why so few? women in science, technology, engineering, and mathematics
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Why So Few? Women in Science, Technology, Engineering, and Mathematics. Why So Few?. High School Credits Earned in Mathematics and Science, by Gender, 1990–2005. Grade Point Average in High School Mathematics and Science (Combined), by Gender, 1990–2005. - PowerPoint PPT PresentationTRANSCRIPT
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Why So Few?
Women in Science,
Technology,
Engineering, and
Mathematics
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Why So Few?High School Credits Earned in Mathematicsand Science, by Gender, 1990–2005
Grade Point Average in High School Mathematics and Science (Combined), by Gender, 1990–2005
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Women are underrepresented in many science and engineering occupations.
Percentage of Employed STEM Professionals Who Are Women, Selected Professions, 2008
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STEM achievement
varies
by income level
and race/ethnicity
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2009 SAT Math mean scores by family income
Source: College Board
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2009 SAT Reading, Math, and Writingmean scores by family income
Source: College Board
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Why So Few?
presents evidence
that social and
environmental factors
contribute to the
underrepresentation of
women and girls in STEM.
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Finding 1
Beliefs about Intelligence
Believing in the potential for intellectual
growth, in and of itself, improves
outcomes.
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In math and science, a growth mindset benefits girls.
Fixed Mindset Growth MindsetIntelligence is static. Intelligence can be
developed.
Leads to a desire to look smart and therefore a tendency to
Leads to a desire to learn and therefore a tendency to
• avoid challenges • embrace challenges
• give up easily due to obstacles
• persist despite obstacles
• see effort as fruitless • see effort as path to mastery
• ignore useful feedback
• learn from criticism
• be threatened by others’ success
• be inspired by others’ success
• Teach children that intellectual skills can be acquired.
• Praise children for effort.
• Gifted and talented programs should send the message that they value growth and learning.
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Finding 2
Stereotypes
Negative stereotypes
about girls’ math abilities
can adversely affect girls’ performance in math
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• Expose girls to successful female role models in math and science.
• Teach students about stereotype threat.
Source: Spencer, S. J., Steele, C. M., & Quinn, D. M., 1999, "Stereotype threat and women's math performance," Journal of Experimental Social Psychology, 35(1), p. 13.
Performance on a Challenging Math Test, by Stereotype Threat Condition and Gender
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Finding 3
Self-Assessment
Girls are “harder on themselves”
when assessing their abilities
in “male” fields like science and math.
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Does this rectangle have more black or more white?
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Gender differences in self-assessment
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• Set clear performance standards• Help girls recognize their career-relevant skills
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Finding 4
Spatial Skills
Spatial skills are not innate
and can be improved with training.
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Spatial skills are not innate and can be improved with training.
Encourage girls to play with building toys and to draw to develop their
spatial skills.
This is a sample question on mental rotation.
Do you know the right answer?
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Finding 5
Implicit Bias
In a test of implicit bias,
most people associate
science and math fields
with “male”
and humanities and arts fields
with “female”.
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Our unconscious beliefs may be more
powerful than our explicitly held beliefs
simply because we are not aware of them.
• Take a test to learn about your unconscious bias at https://implicit.harvard.edu.
• Take steps to address your biases.
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Finding 6
Bias against Women
in Non-traditional Fields
Women in “male” jobs are viewed as less competent than their male peers.
When women are clearly competent, they are often considered less “likable.”
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Raise awareness about bias against women in STEM fields.
Create clear criteria for success.
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