|
|
The following is a report prepared by Linda A. Milbourne for Educational Resources Information Center: Encouraging Young Women in Science and Math
Gender Differences in Science and Math EnrollmentIn 1992, the American Association of University Women reported that girls did not take as many advanced science and math courses in high school as boys. Since then, the gap in math has decreased, but girls still lag behind in physics and computer science: although girls and boys essentially take the same amount of science and math course work in high school, girls are less likely to take physics; Advanced Placement (AP) chemistry or AP physics; or the sequence of biology, chemistry, and physics generally taken by students planning to major in science or math in college (see the table to the right). As shown in the table, significantly more girls than boys take clerical and data entry computer courses, but more boys than girls take computer application and computer science courses. The most recent National Assessment of Educational Progress (NAEP) in science shows a similar pattern of course work: although 71 percent of girls and 66 percent of boys in grade 12 reported taking biology and chemistry, only 29 percent of girls and 34 percent of boys reported taking biology, chemistry, and physics (O'Sullivan, Weiss, and Askew, 1998). It appears that girls often do not realize that higher-level science and math courses are prerequisites for some college majors. Gender Differences in Science and Math Proficiency
Though girls begin to fall behind boys on standardized science exams by grade 7, they do not fall behind in math until grade 10. By the time students take the Scholastic Assessment Tests (SAT) and the AP exams in science and math, boys outscore girls in both science and math. It is critical to remember that gender differences in science and math proficiency scores become apparent when girls either stop taking advanced courses or enroll in fewer science and math courses than boys their age. Factors That Influence the Underachievement of Girls in Science and MathBeginning at a young age, many girls and boys receive different messages from parents, peers, teachers, and the media. Young girls are taught to be nurturing while boys are encouraged to play with toys they can tinker with or manipulate, such as construction sets, Legos, building blocks, and tool kits. Playing with these toys provides opportunities to develop the problem-solving and independent-thinking skills inherent to success in science and math. Girls who lack these skill-building experiences often enter science and math classes feeling insecure about their abilities. Self-perceptions play an important role in science and math achievement, especially for girls. Research shows that self-esteem and academic achievement among girls begin to decline during middle school (Backes, 1994) and that girls often exhibit a loss of self-confidence by age 12 (Orenstein, 1994). This lack of self-confidence is also reflected in the fact that boys are more likely to attribute personal success to effort, whereas girls tend to attribute it to luck. As a result, many girls underachieve in science and math simply because they choose to participate in activities in which success is almost assured. Attitudes also contribute to the underachievement of girls in science and math. Although middle school girls take more high-ability courses than boys and make comparable or higher grades, their attitudes toward science and math are less positive, and they are less likely to participate in related extracurricular activities. Unfortunately, research shows that social attitudes tend to become fixed during middle school and early in high school (Heller and Martin, 1992). So girls who develop negative attitudes toward science and math during this period of development are unlikely to acquire the academic background necessary for careers in science, math, or engineering. As a result, by grade 12, more girls than boys say they chose not to take more science or math courses because they either disliked the subject matter or didn't do well in those subjects (NCES, 1997). And as the table on to the left shows, few girls entering college see themselves as future engineers. In essence, girls' and boys' abilities are the same; their self-perceptions and attitudes are different. Even girls who have course backgrounds and achievement levels similar to those of boys have less confidence in their abilities and less interest in studying science and math. Consequently, girls are less likely than boys to pursue related careers (NCES, 1997). Finally, some girls underachieve in science and math because they are discouraged from studying these subjects. One study shows that higher percentages of girls than boys are advised not to take senior science or math (National Science Foundation, 1994).
ReferencesAmerican Association of University Women. 1992. How Schools Shortchange Girls. AAUW Report. Washington: Author. Backes, J. S. 1994. "Bridging the Gender Gap: Self-Concept in the Middle Grades." Schools in the Middle (3): 19-23. Heller, R. S., and C. D. Martin. 1992. Bringing Young Minority Women to the Threshold of Science. National Science Foundation Report. Madigan, T. 1997. Science Proficiency and Course Taking in High School: The Relationship of Science Course-Taking Patterns to Increases in Science Proficiency Between 8th and 12th Grades. National Center for Education Statistics Report No. NCES 97-838. Washington, DC: U.S. Department of Education. National Center for Education Statistics (NCES). 1997. Findings From the Condition of Education 1997: Women in Mathematics and Science. Washington, DC: U.S. Department of Education. (Available online at http://nces.ed.gov/pubs97/97982.html ) National Science Foundation. 1994. Women, Minorities, and Persons With Disabilities in Science and Engineering: 1994. Arlington, VA: Author. (Available online at http://www.nsf.gov/sbe/srs/wmpdse94 ) National Science Foundation. 1999. Women, Minorities, and Persons With Disabilities in Science and Engineering: 1998. Arlington, VA: Author. (Available online at http://www.nsf.gov/sbe/srs/nsf99338 ) | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
While jobs requiring advanced
degrees in science and math continue to increase, women remain underrepresented
in these careers, particularly in engineering. In 1995, women constituted about
46 percent of the U.S. labor force, but only about 22 percent of the scientists
and engineers in the labor force (National Science Foundation, 1999). Many other
career paths also require advanced education in science and math, so today more
than ever before, all students must be included in the national priority to make
U.S. students first in the world in science and mathematics achievement (Goal
Five of the National Education Goals). Girls, in particular, need to be shown
the options open to them by continuing to study science and math. 
It comes as no surprise that enrollment in advanced science and
math courses in high school is related to proficiency in these subjects
(Madigan, 1997). Because the gender gap in math enrollment has been closing,
gender differences in math proficiency scores have decreased accordingly. NAEP
results for 1994 show no gap in math proficiency scores between boys and girls
at ages 9 and 13, and the gap in scores that existed from 1973 to 1986 between
17-year-old boys and girls has practically disappeared [National Center for
Education Statistics (NCES), 1997]. However, the gender gap in science
proficiency persists. In 1994, science proficiency scores were similar for girls
and boys at age 9, but clearly lower for girls at age 13--and the gap is growing
(NCES, 1997).