Gender Bias in Education

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Gender Bias in Education

• The Presentation

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Introductory Case Study
Jennifer just got accepted to the University of
Illinois. Upon entering, like all upcoming
Freshman, she was asked to sign up for a math
course. All students are required to complete at
least one semester of math in order to graduate.
Jennifer looked at her two choices, beginning
algebra and calculus. Upon registering, she felt
that calculus may be too difficult for her and
that beginning algebra would be a better choice
even though she has already taken it.
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Analysis of Case Study
All too frequently, fields such as mathematics
have been largely typed as fields dominated by
men. If the knowledge of mathematics is so
critical to the ability to fill high paying jobs,
why aren't women pursuing math further?
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What fields are most problematic in terms of
gender biases?
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Three Areas Greatly Affected by Gender Biases

• Math based fields
• Science based fields
• Fields dealing with technology

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Commonalities between these areas

• Share many of the same causes
• Men seem to have higher achievement
• Gender based stereotypes prevail
• Differences tend to increase with age

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Possible Causes
The Earth's rotation around the sun at a rate of
67,000 MPH
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Possible Causes

• Cultural socialization differences
• Parental treatment of children
• Teachers classroom behavior
• Boys may be encouraged more in certain fields
• Self-imposed pressure because of gender
  expectations
• Biological genes that opperate differently in
  each gender
• Differential Coursework

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Observations of Research

• Little differences during early elementary years
• Standardized tests start showing differences in
  middle school
• Differences increase with age

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Observations of Math Research

• Girls and boys tend to make different errors in
  problem solving.
• Girls often rely on doing mathematics in a rote
  fashion.
• Boys tend to reflect upon their strategy more.
• By 11th grade many girls have decided to
  discontinue their technical training by not
  enrolling in advanced high school math courses.

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Math Observations (Continued)

• Math strategies vary between genders as early as
  preschool.
• At this stage, girls have a better understanding
  of numbers and geometry.

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Math Observations (Continued)

• Girls start following behind as soon as middle
  school. This may be the result of using
  different strategies during earlier school years.
• "A study of 58 first graders studying mathematics
  noted that girls were more likely to use overt
  strategies (counting fingers) and boys were more
  likely to use retrieval (from memory) to solve
  addition and subtraction problems" (Beller 366).

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Observations of Science Research

• Girls science course selection heavily favors
  the health related sciences.
• Women represent 45 of the work force, but only
  30 are employed in science related fields.
• There are few role models in Science for women.

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Science Observations (Continued)

• Boys are more often given toys, which are science
  related.
• Girls often receive less encouragement in science
  related fields then do boys.

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Observations of Technology Research

• Technology is an industry founded upon new
  skills. Unfortunately, industries of this kind
  are often socially sex-type.
• Most technology fields are headed by men today.
• The percentage of computer science degrees going
  to women is decreasing despite a growing demand.

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Technology Observations (Continued)

• Women tend to be less comfortable with technology
  then men.
• Curriculum is becoming more technologically based
  day by day.

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What can be done?
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Possible Solutions

• Encourage girls to build self-confidence in math,
  science, and technological areas.
• Change the curriculum to better suit female
  thinking.
• Call on an equal number of boys and girls when
  asking questions.
• Offer additional help to all those having
  difficult in these areas.

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The Good News

• Gender biases have been decreasing over the past
  few years.
• Much of the research is showing that the effects
  of gender biases today are actually very small.

Given this, however, there is still much to be
done, and we should not take recent progress for
granted.
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Resources
Are available by using the bibliographical search
at the CI 490 website.