Gender Disparity in STEM Education: A
Reflective Essay
Author: Santosh Kumar Biswa,
Sr. Teacher, Damphu CS, Tsirang, Bhutan
As I read Dasgupta and Stout's (2014) article, "Girls
and Women in Science, Technology, Engineering, and Mathematics: STEMing the
Tide and Broadening Participation in STEM Careers," I'm struck by how
important it is to address gender inequities in STEM. This article makes me
think about the ongoing difficulties that women and girls in STEM confront as
well as the critical role that every one of us plays in establishing a
scientific community that is more inclusive and diverse.
Challenging Stereotypes and Bias
The effect of societal stereotypes on females'
motivation and self-efficacy in STEM fields is one important topic that is
discussed in the article. This makes me reflect on how pervasive these
misconceptions are in our culture. Growing up, I observed how subliminal
messages that linked STEM subjects to masculinity discouraged girls from
following their interests in these fields, which had an impact on students'
views on pursuing STEM jobs. According to the study's findings (Makarova et al.,
2019), female students in particular were found to have lower career targets in
math and science than male students. This insight makes me wonder about the
long-term repercussions of these preconceptions and the restrictions they place
on gifted people. In contemplating the issue further, I recognize the
importance of challenging these stereotypes and biases both within educational
institutions and in broader society. As an individual, I can contribute by
actively promoting positive role models and highlighting the achievements of
women in STEM (Makarova et al.,2019). By doing so, I hope to counteract the
prevailing stereotypes and inspire young girls to embrace their interests in
these fields. Moreover, we need to foster inclusive and diverse environments
within STEM where creativity, collaboration, and innovation can flourish.
Early Intervention and Support
The importance of early intervention and
encouragement in fostering girls' interest in STEM is also emphasized in the
article. This is in line with what I have discovered and encountered. I can
remember occasions when my female peers were discouraged from pursuing STEM
careers owing to a lack of support and opportunity (Ertl et al., 2017). This
was likely a result of feelings of dread, lowered confidence, and low
self-esteem. In retrospect, I see how crucial it is to establish encouraging
learning environments at a young age. We can support girls and women to follow
their aspirations in STEM by offering resources, mentorship programs, and
networking opportunities. I realized that teachers, parents, and peers play a
vital role in shaping attitudes toward STEM. As an individual, I can contribute
by encouraging girls to explore STEM fields, promoting a growth mindset, and
fostering a sense of belonging, which will help them overcome any perceived
barriers or biases. It is essential to provide resources, mentorship programs,
and networking opportunities to empower girls and women in their pursuit of
STEM careers.
Addressing Bias in Academic and
Workplace Settings
Addressing the threat of bias and stereotypes in
academic and workplace settings is another critical aspect emphasized in the
article. I reflect on instances where I witnessed the detrimental impact of
stereotype threat on girls' performance and engagement in STEM subjects. This
recognition underscores the necessity of creating inclusive environments that
value diversity and mitigate the effects of stereotype threat. As an
individual, I can actively challenge biases, advocate for equitable opportunities,
and support initiatives that promote diversity within educational institutions
and workplaces.
Conclusion
In conclusion, "Girls and Women in Science,
Technology, Engineering, and Mathematics: STEMing the Tide and Broadening
Participation in STEM Careers" sheds light on the persisting gender
disparities in STEM fields and provides strategies for promoting gender equity
(Dasgupta & Stout, 2014). Reflecting on this article, I realize that
achieving diversity and inclusivity in STEM requires collective efforts from
all stakeholders—educators, policymakers, parents, and society as a whole. It
is our shared responsibility to dismantle stereotypes, create supportive
learning environments, and address biases. By empowering girls and women in
STEM, we can unlock their full potential, foster groundbreaking contributions,
and drive innovation for the betterment of society. Ultimately, we must work
toward a culture in which talent knows no gender and every person has an equal
chance to succeed in STEM professions. Margaret Mead once said, "Never
doubt that a small group of thoughtful, committed citizens can change the
world; indeed, it's the only thing that has" (Dasgupta & Stout, 2014),
and I am reminded of that as I come to an end with this reflective essay. Let's
strive to close gender gaps in STEM history by being conscientious, dedicated
citizens.
References
Dasgupta, N., & Stout, J. G. (2014). Girls and
Women in Science, Technology, Engineering, and Mathematics: STEMing the Tide
and Broadening Participation in STEM Careers. Policy Insights from the
Behavioral and Brain Sciences, 1(1), 21–29. Retrieved from
https://doi.org/10.1177/2372732214549471
Ertl, B., Luttenberger, S., & Paechter, M. (2017,
May 17). The Impact of Gender Stereotypes on the Self-Concept of Female
Students in STEM Subjects with an Under-Representation of Females. Frontiers
in Psychology, 8.
https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00703/full
Makarova, E., Aeschlimann, B., & Herzog, W. (2019,
July 10). The Gender Gap in STEM Fields: The Impact of the Gender Stereotype of
Math and Science on Secondary Students’ Career Aspirations. Frontiers in
Education, 4.
https://www.frontiersin.org/articles/10.3389/feduc.2019.00060/full
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