WOMEN UNDERREPRESENTATION: REMOVING THE GENDER

IMBALANCE IN MATHEMATICS EDUCATION FOR EQUAL

OPPORTUNITIES

BY

HAFSAT MUHAMMAD JIBRIL & B. U. BINJI

DEPARTMENT OF SCIENCE AND VOCATIONAL EDUCATION,

FACULTY OF EDUCATION AND EXTENSION SERVICES, USMANU
DANFODIYO UNIVERSITY, SOKOTO

BEING PAPER PRESENTED AT THE CONFERENCE ORGANISED

BY NIGERIAN WOMEN IN MATHEMATICS (N.W.M) ON 19TH TO 20H
JUNE, 2023 AT USMANU DANFODIYO UNIVERSITY, SOKOTO

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Abstract

This paper explore the current state of gender imbalance in mathematics education, it further
more identify the negative impact of gender imbalance in mathematics which extends beyond
just the field itself. When women are discouraged from pursuing careers in mathematics, they
are also excluded from the many opportunities and benefits that come with it, such as higher
salaries and greater job security, and also strategies that can be implemented to address this
issue were highlighted. The paper concluded that, addressing gender imbalance in
mathematics is crucial for development and progress in the field. By providing equal
opportunities and support for women and girls, we can create a more diverse and innovative
mathematical community.

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Introduction

Mathematics is a crucial field for development, with applications in fields ranging from

engineering to finance. However, there exists a gender imbalance in mathematics that needs

to be addressed (Wang & Degol, 2017). It is important to ensure that women and girls have

equal opportunities to pursue careers and education in mathematics, as this will lead to more

diverse perspectives and ideas in the field. Removing the gender imbalance in mathematics

and development is an important goal for promoting equality and harnessing the full potential

of all individuals (Brunila & Ylöstalo, 2015). While progress has been made, there is still

work to be done to create a more inclusive environment.

Accelerating gender equality generates large economic gains. No society can develop

sustainably without supporting opportunities, resources, and choices for men and women so

that they have equal power to shape their own lives and contribute to their families,

communities, and countries (World Bank, 2023). Mathematics education plays a crucial role

in fostering logical thinking, problem-solving skills, and critical reasoning abilities. However,

there exists a persistent gender gap in mathematics, with females traditionally

underrepresented in this field. Addressing and bridging this gap is essential for creating equal

opportunities and maximizing the potential of all students. In this paper, we will explore the

factors contributing to the gender gap in mathematics education and propose strategies to

promote gender equality in the field of mathematics.

Also, in this paper, we will explore the current state of gender imbalance in mathematics, its

impact on individuals and society, and strategies that can be implemented to address this

issue.

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Gender Inequality in Mathematics Education

Despite progress in recent years, there still exists a significant gender inequality in

mathematics. According to UNESCO, less than 30% of researchers in STEM fields are

women, and even fewer occupy leadership positions. In addition, women are

underrepresented in mathematics competitions and tend to score lower than men on

standardized tests (Wang & Degol, 2017).

Examples of this gender imbalance can be seen in universities and workplaces around the

world, where women are often discouraged from pursuing careers in mathematics due to

societal expectations and biases. This lack of representation in turn perpetuates the gender

imbalance, creating a vicious cycle. Other causes of gender imbalance includes;

1. Societal Stereotypes: Deep-rooted gender stereotypes often perpetuate the notion that

males are more innately skilled in mathematics. This bias can lead to differences in

expectations, self-perception, and opportunities for male and female students

(Guichot-Reina & De la Torre-Sierra, 2023)..

2. Stereotype Threat: The fear of confirming negative stereotypes can significantly

impact the performance and confidence of female students in mathematics. This

psychological phenomenon can hinder their progress and perpetuate the gender gap

(Guichot-Reina & De la Torre-Sierra, 2023).

3. Lack of Representation: The underrepresentation of female mathematicians in

textbooks, curriculum materials, and historical narratives may create a sense of

exclusion and limit female students' aspirations (Wang & Degol, 2017).

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Negative Effect of Gender Inequality in Mathematics

The negative impact of gender imbalance in mathematics extends beyond just the field itself.

When women are discouraged from pursuing careers in mathematics, they are also excluded

from the many opportunities and benefits that come with it, such as higher salaries and

greater job security (Sax, Lehman, Jacobs, Kanny, Lim, Monje-Paulson, & Zimmerman,

2017).

Furthermore, a lack of diversity in mathematics can lead to narrow perspectives and ideas,

limiting innovation and progress in the field. This can have far-reaching consequences for

society as a whole, as mathematics plays a crucial role in many areas of development, from

healthcare to technology (Wang & Degol, 2017).

Tackling the Gender Inequality in Mathematics

Fortunately, there are strategies and initiatives that can be implemented to tackle gender

imbalance in mathematics. One approach is to provide mentorship and support for women

and girls interested in pursuing careers in mathematics, such as through mentorship programs

or scholarships. Here are some strategies that can help address the gender imbalance in these

fields:

1. Encouraging early interest: Encourage young girls and boys to explore mathematics

and development from an early age (Huntsinger, Jose, & Luo, 2016). Provide access

to educational resources, toys, and activities that promote logical thinking, problem-

solving, and computational skills. Schools can also organize workshops, clubs, and

competitions to foster interest in these areas.

2. Challenging stereotypes: Challenge gender stereotypes and biases that discourage

girls from pursuing mathematics and development . Encourage girls to believe in their

abilities and provide positive role models of successful women in these fields.

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 Highlight the achievements of women mathematicians and developers to inspire and

motivate young girls (Guichot-Reina & De la Torre-Sierra, 2023).

3. Creating supportive learning environments: Foster inclusive and supportive learning

environments that promote gender equality. Ensure that classrooms, textbooks, and

teaching materials are free from gender biases. Teachers should encourage active

participation from all students and address any biases or discriminatory behaviour

(Guichot-Reina & De la Torre-Sierra, 2023).

4. Mentorship and networking: Establish mentorship programs where female

professionals in mathematics and development can provide guidance, support, and

encouragement to young girls and women. Networking opportunities can help create a

sense of belonging and provide access to resources and opportunities in these fields

(Broadley, 2015).

5. Addressing unconscious biases: Provide training and awareness programs for

educators, employers, and professionals to address unconscious biases that may affect

the recruitment, retention, and promotion of women in mathematics and development.

Awareness of these biases can help ensure fair and equitable practices.

6. Scholarships and funding opportunities: Provide scholarships and funding

opportunities specifically targeted at supporting women in mathematics and

development. Financial support can alleviate the financial barriers and encourage

more women to pursue careers in these fields (Wang & Degol, 2017).

7. Collaboration and partnerships: Encourage collaborations and partnerships between

educational institutions, government agencies, private organizations, and non-profit

groups to collectively address the gender imbalance in mathematics and development.

Sharing resources, expertise, and best practices can lead to more effective initiatives.

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 8. Research and data collection: Conduct research and collect data on the factors that

contribute to the gender imbalance in mathematics and development. This can help

identify specific challenges and develop evidence-based strategies for improvement.

In addition, it is important to challenge societal biases and expectations that discourage

women from pursuing careers in mathematics. This can be done through education and

awareness campaigns that highlight the benefits of diversity in the field and the importance of

equal opportunities for all.

By implementing these strategies, we can work towards creating a more inclusive and

balanced landscape in mathematics and development, ensuring that everyone, regardless of

gender, has equal opportunities to excel and contribute to these fields.

Role of Teachers

Teachers plays a critical role in addressing gender imbalance in mathematics. Teachers can

help create a more inclusive learning environment by providing resources and support for all

students, regardless of gender (Kuschel, Ettl, Díaz-García, & Alsos, 2020).

Curriculum developers can also play a role in promoting diversity and inclusivity in

mathematics. By highlighting the contributions of women mathematicians and incorporating

diverse perspectives into lessons, educators can help inspire more women and girls to pursue

careers in mathematics (Dewar & Greenwald, 2017).

Conclusion

In conclusion, addressing gender imbalance in mathematics is crucial for development and

progress in the field. By providing equal opportunities and support for women and girls, we

can create a more diverse and innovative mathematical community.

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It is up to all of us to challenge biases and promote inclusivity in mathematics education and

beyond. Together, we can work towards a future where everyone has the opportunity to

pursue their passions and contribute to the development of our world.

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