Gender Gaps 1

Issue Investigation

Starr Levy

Post University
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Gender Gap in STEM Subjects

One of the objectives of this course is to discuss the impacts of race, ethnicity, gender, and

socio-economic class on educational achievement and outcomes. Gender inequality can take many

forms and can be unintentional or unconscious. The perceived disparities of gender allow people

different opportunities. According to Susan Goldberg, addressing students as “girls and boys”

reinforces the idea that there are two distinct types of people in the classroom and that they should

act and be treated differently (Goldberg). Schools often treat boys and girls as if they are a part of

two different species, where male and female students are often treated differently based on gender.

For example, some teachers use homogenous grouping as a form of classroom partner work, while

others may even play games putting girls against boys. As a result, there are stereotypes created,

that often pushes gender equality in education. To tackle the challenge of gender inequality, tutors

need to break down stereotypes and promote the educational opportunities for all learners. In this

regard, this paper analyzes the effects of gender inequality in STEM education, due to stereotypes.

Gender gaps related to education and careers have always been a controversial topic. Men

are often expected to take science courses and work in technical fields while women are associated

with less methodical courses and areas of work. Researchers have observed gender differences

based on cognitive and motivational factors. Although it has been established that girls earn higher

scores in math than boys, the latter outscore the former in high-stakes standardized assessments.

As a result, this places discrimination and prejudice against women in math-intensive fields.

According to Elfman, institutions need to create more identity safe context where all students feel

a sense of belonging to attract more women and people of color in STEM education. Hence, more

women are likely to take on STEM careers opportunities if educators promote and encourage them

to do so.
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Women have tremendously progressed in education over the last half a century. However,

despite women making up half the population in the country, they only hold one-quarter of the

career opportunities in STEM fields. The gender disparity on this issue starts at a young age and

worsens as an individual grows older. Socialization and early experience lead girls to lose

confidence in their science and math skills. Even though no actual difference exists, girls as young

as six years believe that boys are better than them in these subjects. For instance, if children are

asked to draw a doctor, they are likely to sketch a male figure. Loss of confidence and poor

perception that results from gender disparity has detrimentally impacted the performance of

women in STEM education. In this regard, it is imperative that the ministry of education intervenes

to fill the existing gap and promote the interest of women in STEM education from a young age.

Interesting statistics exist on this matter. Since 2003, the number of STEM-related fields

has only increased. At that time, it was predicted that approximately 70% of future jobs would be

associated with STEM (Ullman, 2010). Wang and Billington (6) addressed points that showed how

women are underrepresented in science, technology, engineering and mathematics, whereas they

mentioned stats from the U.S. Department of education that stated that at the undergraduate

women were awarded 59 % of degrees in the biological/biomedical sciences but in math-intensive

fields made up only 43 % of degrees in mathematics and statistics, 18 % of degrees in computer

and information sciences, 19 % of degrees in engineering, and 38 % of degrees in the physical and

technological sciences and at the graduate level only 29, 19, 23, and 34 % of doctorates in

mathematics and statistics, computer and information sciences, engineering, and physical and

technological sciences (Ullman 2). Hence, the growing opportunities offered to women can assist

bridge the gender gap in STEM education.

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With the stereotypes and barriers to entry to STEM fields, female students do not feel that

the paths are valid career options. However, with the intervention of educators, these students can

appreciate the prospects of STEM education. Wang and Billington stated that to successfully turn

the tide and better prepare economically disadvantaged minority girls to engage in STEM courses,

we need long-term intervention that is supported by schools, families, and other entities” (Wang

and Billington 6). While women make up 47 percent of the US workforce, they represent only 26

percent of people who work in STEM fields. Organizations such as Girls who Code, Scientista,

Goals for Girls, and Black girls code support girls moving forward within the STEM fields. Hence,

the backing from such organizations is vital in promoting the participation of women in STEM

courses.

Teachers play a huge role in either supporting or discouraging girls from fully engaging

and excelling in STEM education. Some scholars suggest that teachers pass their anxieties about

science and math to learners. This is a primary concern, especially at a young age, when learners

are less prepared in specific subject areas. With this respect, enhanced teacher training is perceived

as an essential intervention in solving this problem. Building girls' motivation and capabilities at

STEM subjects should be incorporated into teacher education (Jones 61). The training may include

personalizing instructions or providing special assistance to students if necessary. Educators can

assist learners to move away from the view that science involves memorizing formulas and facts.

Instead, they should encourage students to understand the importance of experiments and the

results expected. Hence, enhancing interest in STEM subjects improves leaning outcomes

regardless of an individual’s gender.

Connecting students with role models as they journey through education is a significant

step that could help bridge the gender-related gap in STEM education. Many girls lack interest in
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science as they perceive it as a male-dominated field. Probably, these individuals do not know a

lot of women who have established successful careers in STEM fields. In this regard, girls should

know more about successful female scientists. This way, the students can learn from someone

who can expand their knowledge in the field by discussing its opportunities. Further, the

interaction can promote the interest of girls as the female professionals will share their experience

directly. Schools should recruit or invite these role models from different career fields related to

STEM. Therefore, connections with role models could be an effective intervention in addressing

this issue.

Enhancing STEM enrichment opportunities and career visibility is an essential approach

in enriching students’ interest and skills outside the classroom and beyond mandated curriculum.

For instance, science museums, libraries, science fairs, and the Internet are platforms that offer

students the opportunity to learn about STEM-related topics that interest them. Besides,

establishing STEM-oriented clubs in both schools and the community can enhance visibility and

interests in the topic. This way, students can be motivated to take up STEM education regardless

of their gender.

In conclusion, to protect people from biases arising from different backgrounds and gender

stereotypes in STEM education, educators should continuously push scholars to pursue careers in

this field. “Stereotypic education materials and gender-biased teaching are important factors to

consider when addressing gender stereotypes in science education” (Kerkhoven et al.). Doing this

would influence scholars at a young age and may push them to choose careers based on their

desires and abilities rather than stereotypes.

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References
an
Elfman, Lois. “Psychologists Find Answers to Issues in STEM.” Diverse Issues in Higher

Education, 16 June 2015, diverseeducation.com/article/73811/ Accessed 10 June 2018.

Goldberg, Susan. “Gender in the Classroom.” Today’s Parent, 23 Aug. 2016,

www.todaysparent.com/kids/school-age/gender-in-the-classroom/ Accessed 10 June

2018.

Jones, Jenny. "Closing the Gender Gap." Civil Engineering Magazine Archive, vol. 80, no. 7,

2010, pp. 60-63.

Kerkhoven, Anne H., Pedro Russo, Anne M. Land-Zandstra, Aayush Saxena, and Frans J.

Rodenburg. “Gender Stereotypes in Science Education Resources: A Visual Content

Analysis.” PLOS, 16 Nov. 2016, www.ncbi.nlm.nih.gov/pmc/articles/PMC5112807/

Accessed 10 June 2018.

Ullman, Ellen. "Closing the STEM Gender Gap." Education Update, vol. 52, no. 3, 2010, pp.1-4.

Wang, Hui-Hui, and Barbara L. Billington. "Economically Disadvantaged Minority Girls'

Knowledge and Perceptions of Science and Engineering and Related Careers." Journal of

Extension, vol. 54, no. 6, 2016, pp. 6.