Eliminating Gender Bias | Extended Notes

The Math Gender Gap and How to Close It

It’s no secret that women are underrepresented in STEM fields. While women make up half of the overall workforce, only 28% of them hold STEM jobs, according to this resource from the National Girls Collaborative Project (NGCP).

So, why aren’t there more women in STEM? Jo Boaler, a professor of mathematics education at Stanford, told CNN.com that math is a big reason women aren’t entering STEM fields as engineers and scientists. But it’s not because women aren’t good at math. It’s due to the “boys are better at math” stereotype, which can begin to affect girls as early as kindergarten and discourage them from pursuing STEM careers.

Effects of Gender Stereotypes

The “boys are better at math” stereotype is detrimental to girls for several reasons, according to a meta-analysis on trends in gender and math. First, it degrades perceptions of their own abilities, regardless of their actual math competency. Second, the mere belief that math is for boys can actually impair girl’s math performance.

In either case, it deters girls from taking advanced courses in mathematics, science and engineering in high school, which further decreases the likelihood they will choose a career in STEM.

Combating Gender Bias in the Learning Environment

Several studies and articles highlight the different ways gender biases are present in the classroom and other learning environments. In fact, researchers found that educators spend up to two thirds of their time talking to male students; they acknowledge girls but praise and encourage boys; and boys are prompted to seek deeper answers while girls are rewarded for being quite. While these actions are usually unintentional, biases such as these are at the root of the gender gap in math and science.

Fortunately, educators can strive to combat these gender biases and inspire more girls to pursue a career in STEM. Here are six things to keep in mind to combat gender bias in STEM:

• Be aware of your own interactions. Make sure that you are calling on both boys and girls equally and challenging all students to think deeply and solve complex problems. This is one way to demonstrate equality among boys and girls in STEM subjects.
• Use gender-fair learning materials. Ensure books, videos and other resources used in the learning environment portray both men and women as bright, curious, brave, inventive and powerful. Curriculum researchers identify gender-fair materials as “inclusive, accurate, affirmative, representative, and integrated, weaving together the experiences, needs, and interests of both males and females.”
• Provide role models. A European study found that having a visible role model is one of the main drivers impacting girls’ interest in STEM. Inviting female scientists, engineers, technologists and mathematicians into your program will help girls picture themselves pursuing a career in these areas.
• Provide hands-on experience. Practical experience also sparks’ girls interest in STEM. The same study found that the more hands-on experiences a girl receives during her education – inside or outside the classroom – the higher her interest in STEM. Take field trips and provide activities that bring STEM to life.
• Create special events targeting girls. Organize or attend events, clubs and workshops that are designed to spark girls’ interest in STEM. These events give girls an opportunity to explore new technology, gain hands-on experience and meet other women and girls interested in STEM.
• Offer encouragement. Make an effort to build girls’ confidence in their math, science and tech abilities. Active encouragement has been found to play a key role in keeping girls interested in science and technology.

Having more women in STEM maximizes innovation, creativity and competitiveness. It all begins with addressing stereotypes and biases like “boys are better at math” early on and creating a learning environment that actively sparks girls’ interest in STEM.