Gender stereotypes denote a difference in how men and women act,
what is considered suitable for each and depicts how they should be
(Schmader, Johns, & Barquissau, 2004). For instance, women in society are
led to believe that males are paired with performing well on math and
science tasks, and women with English and the arts. Although girls and
women are closing the gender gap with boys and men in many areas of
achievement and interest, research has found that women are still being
affected by this gender stereotype. There is also significant research that
provides factors that could potentially prevent the gender stereotype
threat of women.
According to Davies, Spencer, Quinn, & Gerhardstein (2002), females
and males are similar in their mathematics and science ability; it is the
stereotype threat that can have detrimental effects on women’s academic
performance and achievement-related choices. The same stereotype threat
can hinder the female from performing to her potential on standardized
tests which can determine college and major acceptance and can also
persuade the women to stay away from pursuing majors and careers in the
science and math domains.
Research has also indicated that female’s test performances in the
fields of math and science have been significantly lower than males’
performance, hindering women from entering or pursuing a major or career
in the math and science field. When entering school, girls start out with
higher scores on standardized achievement tests, but in middle school, the
scores decrease (Sadker, 1994). Predominantly, research has been
performed in the field of math, but the science and math fields are equally
lacking women involvement. Articles on gender stereotype threat indicate
that factors such as indicating gender on a test, the gender of the
experimenter (test-giver), presence of a role model, and gender of the role
model have all influenced the results of women’s performance on math tests
when compared to men’s. Standardized math tests have been a favorite in
many studies as components can be manipulated in a testing environment and
results of the test can easily be analyzed and compared.
While research has been done with older students, there is also
information stating that this begins prior to the age of college and high
school and begins in elementary and middle school. Even looking past the
standardized scores and enrollment figures, situational and social patterns
are evident that support the idea that science and math, and academia in
general are aimed at and preferred by the male students. Research taken
from classroom observations in the public schools reveals that boys receive
more “praise, cues, criticism, encouragement, and eye contact than do their
female classmates” (Funk, 2002). In the younger grades, it is shown that
teachers call on male students more and they are drawn to male-dominated
sections of the classroom (Thorne, 1992). When this lack of interaction
with female students occurs in the elementary grades, by the time the girls
reach high school, they can attribute failure to their inability, especially in
the math and sciences (Barba & Cardinale, (1991). In addition to the
attention, males also get more academic concentration such as more types of
questions and probing, and also more feedback on their performance (Ricks &
Pyke, 1973). This is a huge disappointment and shame because any type of
“interaction between the student and the teacher is key to the learning
process” and if teachers are not providing this equally, then the female
students are suffering educationally and emotionally (Barba & Cardinale,
(1991).
Given the negative consequences that gender stereotypes have on
women’s performance, researchers have been trying to identify ways to
protect the performance from being affected by negative stereotypes.
Marx and Roman (2002) argue that one way this can be done is by
incorporating female role models in the math-related domains. This can be
carried over to the science- related domains as well, to cover the two most
male stereotyped subjects. Role models are selected by social comparison
and all have a common feature that is perceived as competent in a specific
area (Marx & Roman, 2002). Individuals, who choose role models, often use
them as motivation, to enhance self-evaluation, and as a guide for their
aspirations.
It is evident from research that intelligence and ability are not the
reasons for women’s lack of participation in the fields of math and science,
but rather it is due to situational factors. Steps need to be taken in
educational settings, such as revising teaching strategies, classroom makeup, teacher-student relationships, career guidance, and co-curricular
activities (Funk, 2002). Interventions and steps to decrease the inequities
between females and males are important because, when nothing is being
done, female students will continue to be the voiceless student, as they are
not getting anything positive in return for their academic potential and
ability and are being ignored. While many of the factors and issues
mentioned in research about gender inequity is aimed at older-aged females
and their future, I feel that it is beneficial to concentrate on the youngeraged females and what can be done to prevent these inequities. It is
important that girls have role models, and that programs are implemented in
educational settings to convey to girls and women that they are capable of
excelling in math and in science, and that gender stereotypes about their
ability are incorrect.
From the research, I firmly believe that we need to concentrate on
implementing strategies and we certainly need to begin at an earlier agethe elementary school age. This is where my connection lies to this issue; I
would like to observe if these inequities are occurring unintentionally and
unconsciously in my classroom. Regardless of if they are or not, I would then
like to research and implement strategies that can be done or introduced to
ensure that female students are given equal opportunities and that the
gender stereotypes are diminished.
References
Barba, R. & Cardinale, L. (1991). Are females invisible students? An
investigation of teacher-student questioning interactions. School
Science and Mathematics, 91, 306-310.
Funk, C. (2002). Gender equity in educational institutions: Problems,
practices, and strategies for change. 3-22.
Marx, D.M., & Roman, J.S. (2002). Female role models: Protecting women’s
math test performance. Personality and Social Psychology Bulletin, 28,
1183-1193.
Ricks, F. & Pyke, S. (1973). Teacher perceptions and attitudes which foster
or maintain sex role differences. Interchange, 4, 26-33.
Sadker, D. & M. (1994). Failing at fairness: How america’s schools cheat
girls. NY: Simon & Schuster.
Schmader, T., Johns, M., & Barquissau, M. (2004). The role of stereotype
endorsement in women’s experience in the math domain. Sex Roles, 50,
835-850.
Thorne, B. (1992). Girls and Boys together…but mostly apart: Gender
arrangements in elementary schools. Education and Gender Equality.
Proposed Plan:
Female students in the elementary school grades need
to build self-confidence and understand that they are just
as intelligent and hold the same abilities as males in the
areas of math and science. In the United States, female’s
participation in the fields of math and science and also,
their standardized scores in these areas are decreasing and
are significantly lower than male’s.
I believe that this is a result of gender stereotypes
that send the message that only males can excel in math and
science and the related fields. Also, this concept stems
at an earlier stage, in the educational setting- where
gender inequity is seen in many classrooms around the U.S.
A conscientious effort is needed to help convey to girls and women
that they are capable of excelling in math and in science, and that gender
stereotypes about their ability are incorrect. This can be achieved through
implementing programs and services, as well as making changes in the
educational environment, and increasing teacher-female student
interactions.
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Will positive interactions with the female students
(closer proximity, increased attention,
encouragement, higher-level questions) result in a
better self-concept?
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Will these interactions result in a change of
scores/performance on the science and math tests
during that academic school year?
What types of programs and services can be
implemented in the
school (co-curricular and extra-curricular) that
could help in
diminishing the female gender stereotype?
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