Gender in schools and accomodating differences
However, I doubt that a more nuanced policy for assessing math gains would address the underlying problem of the year-after-year underestimation of girls’ abilities and various signals and beliefs that buttress boys’ confidence and devalue girls, all of which cumulatively contributes to any measured gaps.
Looking beyond K-12 education, there is mounting evidence at the college and postgraduate levels that cultural differences between academic disciplines may be driving women away from STEM fields, as well as away from some non-STEM fields (e.g., criminal justice, philosophy, and economics).
And what happens if a woman perseveres in obtaining a college degree in a field where she encounters discrimination and underestimation and wants to pursue a postgraduate degree in that field, and maybe eventually work in academia?
The literature suggests additional obstacles await her.
In short, women are less likely to enter fields where they expect to encounter discrimination.
After creating factor scales on each of the six dimensions for each major, we mapped those ratings onto the second data source, the Education Longitudinal Study, which contains several prior achievement, demographic, and attitudinal measures on which we matched young men and women attending four-year colleges.
Among this nationally representative sample, we found that the degree to which a field was perceived to be math- or science-intensive had very little relation to student gender.
Gender inequality is often caused by young people's vulnerability to gender stereotypes.
This may include set ideas about how boys and girls should behave.
Traditional notions about male and female jobs often determine the course of study chosen by teenagers. For instance, girls still tend not to opt for technical courses and boys tend not to to opt for training as carers or primary school teachers.