Gender Bias
EDU 5000
Gender Bias in the STEM Fields
March 7, 2012
In a society that is heavily reliant on jobs related to math, science and technology, it is essential that women have the knowledge and background to compete in the global economy. An early foundation in these subject areas is vital, but why do girls avoid them at a young age? This paper will examine the gender gap in the STEM fields: Science, Technology, Engineering, and Math and the implications that society, parents, and education may have on the student’s success in these areas, as well as programs being implemented to persuade girls to become involved in these fields.
A large amount of early research has been conducted on the biological differences between males and females; however, focus has shifted to environmental and social factors that may influence the gender gap in STEM subjects. The Eccles et al. Value Model, developed in 1983, considers motivational factors related to decisions regarding educational and career choices. Some of these factors include self perceptions, social variables and environmental factors (Jacobs 2005, AAUW 2005). American culture and society may influence how students view themselves, inherently contributing to the gender gap found in the STEM areas. According to the American Association of University Women (AAUW), many studies have confirmed the negative impact that stereotypes have on students (Hill, C. et al. 2010).
Gender differences within math and science develop early in adolescence (Bleeker & Jacobs, 2004). There are many stereotypes and social stigmas that contribute to the reasons that boys may perform better in STEM fields than girls. One common stereotype suggests that boys are better at science and math, while girls excel in literature and the arts. The cultural stereotype may encourage girls to believe that math and science are not intended for them and in turn affect activities and career aspirations (Cvencek et al.,
Gender Bias in the STEM Fields
March 7, 2012
In a society that is heavily reliant on jobs related to math, science and technology, it is essential that women have the knowledge and background to compete in the global economy. An early foundation in these subject areas is vital, but why do girls avoid them at a young age? This paper will examine the gender gap in the STEM fields: Science, Technology, Engineering, and Math and the implications that society, parents, and education may have on the student’s success in these areas, as well as programs being implemented to persuade girls to become involved in these fields.
A large amount of early research has been conducted on the biological differences between males and females; however, focus has shifted to environmental and social factors that may influence the gender gap in STEM subjects. The Eccles et al. Value Model, developed in 1983, considers motivational factors related to decisions regarding educational and career choices. Some of these factors include self perceptions, social variables and environmental factors (Jacobs 2005, AAUW 2005). American culture and society may influence how students view themselves, inherently contributing to the gender gap found in the STEM areas. According to the American Association of University Women (AAUW), many studies have confirmed the negative impact that stereotypes have on students (Hill, C. et al. 2010).
Gender differences within math and science develop early in adolescence (Bleeker & Jacobs, 2004). There are many stereotypes and social stigmas that contribute to the reasons that boys may perform better in STEM fields than girls. One common stereotype suggests that boys are better at science and math, while girls excel in literature and the arts. The cultural stereotype may encourage girls to believe that math and science are not intended for them and in turn affect activities and career aspirations (Cvencek et al.,