Addressing the Root of Gender Disparity
Written By: Felicity Carvalho
Science, technology, engineering, and mathematics (STEM) education is the cornerstone of innovation in modern society. Still, beneath the surface of the matter, an issue has begun to arise: gender bias and younger generations are causing women to be held back causing hindered potential. From kindergartens to careers, gender biases manifest in many ways that emulate the long-ingrained stereotypes deeply rooted in society. Addressing these gaps in development between girls and boys, men and women is crucial to modern science as biases shadowing women hinder the potential and development in STEM, decreasing the variety of mindsets brought to the fields.
Historically, gender disparities in education have been apparent, decreasing the progress of sciences for decades as societal attitudes and stereotypes about women shape education experiences. Studies show that women in the United States only represent 27% of the STEM workforce, underscoring how girls are less likely to become participants in higher STEM education and subject matter (Where). In the classrooms, gender bias manifests in subtle matters but impacts girls in profound ways subconsciously. While adolescents in Generation Z (GEN Z) have much more quality and support in theory, Tara Nicole, from Gallup, states that GEN Z males and females have acknowledged the difference in effort their teachers take to encourage participation in STEM for girls versus boys. Biases held by educators may further impact the development of youth concerning their secondary education pursuits, as keeping young girls unempowered and in doubt of their abilities leads to disengagement and underrepresentation, an impact that cannot be overstated.
Addressing gender biases in STEM education requires a multifaceted approach including getting to the root of the problem: educators addressing any subconscious bias they have to boys versus girls how the way they act towards one gender impacts another gender, and how these biases set implications for the youth. Training programs can be utilized to provide educators with tools and knowledge to reevaluate their impact on students' perceptions of career paths and also aid in mitigating biases and fostering gender equality in the classroom. Community outreach programs are additionally essential for promoting interest and participation for girls in STEM at a young age, allowing society to fit the root issue young. By providing hands-on research opportunities and exposure to the specified diverse STEM careers these programs can empower not only the youth but also girls and place them in an area where to envision themselves in those careers. If more schools had partnerships with businesses and nonprofit STEM organizations could create broader pathways and provide more resources and outreach in STEM fields.
From innovative classroom reform and intervention to mentorship and outreach initiatives, these abilities can empower girls and women to pursue careers in science, technology, engineering, and mathematics (STEM). By challenging stereotypes and fostering diversity through not only moral imperatives but strategic imperatives, girls are given resources to allow them to recognize their full potential, dismantling the barriers that hold girls back. These initiatives combine work to make collective differences in the lives of girls, amplifying successful strategies and creating a more equitable STEM environment for generations to come.
Sources:
Liu, Jennifer. “‘I don’t think I would be good at it’: Gen Z girls far less likely than boys to feel they belong in STEM.” CNBC, 12 December 2023.
Nicola, Tara P. “STEM Gender Gaps Significant Among Gen Z.” Gallup News, 5 December 2023, https://news.gallup.com/opinion/gallup/544772/stem-gender-gaps-significant-among-gen.aspx. Accessed 14 April 2024.
“Where We Stand.” Gladstone Institute.
“Women in STEM: A Gender Gap to Innovation August 2011 Executive Summary.” U.S. Department of Commerce Economics and Statistics Administration, August 2011.
