The Underrepresentation of Women in Science and Engineering - Essay Example

Topic: The Underrepresentation of women in science and engineering is the result of innate differences in aptitude and interests. Agree or disagree with reference to relevant references. Long time ago, an advocate of women empowerment, Barbara Ehrenreich, once mentioned, “we need the kind of feminism that aims not just to assimilate into the institutions what men have created over the centuries, but we must infiltrate and subvert them.” This saying seemed to reflect in the current battle of ideas about the lack of representation of women in the some academic fields that require hard scientific and mathematical calculations. There were those who alleged that such underrepresentation of women in science is a consequence of inherent to women and men’s differences in aptitude and interests. This researcher claims that such is a farce and is untrue. Far from the decadence of the past, women in this millennium has given much participation in labor, construction, decision-making, legislations, research, science, aviation, military service and in endeavors that require calculable minds. The oppressive condition within the society and even within the confines of homes dialectically encouraged them to reclaim those rights to attain education, to become part of the national workforces, and to become significant partners for societal development. To have a global glimpse of women’s space, Index Mundi reported that the world has global population of nearly 7 billion people, of which, about 88.3% males and 79.2% females from aged 15 above have attain a certain level of literacy (Barrientos & Soria, 2012). It’s also reported that there are about 793 million illiterate populace are in Bangladesh, China, Egypt, Ethiopia, India, Indonesia, Nigeria and Pakistan (Barrientos & Soria, 2012). Data further unveiled that most those who are unable to attain degree of education are women comprising about 2/3 of such populace who are concentrating within the regions of Arab states, South and West Asia and Sub-Saharan Africa. While this is a challenging fact confronting the world’s educational system, there is however some significant changes in the ratio of women enjoying degrees on science, math and engineering. The Committee on Science, Engineering and Public Policy [CSEPP] (2007) for instance, cited that in Vancouver from 1974 to 2004, women comprise one-third of doctorate in 50 leading chemistry departments; 27% form mathematics and statistics, and one-fourth in physics and astronomy (p.14). There were also one-fourth of women who garnered doctorate degrees in chemical engineering and 15% in general engineering course (CSEPP 2007, p. 14). The same institution observed the while there were many women who commence educational path in science and engineering, a significant percentage shifted course and interest. On the other hand, those women who were able to pursue the science and mathematical degree rated professor-student interaction very poorly (CSEPP, 2007, p. 50). Fact is, female graduates felt alienated and dissatisfied with their experiences as there seems to be poor opportunities for them to enjoy and to avail promotion. Aptitude, defined as an innate capacity for something, and lack of interest could not be considered as major causes of the waning down of women’s passion for science and math. Experts bared some discouraging patterns of the lack of opportunities that could accommodate women in tenure-position under these courses, thus, making a false perception that science and math are ruled by men. First, CSEPP (2007) cited that among professionals in the academe, there are no evident differences in their productivity as math and science professors. The differences are more evident amongst men and women graduates or scholars by the number of publications made, meetings done, and grants which mirrored the kind of value invested to its interactions (CSEPP, 2007). In a research involving college students by Carrell, Page and West (2009) using professor-gender-analysis, they pointed that females are less likely to get a bachelor degree in science, technology, engineering, and math (STEM) and thus, composed only 25% of STEM’s workforce. Researchers found that while college students were randomly assigned to professors over standardized courses, the outcome suggest that professor gender have not much impact to males but has powerful effect on female students performance in math and science classes; their probability of enjoying math and science courses in the future; and the probability of graduating a STEM degree (Carrel et al., 2007, p. 1). Rebutting poor aptitude and interest about the decline of women as cause in the decline of science and math graduates, researchers found that gender bias is not evident when STEM courses are taught by female professors (Carrel et al., 2007) Similar findings were viewed by Price (2010) in a research involving minority female students’ persistence in STEM courses when taught by professors of the same race or gender. Utilizing information from 4-year universities in Ohio, Price (2010) affirmed evidences of female students’ perseverance to continue STEM course provided, they are taught with a professor of similar gender and race (Price, 2010). Thus, a black student prefers black instructor. However, like other studies, female students are less likely to sustain interest in their STEM courses if taught by female instructors (Price, 2010). It’s unclear why female students like male instructors though. Based on the foregoing empirical studies, it can be inferred that the decline of statistical substantiation on women’s waning desire to pursue math and science cannot be wholly attributed to aptitude and interest. Women, like men, albeit the differences of physiological make up, do not differ so much in cognitive and intellectual interests. It should be reckoned, that the subjects on Math, Science and Technology are shared by both males and females since elementary. There differences in inclination happened only when they’d reach high school or college but not so much influenced by gender differences too, but rather, about how the professors are able to educate them while sustaining their interest to persevere in the subject. It’s about the quality of instruction that most teachers should care about. Meanwhile, school administrators should likewise recreate opportunities that will motivate female teachers to improve their quality of instruction on science and math courses by affording to them the necessary reward, incentive and promotions commensurate to their ability as professors. In that way, female professors in STEM courses will not be alienated with their male counterparts who constantly embrace the glamour of promotions (Blakemore & Low, 1984). Such call for policy analyses in education and employment of scientists, engineers and mathematicians that are not obstructed by data inadequacies, construction of longitudinal allies and with free reexamination on sex, race and gender as factors. It also specially assailed to delve into the need to encourage colleges with STEM courses to conduct thorough performance management among professors so that their needs are met through further trainings, seminars and academic exposure (Carrell, Fullerton & West, 2009). Quality teaching and motivational instruction require demand so to sustain and motivate women’s interests to pursue doctorate degree on math and science (Kane & Staiger, 2008). Thus, the instruction will need too to refocus on motivational classroom-instruction for students’ retention in science and math major courses. References Committee on Science, Engineering and Public Policy. Beyond Bias and Barriers: Fulfilling and Potential of Women in Academic Science and Engineering, The National Academic Press, Washington , DC.2007: 1-52 Barrientos, M & Soria, C. World Demographic Profile 2012. Index Mundi, http://www.indexmundi.com/world/demographics_profile.html Accessed: March12, 2012. Scott E. Carrell & Marianne E. Page & James E. West, 2009. "Sex and Science: How Professor Gender Perpetuates the Gender Gap," NBER Working Papers 14959, National Bureau of Economic Research, Inc. 2009: Scott E. Carrell & Richard L. Fullerton & James E. West. "Does Your Cohort Matter? Measuring Peer Effects in College Achievement," Journal of Labor Economics, University of Chicago Press, vol. 27(3), 2009: pages 439-464, 07. Price, Joshua. "The effect of instructor race and gender on student persistence in STEM fields," Economics of Education Review, Elsevier, vol. 29(6), 2010: pages 901-910, December. Thomas J. Kane & Douglas O. Staiger. "Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation," NBER Working Papers 14607, National Bureau of Economic Research, Inc. 2008. Blakemore, Arthur E & Low, Stuart A, "Sex Differences in Occupational Selection: The Case of College Majors," The Review of Economics and Statistics, MIT Press, vol. 66(1), 1984: 157-63, February. Read More