Angeline Del Rosario

12- STEM

"Why are girls in France flunking math and how can the equation be changed?"

The article that was issued by RFI, an international news and current affairs

public radio station, originated in French, that broadcasts worldwide for its broad

availability of languages including for some international countries such as Africa,

United States of America, etc. is called "Why are girls in France flunking math and how

can the equation be changed?" tackles about a thought-provoking issue that explores the

underperformance of girls in France in mathematics and the challenges they face in

pursuing careers in fields like mathematics and physics. France, is undeniably has a

strong force of emphasis and eliteness when it comes to mathematics, and it is supported

by their evidence, that shows their success in producing a legacy in Mathematics, but it is

a matter of emphasis to note that there is a significant gender disparity. For instance, all

13 Fields Medals won by French mathematicians have been men (as stated by the article).

The article then states that in this issue that was being discussed about, it seems like

Women make up a small percentage of computer scientists and mathematicians in

France, with fewer girls opting to study mathematics in their last year of high school

pcompared to boys. That lead to the main discourse of this article that it is trying to

discuss about; Why women in France are being subjected to gender-stereotyping on the

Field of Mathematics. It is important to note that in this article, the writer focuses on the

potential marked perspective of those women in question on this issue. Making its

objective to explain and explore how and why women are being subjected to this

disparity of a gender-based proclaimed issue that is happening on France.

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 The article stated that the root cause of this underrepresentation is attributed to deep-

rooted gender stereotyping rather than innate ability. Showcasing that France’s take on

this matter really attributes to this article’s point of reference that deep-rooted gender

stereotyping are a matter for this community in the field of Mathematics. From a young

age, girls are often told that mathematics and science are not for them, leading to a belief

that they cannot excel in these subjects. Gender stereotypes permeate early education,

where girls begin to lag behind boys in mathematics performance. Moreover, societal

perceptions of success differ for boys and girls, with boys' achievements often attributed

to innate intelligence while girls' achievements are seen as a result of hard work.

The article highlights the importance of challenging these stereotypes and creating an

inclusive environment for girls to pursue mathematics and science. This article is a strong

force of a knowledge to those individuals that are in question from this prevalent issue.

Although, the article has not been evidenced by Men’s take on this one, and only focuses

on the wrath of this unwanted issue that surrounds this, It is clear that their article

emphasizes and signifies the perspective and the entirety of all those French Women in

question. Initiatives such as single-sex workshops and awareness campaigns aim to

address gender bias in education and promote equal opportunities for girls. Role models,

like the protagonist in the film "Marguerite's Theorem," and workshops organized by

groups like Women and Maths, play a crucial role in inspiring girls to pursue careers in

mathematics.

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 To address the gender disparity in mathematics and science, the article suggests the need

for systemic changes, especially for the education, highlighting the inclusivity of

addressing sexism and sexual violence in educational institutions and providing equal

opportunities for all students. It emphasizes the importance of inclusive education

policies that focus on engaging students across the board, rather than solely nurturing

exceptional talents. While the article advocates for systemic changes in education policy,

it could provide more specific recommendations for policymakers and educational

institutions. Concrete policy proposals, funding initiatives, and curriculum reforms

tailored to address gender bias in mathematics could enhance the article's practical

relevance and impact. Other than that, this article has its strong characteristics by

being able to incorporate insights from mathematicians, sociologists, and educators, the

article provides a well-rounded perspective on the issue. The viewpoints of individuals

like Colette Guillopé and Clémence Perronnet offer valuable insights into the cultural and

educational barriers faced by girls in France. In addition to diagnosing the problem, the

article proposes actionable solutions to promote gender equity in mathematics education.

Initiatives such as single-sex workshops, awareness campaigns, and the promotion of role

models are presented as potential avenues for fostering girls' interest and confidence in

mathematics.

In conclusion, "Why are girls in France flunking maths and how can the equation be

changed?" is a thought-provoking article that sheds light on an important issue in

education and society. Its thorough analysis, evidence-based approach, and solutions-

oriented outlook contribute to a nuanced understanding of gender disparity in

mathematics education. By addressing intersectional factors, providing actionable policy

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 recommendations, and adopting a global perspective, the article has the potential to

inspire meaningful change and promote gender equity in mathematics education not only

in France but also worldwide.

References:

https://www.rfi.fr/en/france/20240218-why-are-girls-in-france-flunking-maths-and-how-
can-the-equation-be-changed?
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