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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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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
“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.
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
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"Why STEM Fields Still Don't Draw More Women." Chronicle Of Higher Education (2012): 3. Academic Search Premier. Web. 14 Nov. 2013.
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.
The first topic of discussion for this article is gender and its relationship to college major decisions. Studies have shown that women are discriminated subjects such as physical science and engineering, and the main fields of choice for women yield a lower annual salary than men. With this being noted, gender is not the only apparent to college major and future occupation of choice. Race and ethnic patterns have also been proven to be an impact in the choice as well. It has been said that African Americans are more likely to choose a major with a lower
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
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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
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.
Parents and educators both display actions that could be and continue to affect the gender gap in STEM. By parents not giving both their sons and daughters an equal to the questions they ask, it supports the idea of why there is a lack of women in these areas of study. Female teachers also may be openly expressing their struggles with math and other similar areas have negatively affected the gap in STEM today. Direct biases and unconscious biases are both reasons that lead to a gap in these areas. But as female teenagers mature and grow older, they have different wants than men do when they grow
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>.
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.
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D'Arcy, J. (2012, 12 1). Choosing a major in college: Do parents get a say? . Washington Post .