Girls Who Believe, Do...
“The reason there aren’t more women computer scientists is because there aren’t more women computer scientists.”
- Jocelyn Goldfein, a director of engineering at Facebook Young girls are rarely encouraged to pursue math and science, which is problematic considering studies show a lack of belief in intellectual growth can actually inhibit it. In addition, there exists an unconscious bias that science and math are typically “male” fields while humanities and arts are primarily “female” fields. These stereotypes further inhibit girls’ likelihood of cultivating an interest in math and science. |
A large and diverse body of peer-reviewed research, presents recent evidence on the social and environmental factors contributing to the disparity between the numbers of men and women in STEM fields. The findings are organized into three areas:
- social and environmental factors shaping girls’ achievements and interest in math and science;
- the college environment;
- and the continuing importance of bias, often operating at an unconscious level, as an obstacle to women’s success in STEM.
Girls who believe aptitude improves with experience tend to do better on math tests; these girls are also more likely to say they want to continue to study math in the future. That is, believing in the potential for intellectual growth, in and of itself, improves outcomes. A “growth mindset” is helpful for all students, but it is particularly important for girls in mathematics, where negative stereotypes about girls’ abilities persist.
|
The foundation for a STEM career is laid early in life, but scientists and engineers are made in colleges and universities. Research demonstrates that small improvements by physics and computer science departments, such as providing a broader overview of the field in introductory courses, can add up to big gains in female student recruitment and retention. Likewise, colleges and universities can attract more women science and engineering faculty if they improve departmental culture to promote the integration of female faculty. Research describes evidence that women are less satisfied with the academic workplace and more likely to leave it earlier in their careers than are their male counterparts. College and university administrators can recruit and retain more women by implementing mentoring programs and effective work-life policies for all faculty.
Most people associate science and math fields with “male” and humanities and arts fields with “female,” according to research examined in these reports. Implicit bias is common, even among individuals who actively reject these stereotypes. This bias not only affects individuals’ attitudes toward others but may influence girls’ and women’s likelihood of cultivating their own interests in math and science as well. Taking the implicit bias test can help people identify and understand their biases so that they can work to compensate for them.
Most people associate science and math fields with “male” and humanities and arts fields with “female,” according to research examined in these reports. Implicit bias is common, even among individuals who actively reject these stereotypes. This bias not only affects individuals’ attitudes toward others but may influence girls’ and women’s likelihood of cultivating their own interests in math and science as well. Taking the implicit bias test can help people identify and understand their biases so that they can work to compensate for them.