistently better than boys at all levels and likely to get higher grades

In choosing to select a topic from Healthy People 2020, the writer met with Sheila Dobbins, FNP and AIM Administrator for Sutter Care at Home. With the population serviced by Sutter Care at Home, it was decided that the topic of older adults would benefit the staff. The presentation would be a PowerPoint presentation followed by a game for interaction with the staff. Ms. Dobbins also expressed interest in community resources for the staff to be able to provide to their patients and families. Estimated time for the presentation would be twenty-five minutes including questions and time for the game. The location would be at Sutter Care at Home conference room located in Modesto, California on January 3, 2017. The participants would include nurses, physical therapy, medical social worker, and administrator. Due to improved technology, medical care, and medications people in the US are living longer. The quality of life needs to be taken into consideration and education provided to the aging person and families for disease prevention. Education provided to those aging on preventive measures to prevent chronic disease will reduce the financial burden on the economy as well as improve the quality of life for the person.

This shows the reader the difficulty of the topic from the very start. This suggests that the educational system will always be more favorable to a certain group within our society because of societal expectations. It is also clear that because of the engrained stereotypes such as “girls are all hardworking” (Forde, p.5) and “boys are inevitably troublesome” (Forde, p.5) complicates the task of creating a gender-equal curriculum and environment. This is why it is important to realize that gender in education cannot only be evaluated as an individual variable, other factors (such as disability, poverty, religion…) come into play and can affect one’s education and identity. The first part of the book gives us background knowledge on this issue.

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

In our schools currently, a cornucopia of gender biases is inhibiting the good education of students. Women have been trained to be ‘feminine’ ever since preschool, always being told to be less assertive and be ‘girlier’. These ideas of femininity have created the bias

Cecilia Ridgway, in “Framed by Gender: How Gender Inequality Persists in the Modern World,” holds that gender exists as an organizing social force. We value certain stereotypes of how people of a certain gender should act and incorporate these expectations into our social relations. Men, Ridgeway explains, are typically viewed as having more “competence, assertiveness, confidence, independence, forcefulness, and dominance” (Ridgeway, 2011) in social relations. Women, on the other hand, are viewed as valuing “emotional expressiveness, nurturance, interpersonal sensitivity, kindness, and responsiveness” (Ridgeway, 2011). According to Ridgeway, these gender stereotypes are

Since time has begun women as a whole have struggled for equality in many different arenas. There have been laws passed that have made strides such as the 19th amendment giving women the right to vote. Although progress has been great, there are still many other aspects of inequality that can be tended to. One of these being the issues of advancement and underrepresentation of women in STEM-related career fields. These science, technology, engineering and math (STEM) careers have been mainly dominated by the male sex since the birth of them. Just as when someone speaks of say a construction worker the mind immediately associated a male with this role. This should not be the case for the many STEM careers let alone any other. The imaginary

One area where structural sexism exists and has an impact on women today is in education. Until recently, approximately the same number of male and females were graduating high school and earning college degrees. However, that trend has been gradually changing. More women are now enrolling into colleges and universities and many women have higher educations than that of their husbands. The structural sexism component does not stem so much from the levels of education between men and women, but more about what career fields and professions women are continuing to pursue. Men still far outnumber women in STEM (science, technology, engineering, and mathematics) professions. According to Understanding Social Problems, “reasons for the STEM gender

However, “Results showed that men in social sciences were evaluated more negatively than women in natural sciences,” (2010: 435). Chiefly, Sakalli-Ugurlu concludes that, while overall society regards those who pursue a gender-atypical education affirmatively, a man participating in a gender-atypical major is more unfavorably viewed compared to a woman attempting the same. This is a point that references the idea of the devaluation of the feminine which will be developed later in this contention. A more definite inquiry may be performed with the foremost concern being the presence of the existence of a gap in gender distribution across college majors now that the terminology and context of this analysis has been considered.

In an attempt to find out why there are very few women in the field of science, technology, engineering and mathematics, Corbett .H et.al (2010) discovers that it was all about the attitudes the girl child has against the said disciplines, lack of mentors and the stereotypes in the society that hinders her from being effectively represented in these fields. He echoes the research by Victoria Woolf and Susan

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