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Essay on gender gap in higher education
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Have you ever wondered whether or not there was any correlation between gender and college major? We conducted a survey consisting of 105 people (51 males and 54 females) and of those people, 34.3% (17 males and 19 females) did not think that there was a direct correlation between the two. Our goal was to see if gender did in fact influence one’s choice of major, or if it had no influence at all. After proper surveying and thorough analysis of literature, we found that both female and male students generally have college majors concentrated in certain areas and industries.
Literature Review
Females:
Through survey analysis and exploration of literature, we found that there was a correlation between females and college major choice. Our survey results signified that the majority of participants believe Textiles and Psychology are the most popular majors for females. The majority of participants reported that they believe the most popular major for males is Engineering. This indicates that people are aware of the gender gap between majors. We found that out of our sample of 105 participants, only one female was in Engineering, and one of the most popular majors for females was Textiles.
We found literature that supported our survey results. The article, “Inequality quantified: Mind the gender gap,” shows that an established gender gap amongst college majors may have started years ago. In the 1970s, Lynne Kiorpes was one of the few females at Northeastern University who was an Engineering major. Her professor discriminated against her and the other few women in the class by saying that they have no business being in his class, and that he was going to fail them just because they are females. Kiorpes then left the engineering program...
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...e Major Choice. Retrieved from: http://ann.sagepub.com.prox.lib.ncsu.edu/content/627/1/108.full.pdf+html
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Marsden, J. (2006, April 27). Gender gap in majors persists. Yale Daily News. Retrieved March 2, 2014 from: http://yaledailynews.com/blog/2006/04/27/gender-gap-in-majors-persists/
Shen, H. (2013, March 6). Inequality quantified: Mind the gender gap. Nature News and Comment. Retrieved March 30, 2014 from: http://www.nature.com/news/inequality-quantified-mind-the-gender-gap-1.12550
Zafar, B. (2013). College major choice and the gender gap. Journal of Human Resources, 48(3), 545-595. Retrieved from http://jhr.uwpress.org.prox.lib.ncsu.edu/content/48/3/545.full.pdf+html
She confirms that the college she works at is affected by gender discrimination with the data stating, “more than 55 percent of our applicants are female” (Britz). The facts in the article that tell the most about the college gender gap are, “ two-thirds of colleges and universities report that they get more female than male applicants” and “ more than 56 percent of undergraduates nationwide are women” (Britz). This evidence reinforces the claim the author makes earlier in the article, that the overflow of women in colleges makes it harder for them to get accepted. The statistics in this article provide logical proof to appeal to the
Words can be powerful, especially when those words are spoken by the president of a top university. In a 2005 speech by Lawrence Summers, he put forth the hypothesis that there are more men than women in the most high end positions due to a different set of measurable attributes, rather than it being caused by pervasive sexism or discrimination. To make it to the top of highly demanding fields, one has to be of exceptional quality and these are “people who are three and a half, four standard deviations above the mean in the one in 5,000, one in 10,000 class” (Summers, 2005). Summers is making the point that we should analyze the dataset that produces this type of result, rather than saying it’s all because of discrimination. Summers does not deny that discrimination exists, but he argues it cannot explain every difference. While there are more women in science and math based majors than ever before, fewer of them are in the top research positions that require the most demanding work and longest hours. Summers was strongly criticized and forced to resign as president of Harvard.
Wang, Ming-Te, Jacquelynne S. Eccles, and Sarah Kenny. "Not Lack Of Ability But More Choice: Individual And Gender Differences In Choice Of Careers In Science, Technology, Engineering, And Mathematics." Psychological Science (Sage Publications Inc.) 24.5 (2013): 771, 774. Academic Search Premier. Web. 15 Nov. 2013.
“Gender disparity” refers to the differences between the percentages of men and women obtaining college degrees. Hulbert coveys the different ways in which young boys and girls process information. Women tend to be better at reading, writing, and verbal skills, while men tend to better at math and sciences. By sixth grade, young boys tend to lose interest in literature and are often struggling in subjects such as English and reading, while young girls are often losing interest in math and science by sixth grade. Boys perform consistently below girls on tests of reading and verbal skills. By high school, girls tend to score in the middle or average; however, boys tend to score either really well or rather poorly.
They tend to choose “easy majors” (which surprisingly are supported by the school) so they can focus on their social life more than academics. Regardless of what major they choose, they rely on
Darity William A. Inequality, Gender." International Encyclopedia of the Social Sciences. Ed. 2nd ed. Vol. 3. Detroit: Macmillan Reference USA, 2008. 624-627. Gale Virtual Reference Library. Web. 1 Dec. 2013.
Richman, L. S., VanDellen, M. and Wood, W. (2011), How Women Cope: Being a Numerical Minority in a Male-Dominated Profession. Journal of Social Issues, 67: 492–509 print
Within recent decades, college has become a more easily available path than it has been for the past generations. In a current news release, The Bureau of Labor Statistics stated that, “Of the 2.9 million youth age 16 to 24 who graduated from high school between January and October 2014, about 68.4 percent were enrolled in college in October” (BLS Economic News Release from April 2015). When a student graduates high school, most of them intend to continue on to college. They have the idea that, while there, they can break away from all the general classes and just focus on what they want to learn. However, for almost all students, they find that this is not the reality. Just like high school, they find that they have to take approximately two years in general studies in order to attend and graduate with the major of their choice. General education classes should not be required because a majority of the information learned has already been covered in past years. Most of the courses do not benefit a student 's major, and the total amount of required hours for these classes can become a big waste of time and money.
Trusty, J.; Robinson, C.; Plata, M. (2000). Effects of Gender, Socioeconomic Status, and Early Academic Performance on Postsecondary Educational Choice. Journal of Counseling & Development, 78, 463.
STEM is best known as science, technology, engineering, and mathematics. STEM for many years has been primarily seen as and stereotyped into a masculine work field. But as of recent years, while it expands, more and more women have been rising in these fields. However, there is still a tremendous gender gap between men and women in these fields and areas of work. The gender gap between men and women in STEM is alive and well. There is no denying that the gender gap between men and women in STEM is immense. But there instead are many sufficient reasons as to why there is such a huge gap between men and women within in fields. Some probable causes for the lack of women seen in these areas are biased towards women, unconscious bias girls receive
Marklein, Mary Beth. “College gender gap widens: 57% are women.” USA Today. 19 October 2009. Web. 1 May 2012. < http://www.usatoday.com/news/education/2005-10-19-male-college-cover_x.htm>.
American Sociological Review, vol. 46, no. 1, 1981, pp. 72–87. JSTOR, JSTOR, www.jstor.org/stable/2095027. McDonough, Patricia. “Choosing Colleges.”
Within living memory, young women who have wanted to study engineering faced such dissent that in 1955, Penn State’s dean of engineering declared, “Women are NOT for engineering,” asserting that all but a few “unusual women” lacked the “basic capabilities” necessary to succeed in this profession (Bix par. 2). Although the number of women in social sciences and humanities has grown steadily, women remain underrepresented in science and engineering. Bureau of Labor Statistics states that “women remain underrepresented in engineering constituting only 10 percent of full-time employed engineers and 7.7 percent of engineering managers...” Although this is the case, social norms, culture and attitudes play a significant role in undermining the role of women in the aforementioned fields in addition to the gendered persistence and their individual confidence in their ability to fulfill engineering roles.
The Web. The Web. 16 Feb. 2014. Sax, Linda J. "Women Graduates of Single-Sex and Coeducational High Schools: Differences in Their Characteristics and the Transition to College." National Coalition of Girls Schools, n.d. Web.
D'Arcy, J. (2012, 12 1). Choosing a major in college: Do parents get a say? . Washington Post .