Gender gap in science education and careers

Gender Gap and Science

For quite a number of years researchers have delved deep into the gender equity in science, engineering and technology educational programs. These studies have utilized for interalia raise the consciousness of gender discrimination; convey regarding policy decisions; as also as a drive to tackle instances of gender discrimination. At the moment there is paucity at the national level of computer scientist, engineers and programmers and its effect has fallen badly on USA. The Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Development reports which indicate that in spite of the growth in science, mathematics, and technology jobs, the representation of women in both the jobs is less. The jobs which are marching the fastest are exactly the jobs in which the women do not find representation. This article will attempt to explore the causes revolving around the exclusion of women from science, math and technology educational programs and look towards suggesting remedies. (Bridging the Gap: Gender Equity in Science, Engineering and Technology)

2. Summary of the Article:

If you are among the majority who think that excelling in mathematics and science is the exclusive reserve of boys, think again. For Lucie Yueqi Guo and Xialin Li the two seniors studying at the North Carolina School of Science & Mathematics High School in Durham have shown the world that girls can steal a march over boys in science and mathematics. Small wonder then, they bagged the coveted $1, 00,000 as prize money in the team category of the 2004-05, Siemens Westinghouse Competition in Mathematics Science and Technology for a project researching the impact of DNA methylation on breast cancer. Their secret lay in the fact that the duo had a knack for science since childhood and they never thought that gender was a disadvantage for them. This sterling performance by the two young girls was reason enough to silence the critics amid the hullabaloo over the infamous speech by Harvard University President Lawrence H. Summers who made a debilitating remark regarding the cause of dearth of women in the sciences as the inborn differences among male and female brains which render it difficult for females to outshine in mathematics and science. (Girls to the Lab Bench)

But he immediately backtracked. Majority of the scientists are of the opinion that there is little evidence to corroborate the fact that construction of the brain of the sexes although different from a structural point-of-view has anything to do as regards accomplishment of specific mental tasks are concerned. Rex E. Jung neurologist at the University of New Mexico is also of the opinion that intelligence is the outcome of an interaction between biology and to also the surroundings. This is a serious concern as the United States is awfully trailing behind other countries as regards math and science is concerned both in case of boys as well as girls. Besides it has been revealed that 50% of the brilliant minds are not calling the shots when it comes to excel in science, mathematics and technology. The only way to ensure that is by dispelling certain wrong notions. (Girls to the Lab Bench)

Right through their early education and college, in both the sex's identical interest and aptitude are exhibited for science and math. Women bagged almost 50% of the science and engineering undergraduate degree awarded in the United States in 2000. Majority of these were in biology and chemistry and 20% of the undergraduate engineering degrees in the previous year. From this the message drives home that women have an inclination for sciences. But there is a yawning gap in the gender in the applied sciences. Sample this: according to the National Science Foundation industry hired just 994,400 women in science and engineering during the year 2000 as compared with 3.1 million men and the facts reveal that women lag behind men when getting masters degree and PhDs in the science. The worst scenario is faced by the Universities wherein in the teaching faculties; there is an adverse ratio of 10 to 1 male. (Girls to the Lab Bench)

Is there a remedy? The answer is an astounding yes in the form of a thorough guidance. In the opinion of Rensselaaaer Polytechnic Institute's President Shirley Ann Jackson, the youths require personal encouragement. It is a total team effort. They need the concerted efforts of teachers, peer groups and people who will be serving as role models. Guo and Li voice the same opinion and admit that mentors were crucial for their continued interest in sciences and they received ample guidance from the female scientists during their laboratory sessions receiving encouragements from their guides. In the pursuit of such role models the ideal scenario will be to hire increasing number of women and things will be in a jiffy if a bit of a media campaigning is done to promote science as increasingly more family-friendly. However, it is crucial to build an atmosphere which is not intimidating to women. Researches have revealed that science papers are evaluated more seriously in case it is understood that is has a women author. (Girls to the Lab Bench)

While it is very difficult to tide over these cultural biases, but strong guidance from Susan Hockfield the President of MIT is a step in the right direction. Another fact which is also becoming a cause for concern is that boys as well are deserting science like girls. The United States trails behind 13 other nations in the proportion of youths in the age of 24 having a mathematics or science degree. Maria Klawe, Dean of Princeton University argues that it is pertinent to undergo a cultural change, which recognizes that it is truly crucial to have a populace who excel in science and math. It would be in the interest of everybody if that matter received as much popularity as the Harvard University President Lawrence H. Summers's comments in the initial stages. (Girls to the Lab Bench)

3. Evaluation:-

Technologies must be accessible to every male and female student. But as their age dawns into adolescence, a sizeable number of them get devoid of interest on science, mathematics, and computer science. Girls are narrowing the gap in gender as regards science and math however in case of technology this is not happening. On the average the test score of girls and course enrolments have gone up in these spheres, leaving computer science. To deal with this pattern, the reason for the incongruity between males and females in computer use ought to be established. A lot of problems are required to be tackled. It is true that a gender gap remains among males and females in the use of technology. (an Educator's Guide to Gender Bias Issues) Perhaps not anything is more basic in case of 'Council on Gender Parity' than a core faith that every student possesses a right to an education, which is free of gender bias. Research has shown that investing in education and training make the efficiency of the worker to go up more than enhancing the workers working on an hourly basis. Investing in an educational system is an investment in our employees. (an Educator's Guide to Gender Bias Issues)

Therefore, making sure that every children and adults get identical scope in science and math, and technology preparatory programs assist in guaranteeing that we possess a proficient employee strength which will go on fulfilling our ever increasing labor force demands. But as research goes on recording, a lot of students face discrimination based on gender in our educational system. These discriminations are experienced right through the educational system, but get snowballed with science, math and technology preparatory programs at every level. On the average it is found that the representation of girls in the preparatory programs is low in case of science, math and technology at every educational stages right from the elementary schools to post-graduate departments. It is observed that when the girls are inducted in such programs, they are sometimes encourages for low skill proficiencies like words processing or data entry job, and not computer programming or systems analysis or design. This coursework disparity is an important forecaster of preferences in professions in future. The differences in gender in science, math and technology course are most striking at the post-baccalaureate stage. In case of the greater part we are not readying the girls to join positions involving science, math and technology skills which are higher than the clerical level.

The hard work therefore to tackle the greater number of vacant jobs in the United States, must start by dealing with the disparities inherent in our educational system in an attempt to transform them. 90% of the job positions will need flexible analytical proficiencies that have strong foundation in science, math and technological studies. It is crucial that every child obtain the skills taught in science, math and technology educational programs so that they are sufficiently ready to join our workforce. But the alarming point is that girls are not encouraged to study science, math and technology courses from an early age. 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)