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Despite the ubiquity of harmful math attitudes that disadvantage girls, girls are now performing just as well as boys in math in the U.S.

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Abstract

Despite the ubiquity of harmful math attitudes that disadvantage girls, girls are now performing just as well as boys in math in the U.S. (Hyde et al. ; Hyde et al. ). At the same time, stark gender disparities remain in who chooses to pursue math-related careers (National Science Foundation ). Why have gender disparities persisted in some math-related domains but not others? I suggest that considering the extent to which math-related domains are stereotyped as masculine can help explain why women do not seek out math-related careers, even as they perform just as well in math. Changing current stereotypes of math-related careers to make them less incongruent with the female gender role may help to recruit more women into these careers.

Keywords

Gender disparities Stereotypes Underrepresentation Gender roles Education

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References

1. Congressional Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Development (2000). The land of plenty: Diversity as America's competitive edge in science, engineering and technology. Retrieved from http://www.nsf.gov/od/cawmset .

2. Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2011). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, this issue. doi: 10.1007/s11199-011-9996-2 .

3. Jones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science Education, 84, 180-192. doi:10.1002/(SICI)1098-237X(200003)84:2<180::AID-SCE3>3.0.CO;2-X.

4. Misa, T. J. (2010). Gender codes: Why women are leaving computing. Hoboken: Wiley.

5. The Council of Economic Advisers. (2000). Opportunities and gender pay equity in new economy occupations. Retrieved from http://clinton3.nara.gov/WH/EOP/CEA/html/whitepapers.html .

© Springer Science+Business Media, LLC 2011

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Understanding the Paradox in Math-Related Fields: Why Do Some Gender Gaps Remain While Others Do Not?

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Despite the ubiquity of harmful math attitudes that disadvantage girls, girls are now performing just as well as boys in math in the U.S. (Hyde et al. ; Hyde et al. ). At the same time, stark gender disparities remain in who chooses to pursue math-related careers (National Science Foundation ).

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ERIC - Women's Leadership in Science, Technology, Engineering and Mathematics: Barriers to Participation, Forum on Public Policy Online, 2011

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Despite gains overall, women are still under-represented in leadership positions in science, technology, engineering, and mathematics (STEM) fields. Data in the US suggest around one-quarter of deans and department heads are women; in science this drops to nearly 1 in 20.

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ERIC - The Underrepresentation of African American Female Students in STEM Fields: Implications for Classroom Teachers, Online Submission, 2012

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African American women are underrepresented in STEM (science, technology, engineering and math) fields (Catsambis, 1994). The socialization and "under-education" of African American female students engenders ideas of inferiority, while the presence of an inferior race, sex and class, in one body, may produce an ideology of mediocrity.

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Female are still facing lack of role models, unconscious biases, and unwelcoming climates.

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Long term discrimination to female in society,
In addition to race, class discrimination,
Some female have a sense of inferiority and a mediocre ideology.

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Gender gap does exist in the field of Science,and its have some hindrance.