In a century where technology is the most important role in our lives, women have a small role in it. Ellen Pollack shares her views on the shortage of woman in engineering, computer science and any sciences of that matter. Her articles Why Are There Still So Few Women in Science? and What Really Keeps Woman Out Of Tech?
There will always be this argument among men and women until it is one hundred percent proven, and there still will be arguments against the evidence that is found. No matter what is proven by science, there will always be stereotypes, good and bad. There are always going to be differences in race and gender. There will always be people who believe that just because someone is a specific race or gender they are better at something then the other gender or races. There will always be the need for people to use everything as competition.
I say this because I took one test based on gender from the IAT website, and my results were a tad shocking to me. It claimed that I moderately associate men with science and women with liberal arts. Now that I think of it, I have always had more male teachers for science topics and females for liberal art classes. Learning a different language, my primary teacher was a male as well. It is interesting to see how my education career has shaped my internal thoughts about gender, but I wonder if society played a part in shaping my internal
The author could have easily used a more positive word – easier, instead. If a task is harder than another task, by definition, the other task must be easier. The first half of the article title, “Boys vs. Girls”, presents raising children as a competition, with one sex triumphing over the other. The author declares the “winner” in each category by declaring who is harder. The author maintains that in each category, gender differentiations present at birth is the primary cause of many behaviors in a child’s
They are told ‘“that they can be whatever they want,” but what they choose ends up being the same as their peers “(Deresiewicz 20). Students flock towards the most popular majors, political science, economics, and English when decided on a major. Now why are none of these student’s school teachers, or artists? It is because these students have no idea what they want to do, they just continue jumping through the hoops. They fail to ‘find your [their] passion,’” because the whole school processes do not allow them to (Deresiewicz 11).
Societal changes that created greater opportunities for women in education also had an impact on the workplace. From a modest role early in the 20th century that essentially limited women to teaching, domestic work, and retail, further changes after World War II expanded job horizons for women in fields traditionally reserved for men. World War II was a principal reason for this change, as the nation’s war needs created a shortage of available working men, which made opportunities for women to assume factory jobs and other work typically done by men. While women often were not able to retain those jobs after the war ended, the experience created a precedent that women were capable of doing the same work as men. It also made many women recognize
Synthesis #1 Our concepts of gender are constructed by our biological characteristics and societal factors. In many societies, these concepts of gender, and the differences in men and women are rooted in tradition. The moment a child is born a kind of social construction begins. A child whether girl or boy will most likely be shown some behaviors on how they should behave according to their biological characteristics. Throughout history, we have seen the same stereotypes placed on gender, men should be strong and brave.
My father never thought that my ability to do work was hindered by my gender. In fact, he thought the exact opposite. So, that’s why, during the summer before fifth grade, I didn’t know how to respond when a boy told me, “Girls can’t play football.” My ten year old brain could not wrap itself around the words coming out of his mouth.
When she was studying in a rural public school, her principal expressed, “girls never go on in science and math.” This shows the biased role models in American K-12 schools. Teachers cannot foster the initiative of learning about science if they continue the stereotype threat. The negative stereotypes transmitted from schoolteachers affect girls’ science attitudes and eventually undermine their academic performance and interest in science. Female students are afraid of selecting a STEM major as their future career, because their science teachers indicate that they cannot get the same successful academic achievement in this field as men
Unlike ‘sex’, which typically refers to the biological and physiological differences, gender is a sociological concept that describes the social and cultural constructions that is associated with one’s sex (Giddens & Sutton, 2013, p. 623-667). The constructed (or invented) characteristics that defines gender is an ongoing process that varies between societies and culture and it can change over time. For example, features that are overly masculine in one culture can be seen as feminine in another; however, the relation between the two should not be seen as static. Gender socialization is thought to be a major explanation for gender differences, where children adhere to traditional gender roles from different agencies of socialization. Gender
Gender roles, also known as gender stereotypes, are social and cultural norms on how females and males should conduct themselves within a society. Every culture has certain roles both genders are expected to follow. An example of this in traditional American culture is a man becoming a doctor while a female becomes a nurse or men being the hard workers and women being stay at home mothers. Gender development researchers, similar to other developmental researchers, focus on questions of change over time in gender related subjects (Ruble and Martin 1988). Research suggest that children are socialized to understand gender stereotypes at an early age.
Moreover, according to the report presented by the US Department of Commerce, more than 50% of the total jobs in the country is taken by females. However, only 25% of them is in the fields of science, technology, engineering and math (Stem), regardless of the 33% more value in the average salary of other industries (Knight, 2011). Reports also show that on average, men get higher salaries than women. Work expectations among men is also higher as compared to women (Hays & Farhar, 2000, p. 20). The report also indicates that for all those students who have graduated Stem, less women will pursue and advance in jobs in related fields.
Although some people believe that nature affects the gender identity, others argue that, based on the education an individual receives, it is actually nurture. For example, John Moore, a teacher at a female-only school, says, “My findings suggest that, in some senses, the single-sex school is strongly feminist” (Moore, 2005). On the other hand, many societies teach the children gender stereotypes to try and limit them from becoming against what the society feels is appropriate. Gender roles or stereotypes are “a set of qualities, behaviors, and attitudes that are considered appropriate for males and females based on their biological sex” (Whalen & Maurer-Starks, 2008). Most of the time, these stereotypes are taught and explained to the children in the early stages of learning, since as mentioned above, gender identity is most likely detected after the child is two years old.
Single gender schools reinforce stereotyping involving male and females. (Ancheta , 2018). Male and females who different in their virtue grow apart in their attitudes, abilities, and mutual understanding the more their environment changes. Girls who grow up in co-ed schools and household containing brother tend to be more aware of sports and building toys. Compared to girls without growing up in single sex schools and households without brothers.
And they start to prepare its arrival depending on which sex the baby is. The article questions the audience, “Does knowing all this makes a difference on how the parents treat the child?” Scientists are concerned about when and how do the children start to act according to their gender. The late 1960’s to 1970’s had been a turning point for the gender identification. For example, during this time period, women got the right to go out and work.
