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| title | chunk | source | category | tags | date_saved | instance |
|---|---|---|---|---|---|---|
| Women in STEM | 9/11 | https://en.wikipedia.org/wiki/Women_in_STEM | reference | science, encyclopedia | 2026-05-05T04:22:08.521064+00:00 | kb-cron |
==== Lack of confidence ==== According to A. N. Pell, the pipeline has several major leaks spanning the time from elementary school to retirement. One of the most important periods is adolescence. One of the factors behind girls' lack of confidence might be unqualified or ineffective teachers. Teachers' gendered perceptions on their students' capabilities can create an unbalanced learning environment and deter girls from pursuing further STEM education. They can also pass these stereotyped beliefs onto their students. Studies have also shown that student-teacher interactions affect girls' engagement with STEM. Teachers often give boys more opportunity to figure out the solution to a problem by themselves while telling the girls to follow the rules. Teachers are also more likely to accept questions from boys while telling girls to wait for their turns. This is partly due to gender expectations that boys will be active but that girls will be quiet and obedient. Prior to 1985, girls were provided fewer laboratory opportunities than boys. In middle and high school, science, mathematics, mechanics and computers courses are mainly taken by male students and also tend to be taught by male teachers. A lack of opportunities in STEM fields could lead to a loss of self-esteem in math and science abilities, and low self-esteem could prevent people from entering science and math fields. One study found that women steer away from STEM fields because they believe they are not qualified for them; the study suggested that this could be fixed by encouraging girls to participate in more mathematics classes. Out of STEM-intending students, 35% of women stated that their reason for leaving calculus was due to lack of understanding the material, while only 14% of men stated the same. The study reports that this difference in reason for leaving calculus is thought to develop from women's low level of confidence in their ability, and not actual skill. This study continues to establish that women and men have different levels of confidence in their ability and that confidence is related to how individual's performance in STEM fields. It was seen in another study that when men and women of equal math ability were asked to rate their own ability, women will rate their own ability at a much lower level. Programs with the purpose to reduce anxiety in math or increase confidence have a positive impact on women continuing their pursuit of a career in the STEM field. Not only can the issue of confidence keep women from even entering STEM fields, but even women in upper-level courses with higher skill are more strongly affected by the stereotype that they (by nature) do not possess innate ability to succeed. This can cause a negative effect on confidence for women despite making it through courses designed to filter students out of the field.
==== Stereotype threat ==== Stereotype threat arises from the fear that one's actions will confirm a negative stereotype about one's in-group. This fear creates additional stress, consuming valuable cognitive resources and lowering task performance in the threatened domain. Individuals are susceptible to stereotype threat whenever they are assessed in a domain for which there is a perceived negative stereotype about a group to which they belong. Stereotype threat undermines the academic performance of women and girls in math and science, which leads to an underestimation of abilities in these subjects by standard measures of academic achievement. Individuals who identify strongly with a certain area (e.g., math) are more likely to have their performance in that area hampered by stereotype threat than those who identify less strongly with the area. This means that even highly motivated students from negatively stereotyped groups are likely to be adversely affected by stereotype threat and thus may come to disengage from the stereotyped domain. Negative stereotypes about girls' capabilities in mathematics and science drastically lower their performance in mathematics and science courses as well as their interest in pursuing a STEM career. Studies have found that gender differences in performance disappear if students are told that there are no gender differences on a particular mathematics test. This indicates that the learning environment can greatly impact success in a course. Stereotype threat has been criticized on a theoretical basis. Several attempts to replicate its experimental evidence have failed. The findings in support of the concept have been suggested to be the product of publication bias. A study was done to determine how stereotype threat and math identification can affect women who were majoring in a STEM related field. There were three different situations, designed to test the impact of stereotype on performance in math. One group of women were informed that men had previously out-performed women on the same calculus test they were about to take. The next group was told men and women had performed at the same level. The last group was told nothing about how men had performed and there was no mention of gender before taking their test. Out of these situations, women performed at their best scores when there was no mention of gender. The worst scores were from the situation where women were told that men had performed better than women. For women to pursue the male-dominated field of STEM, previous research shows that they must have more confidence in math/science ability.