In America gender is seen as a dichotomy, either male or female. Society has gendered everything from colors, to adjectives (strong for males, weak for females), to occupations. Historically, science, technology, engineering, and math, also known as STEM, fields have had a masculine connotation connected to it, this explains why elite white men have predominately occupied the STEM fields (Borum and Walker, 2012). Eventually, women started to integrate into STEM, but not nearly in the quantities as men, this created the gender gap. Depending on which section of STEM one looks at, the gender gap will vary, the more advanced levels of STEM occupations having the biggest disparity between the genders (O’Brien, Blodorn, Adams, Garcia, &Hammer., …show more content…
Pervious STEM gap research has mainly focused on the underrepresentation of women, African Americans, and Latinos. There is some literature on Asians with in STEM fields, but most do not differentiate between the genders and fail to explain how gender may influence these individuals differently. Furthermore, even fewer researchers have looked at what influences Asian females to participate in STEM. Asians are significantly overrepresented in STEM as a whole, but there is still a gender gap between female Asians and male Asians. Female Asians hold two competing identities, one being a model minority, which stereotypically means being good at STEM among other things (Cvencek, Nasir, O’connor, Wischnia, and Meltzoff, 2015), as well as a female identity, which is often oppressed in STEM fields, creating a unique experience for female Asians. The lack of literature in this area, skips the voices of these individuals, without a full understanding of everyone’s influences and experiences in STEM, little can be done to reach full equality in these …show more content…
Gender bias that all women face in STEM was found throughout all levels of education from high school, to college, and even graduate school (Robnett, 2016). Another study conducted by Blazev (2017) found that children, who had more gendered-stereotyped interest, traditional gender role ideals, in school subjects, were more prone to stereotyped beliefs (Blazev, Karabegovic, Burusic, and Selimbegovic, 2017). These girls who had stereotyped beliefs showed the effects of stereotype threat. Stereotype threat is “when children are reminded of a negatively stereotyped identity, members of the stereotyped group perform worse on achievement tests than they do when the stereotypes are not activated” (Cvencek et al., 2015). The young girls, in the study underperformed on their math and science assessments when their gender was brought up before the test (Blazev et al., 2017). Furthermore, another study found that “Elementary and Middle schooler’s hold the stereotype that Asians are better at math” (Cvencek et al., 2015). Highlighting how common the model minority status is in our country. This study was based on a one questionnaire given to one elementary school, and one middle school, although they had a good response rate, their sample was rather small, making these findings hard to
Both were exposed to various stereotypes and write on how the stereotypes are time again permeated across societies. Asian Americans are viewed as the ‘Model Minority’. Asian Americans have high rates of admission into institutions of higher education, low rates of drop outs and also higher grades across all groups. Asian Americans also have higher average annual incomes than other groups. Asian Americans also figure lower in crime rates.
...roblems of integration. If the science world takes advantage of undiscovered female talent, science as a whole will benefit greatly. For example, the original group of ENIAC programmers consisted of 6 women. In 1946, these women helped to develop the first operating stored-program computer.6 If female talent such as this goes to waste because of social neglect, the science world will never know what possible discoveries that could have been made with the help of women. If Dr. Djerassi is accurate with his examples of discrimination, the science world should take note of these problems and attempt to solve them.
Chinks, bad drivers, math and science nerds, F.O.Bs and ect. There are so many stereotypes and misconception for one specific ethnic group: Asian. But perhaps the most popular image of Asian Americans presented in society is being the “model minority.” If you were to ask any random person to pick a specific minority group that was more academically, economically and socially successful compared to the others, chances are 90% of them would answer: Asians. “Asians makes more money than any other race.” “Asians have the highest grades compared to other races, especially in math and science subjects.” But contrary to these popular stereotypes, the misrepresentation of Asian Americans as the model minority are false and simply just a myth. Furthermore, this misleading comparison may actually lead to harmful consequences in Asian American students.
The model minority is a stereotype that suggests that Asian Americans are “more academically, economically, and socially successful than any other racial minority groups.” (Yoo) In today’s world, Asian Americans are known to be “culturally — even genetically — endowed with the characteristics that enable them to succeed in American society.” (Wu) Model minority refers to a racial minority that serves a good example to be followed and compared to all other races; therefore, Asian Americans are characterized as one.
As an Asian American, I have several points to discuss in terms of stereotypes. Through a variety of media, Asian Americans are portrayed by socially constructed stereotypes that are either positive or negative to our community. By explaining the definition of a stereotype and listing three specific ones identified, these points reflect our cultural values. These stereotypes include the concept of model minority, the insinuation that Asians are highly skilled at mathematics, and assumptions of our food ways. In each stereotype, I integrate my own experiences to provide a deeper depth of meaning that will allow one to evaluate whether these stereotypes do mirror our society’s customs.
In the working environment, there is focus on females having unequal salaries with males or where women are lacking. Sociology Professor of University of British Columbia, Neil Guppy, reveals statistics that point out males are more likely to become engineers; “. . .men with lower mathematics test scores are significantly more likely to enter and graduate from STEM degree fields” (Guppy 248). Additionally, “. . . domestic labor continues to be segregated into blue and pink jobs, with women disproportionately doing routine housework and childcare, and men concentrating most on non-routine domestic labor (e.g. fixing things)” (Guppy 251). Feminists have every right to argue for female inequality in the working environment; if women are able to score higher mathematics scores than males then they should have every right to obtain a STEM degree and enter fields of engineering. If women are able to prove throughout the course of the feminist movement that they are strong, they should be able to perform careers when they fix things. However, the perspective this writing takes doesn’t address how males fall victim to such careers; males are discriminated into performing non-routine domestic labor because they are supposed to be the “breadwinners” or perform physically demanding jobs. Just as females are disproportionately forced into domestic labor, so are males in STEM and engineering fields; if
Recent research on the interaction of gender, ethnicity, and identity has shown that every culture have had some effect on children’s and their awareness of gender bias. For example, studies has shown that eleven and twelve year old girls are more than likely to believe that they are targets of gender bias than boys, while on the other hand, boys are not as concerned with gender bias or stereotypes as girls seem to be and are usually unaware of it’s concept (Brown, Bigler & Chu,2010).
For 20 years, Asian Americans have been portrayed by the press and the media as a successful minority. Asian Americans are believed to benefit from astounding achievements in education, rising occupational statuses, increasing income, and are problem-fee in mental health and crime. The idea of Asian Americans as a model minority has become the central theme in media portrayal of Asian Americans since the middle 1960s. The term model minority is given to a minority group that exhibits middle class characteristics, and attains some measure of success on its own without special programs or welfare. Asian Americans are seen as a model minority because even though they have faced prejudice and discrimination by other racial groups, they have succeeded socially, economically, and educationally without resorting to political or violent disagreements with the majority race. The “success” of the minority is offered as proof that the American dream of equal opportunity is capable to those who conform and who are willing to work hard. Therefore, the term ...
“A new study from Girls Scout Research Institute (GSRI), "Generation STEM: What Girls Say, About Science, Technology, Engineering and Math (STEM)", shows that most girls have an interest in STEM, but when thinking about the future careers, they do not prioritizes STEM fields” (“Study Reveals What Girls Say About STEM”, 18). “Also, 57% of girls who said they were going to pursue STEM careers,said they would have to work twice as hard as men to get any respect” (“Study Reveals What Girls Say About STEM”). Record demonstrates men have a habit of giving women a hard time in these fields. Women also have no respect in these fields because men cannot accept the idea that women can have careers and be successful in a scientific field. Although not all men think alike, some of them will probably dispute my claim that women continue to be treated
“Sexist discrimination in STEM is such incredibly old news that it is a serious wonder we have not discovered the words “Women cannot be trusted to add” in cave paintings.”(JR Thorpe)
Under closer inspection we are able to come together and fight the inequality that has been a part of our society for generations. Feminism brings to light the discrimination that has become the norm and calls for change. For example, Ben A Barres discusses in Commentary Does Gender Matter, the idea that women are “innately” less capable of doing things such as math and science. “Last year, Harvard University president Larry Summers suggested that differences in innate aptitude rather than discrimination were more likely to be to blame for the failure of women to advance in scientific career.” This sort of backwards thinking has set women back generations and is to blame for the lack of women in STEM fields. Barres also discusses how before he transitioned to a man, his work as a women in science was taken much less seriously and he was less respected. After the transition it was assumed that he was indeed a better scientist simply because he was a man. This sort of double standard and bias with women in these fields has led to such
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
Carol B. Muller, “The Underrepresentation of Women in Engineering and Related Sciences: Pursuing Two Complementary Paths to Parity.” National Academies Press (US); Web. 2003.
Girls are seen as caring, nurturing, quiet, and helpful. They place other’s needs above their own. Girls get ahead by hard work, not by being naturally gifted. Boys are seen as lazy, but girls are seen as not capable. In class, teacher will call on boys more than they call on girls. Boys are seen as better at math and science; while girls are better at reading and art. This bias is still at work even out of the classroom. There are more males employed at computer firms than women. The ratio of male to female workers in STEM fields is 3-1. In college, more women major in the humanities than in the sciences. In education, women are often seen as lesser than; even though 65% of all college degrees are earned by women. Women are still often seen as needing to be more decorative than intellectual, as represented by the Barbie who included the phrase, “Math is hard!” and the shirt that JC Penneys sold that said, “I’m too pretty to do homework, so my brother has to do it for me.” While there was a backlash on both items, it points out that there is a great deal of work to do on the educational gender bias to be
Stereotype threat is possibly conforming to the Stereotype you think that you are representing. Females tend to do this in tests when they are reminded that they are a female taking a math test. If a female were to take a math test in a room full of men they are more likely to feel the pressure and conform to the threat, and not do so well. Gender bias is another thing that effects female students. It mostly affects them in their future, as a male is more likely to be hired for a math related job then a female. Prof. Zonnefeld even states that most girls will know all the answers in class, they won’t perform in class or answer because of the threats and biases. I asked Prof. Zonnefeld if she ever felt the stereotype threat, she said that once she hit college that was when she felt it. Most of her math courses in college where just her and some boys. She said that there were a lot of assumptions made because she was a female in a math class. The fact that again there are not very many female role models in the math and science fields, that makes them hide in their shells when it comes to math. Once they start to not answer questions and hide in their shells, their motivation level will go down and so will their grades. (Hill, C. 2018, Bohannon, J.