Gender Gap and Science for Term Paper

Download this Term Paper in word format (.doc)

Note: Sample below may appear distorted but all corresponding word document files contain proper formatting

Excerpt from Term Paper:

Research professionals find two principal groups of gender barriers that confront women in the science and technology classroom: disabling stereotypes regarding gender suitable behavior, and explicit and implicit gender partialities inside the classroom. In every category of gender barriers are present several practices that cumulatively dishearten women from joining these nontraditional spheres. (an Educator's Guide to Gender Bias Issues)

Research professionals indicate that children possess an internal belief system regarding "suitable" careers in their favor to join at the youngest age's right from kindergarten. Thereafter they hold with them these belief systems all through their educational careers and also into their adult job phases. Every year these beliefs become more deep-seated. Thus it is crucial that these disparities within the current educational systems be looked at and removed so that every child is readied to fill our growing job demands. While during the pre-college stages disabling stereotypes which disqualify the wishes of girls for future careers in science, math, and technology comprise the following:

i) a consideration that there is biological basis to gender performance in science, math and technology. (ii) Associating computers, technology and science with masculinity and male domains (iii) a competitive, but not cooperative learning atmosphere which renders it hard for girls to resolve their wishes to do better for the society with a future career in science, math and technology. (v) Gender stereotyped manufacturing and promotion of computer games and educational software. Likewise it is also found that gender biases are present at the kindergarten right through high school level which is the cause for the desire for girls to shun away from science, math and technology courses and careers. These biases are identified as (i) the parents, teachers and mentors are not coming forward in order to encourage girls to take up science, math and technology classes and careers. (ii) Teachers are not equipped to teach science and technology. (Bridging the Gap: Gender Equity in Science, Engineering and Technology)

It is pertinent to consider that these two categories of inequality are not mutually exclusive. On the other hand, it is just the reverse. They are present inside our classrooms. This reproduces and reinforces their presence within the educational system. For instance, traditional beliefs that girls do not prefer math result in gender-biased behaviors wherein the math teachers might ask male students more compared to female students in class. There happen to be a belief deep rooted which is so pervasive that studies have displayed that during the period children join third grade they have an erroneous belief that girls are unable to perform math. Such false beliefs have source in 'scientific' studies and the popular media. Even the widely popular Newsweek came out with reports that math ability was biologically destined.

Independent researches have found out that studies claiming gender differences in math through the use of Scholastic Aptitude Tests - SAT have a lot of flaws. She held an argument that these studies consider that just because girls and boys are reading in the same math classes, it cannot be held that both of them had identical experiences in those classes. The National Research Council of the United States, showing proof from quite a number if studies, revealed that no difference exist in the performance of male and female students who took identical advantage of similar opportunities to read mathematics. Beliefs that the performance of girls are not well in math, take away the self-confidence of the girls in these disciplines. (Bridging the Gap: Gender Equity in Science, Engineering and Technology)


The expectations of the teachers can have a direct impact on student's class work and scholastic performance. Children meet the hopes of teachers. Teachers do not only impart academic syllabus, they also serve as sources of guidance, role modeling and mentoring. But from the initial stages, teachers frequently anticipate varied behaviors from their students, based singly on gender assumptions. The American Association of University Women - AAUW found that 71% of male teachers believe that their male students show more interest in the functioning of computer technology, whereas just 1% of male teachers consider that their female students are more interested. More than a third male teachers went on to believe that their male students were more interested in the applied uses and experiences with computers more than their female students would enjoy such activities. Female teachers had more chances to state that sex was not a factor to influence student's interest in science, math and technology. 60% of the female teachers discovered that boys and girls equally in their uses of technology. (Bridging the Gap: Gender Equity in Science, Engineering and Technology)


An Educator's Guide to Gender Bias Issues. Retrieved at Accessed on 11 February, 2005

Gatta, Mary; Trigg, Mary. Bridging the Gap: Gender Equity in Science, Engineering and Technology. Rutgers University. 2001.

Retrieved at Accessed on 11 February, 2005

Girls to…[continue]

Cite This Term Paper:

"Gender Gap And Science For" (2005, February 13) Retrieved November 29, 2016, from

"Gender Gap And Science For" 13 February 2005. Web.29 November. 2016. <>

"Gender Gap And Science For", 13 February 2005, Accessed.29 November. 2016,

Other Documents Pertaining To This Topic

  • Public Administration Gender Gap Wages

    Counter Attendants- Counter Attendants are people who work in cafeteria, coffee shops or food concessions and serve food to their clientele. The job is quite exhausting particularly for women as they need to stand long hours at the counter in shops or cafeteria. They get paid typically on an hourly basis of about sixteen thousand. Farm Laborers - Farm Laborers are also thought to be worst paid in spite of the

  • Gender Differences in Middle School

    Such measures include providing positive examples of students and professionals who have garnered significant achievements in math, allowing students who may feel symptoms of stereotype threat to express their talent in other areas outside of math (by incorporating those areas into lessons and classroom engagement), and by downplaying differences in groups via the reframing of tasks to decrease levels of competitiveness amongst students (Singletary et al., 2009, p. 2)

  • Gender Bias in the U S Court System

    Gender Bias in the U.S. Court System Statistics regarding male and female criminality Types of cases involving women and men Sentencing guidelines for judges imposed to diminish disparities Feminists say women should get less jail time Number of women vs. men arrested Women committing misdemeanors get little or no jail time Death penalty cases 10% of murder cases are perpetrated by women Leniency of juries on women defendants Easier for women to be treated leniently by juries Sex crimes involving men

  • Gender Differences in Special Education

    Behavior and Bias in Access Two-thirds of all students receiving special education in the United States are boys and gender-based behavioral differences and gender bias are behind it (Rousso, 2003). Girls need to show more significant levels of disability than boys to receive service. When they do, they are assigned to more restrictive educational environments than boys. All available data show that women and girls with disabilities do not do as

  • Gender Based Education for Many Decades

    Juvonen et al., (2004) explains that a teachers in depth understanding of mathematics in particular is extremely important in middle school. The authors also point out that learning more difficult math in the eighth grade such as math is imports because 8th grade students who take algebra are more likely to apply to college than those that don't (Atanda, 1999). In addition the authors insists that when middle school

  • Gender Bias Until Relatively Recently

    Research shows that females and males start school on a level playing field or with girls outperforming boys on most measures (Chapman 2010). Yet by the time of middle and high school, females have already begun to ghettoize themselves. The ghettoization of females is tacitly supported by educators. Attempts to reach out to female students has been criticized harshly as an attempt to "feminize" education and take something away

  • Gender in Sports in the

    Ironically, as we have seen, we live in a capitalistic society. A sometimes unwilling engine of this equity has been revenue generating sports. What will be absolutely necessary will be the demand of female consumers who will vote with their wallets in favor of equity. However, they will only do so if they are properly educated. The portrayal of women as equal partners of women in society appears to

Read Full Term Paper
Copyright 2016 . All Rights Reserved