The Importance Of Gender Disparity In Science

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

Throughout Gender and Race in the Physical Sciences, I have been struck by how rarely in STEM we shed a light on the women of color that already exist and thrive in the sciences. Often, when we discuss diversity in the sciences, we only discuss it in the frame of a problem. More specifically, we tend to focus on the problem of there not being enough of these women in the field. As a result of the lack of attention paid to pioneering women in STEM, many young people of all backgrounds are inclined to believe that there are no women of color doing great things in the field- that there are no role models. With this paper, and an on-campus event to be held in the spring, I hope to challenge people’s assumptions about what a scientist looks like, and inspire people through a discussion of innovative women of color.

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 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.

Science is the truth. It is unwavering and absolute. As a result, it is objective and free of imperfection. As such, Steven Weinburg, a theoretical physicist, once stated, "The laws of nature are as impersonal and free of human values as the rules of arithmetic. We didn 't want it to come out that way, but it did." Weinburg explains that science, like arithmetic is ultimately an objective discourse—free from subjectivity and emotion. However, in Evelyn Fox Keller’s novel Reflections on Gender on Science, she argues against science as being an objectivist ideology. She asserts that science does not encompass the complete truth, but is rather a perverted, masculine discourse. Keller critiques Weinburg’s assertions as faulty, where she argues

Boy or girl? A question that is asked when soon-to-be parents find out they are having a baby or even in the mind of a child that was born androgynous. There are many ways and techniques to determine the gender of a person. Sometimes, although the anatomy of the person is male/female, the person feels that they should not be that gender. Science can help us determine gender in ways that people would never think possible. The article "How Science Is Helping us Understand Gender" by Robin Marantz Henig focuses on the confusion and the difficulty of people not knowing their own gender and the pain that surrounding people can afflict onto them because they are different or choose to be a gender they were not born to be.

Being a woman in the sciences has already proven to be a struggle in some aspects. For instance, guys often double check my work or do not take me seriously because “girls don’t do science”. It makes it hard to feel confident in what I do and its sad that men often get all the credit. Shetterly’s story reiterated to me even more how men are those recognized, and even though the events of Hidden Figures were many decades ago, the same phenomenon persists

Today’s college students have the opportunity and freedom to choose their major and their career path. Many factors influence the decision of a college student’s career paths including background, general interests, personal strengths, time commitment, and job outlook. Although many important decisions are made in college, one of the most important is the choice of major and career track. Out of hundreds of majors the science and engineering fields are under-represented by women. Although the numbers of women in science technology, engineering, and mathematics, STEM, majors has been increasing in the past years, women still are in the minority in the STEM fields. In her study, Lona Whitmarsh

Education is a huge factor affecting women's job placement. From a young age, gender role expectations are taught to students through books, televisions, advertisements, and adult social interactions (Etaugh & Liss 129-130). These gender role expectations are extremely institutionalized but currently, women have made strides to have a greater representation at the college level. The percentage of women (68%) between the ages of 18 to 24 enrolled in college, exceeds that of men, which is 66% since 1990 (Parrillo 441). Even amongst minority groups, women have a larger presence on college campuses. Even though women are not the minority in college, they are still minorities in the science majors and overrepresented in majors required for more

In STEM fields today there are only 24% women, even though this is the highest paying area. One must then ask themselves, is it acceptable to have female-focused scholarships and conferences for women in STEM? Making up for the lack of female participation in the STEM field through conferences and scholarships is important because of the wage gaps, lack of female role models, and lack representation of over half the world’s population.

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,

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.

Over the past 50 years, women in the United States have made great strides in education an entry into the work force in this country. However, despite these advances, women continue to be underrepresented in the fields of science, technology, engineering, and math, collectively referred to as “STEM.” Women’s representation is low at all levels of the STEM career “pipeline,” from interest and intent to majoring in a STEM field in college and to having a career in a STEM field in adulthood. Studies show that girls lose interest in math and science during middle school, and STEM interest for girls is low, compared to boys. Most research on this topic has focused on representation of girls and women in these fields, primarily on the obstacles preventing more girls and women from entering them. It is time now to shift the focus toward understanding and developing solutions for “what works” for girls who show interest and engage in the fields of STEM.

Parents also have a vital role in influencing the career path their children choose. Children look to their parents as role models and for approval, and parents attitudes and actions will influence their children. They also take into account what job their mother has as compared to their father. In many cases, children start to associate gender with particular jobs when they are very young due to their family life(Stitt, 1988). Stereotypes, like those, are brought forth to girls everyday, ranging from the traditional female jobs to males being more intelligent than females. One example is the fact that there aren’t as many women as men in jobs such as scientists and doctors. Girls often don’t question this idea because it is reinforced by so many people. These stereotypes sometimes get adopted by girls because of this constant reinforcement. Parents have the opportunity either to invalidate these stereotypes or confirm them by their actions and words. They must reassure their children that girls can participate in anything they want, including math and science activities or courses.