As we head into the final days of March, I’d like to share with you the following infographic sent to me by a reader. It collects some interesting (and depressing) data on women in STEM (Science, Technology, Engineering, and Mathematics) careers.
Created by: Engineering Degree
While I don’t necessarily put a lot of stock into the opening IQ numbers (see here and here for examples of problems with IQ testing), and I’m not sure if the data on course load in the first part is statistically significant, the data in the latter parts is quite compelling. I’ve discussed the psychological component of the gender gap before, but the data in the second section of this infographic provides more evidence to the claim that psychology and cultural influences, rather than biology, is behind the gender gap we see in the sciences.
Of course, anytime someone with the . . . → Read More: Gender Gap Infographic
I’ve occasionally touched upon the gender gap in mathematics, mostly in response to some recent study that has attempted to explain why mathematics (and the sciences in general) are so predominately male. An article that appeared in Slate last week makes me think it is time, once again, to discuss this topic.
After giving a brief overview of the observed gender gap in science and math careers, writer Shankar Vedantam then discusses the results of some recent experiments out of the University of Massachusetts at Amherst which revealed new features of this gender gap.
In both experiments, researchers (roughly speaking) found correlations between the unconscious attitudes that females in a variety of scientific majors had towards mathematics and the gender of proctors and professors in mathematics. Among the findings (more details can be had by viewing the article):
Given a question posed to the classroom by the professor, the percentage of female respondents decreased . . . → Read More: Female Math Role Models?
Late last year, a study was published in Proceedings of the National Academy of Sciences which tried to pin down origins for the gender gap in mathematics education. As I’ve discussed before, the gender gap in math education is shrinking, and has been shown to be less about biology and more about culture – in cultures where gender equality is weaker, the gender gap is stronger. Nevertheless, even in American culture, the gender gap still persists, and this study by Sian Beilock and others has tried to figure out how, if the gender gap is culturally based, it comes about in young students. The original study can be found here, while a discussion of the study that was featured in the news can be found here.
Professor Beilock and her colleagues tried to correlate young students’ math anxiety with the math anxiety of their teachers. In particular, they looked at 1st and . . . → Read More: Gender Gap Genesis