Achievement gaps in the United States are observed, persistent disparities in measures of educational performance among subgroups of U.S. students, especially groups defined by socioeconomic status (SES), race/ethnicity and gender. The achievement gap can be observed through a variety of measures, including standardized test scores, grade point average, dropout rates, college enrollment, and college completion rates. The gap in achievement between lower income students and higher income students exists in all nations and it has been studied extensively in the U.S. and other countries, including the U.K. Various other gaps between groups exist around the globe as well.
Stereotype threat is a situational predicament in which people are or feel themselves to be at risk of conforming to stereotypes about their social group. It is theorized to be a contributing factor to long-standing racial and gender gaps in academic performance. Since its introduction into the academic literature, stereotype threat has become one of the most widely studied topics in the field of social psychology.
The presence of women in science spans the earliest times of the history of science wherein they have made significant contributions. Historians with an interest in gender and science have researched the scientific endeavors and accomplishments of women, the barriers they have faced, and the strategies implemented to have their work peer-reviewed and accepted in major scientific journals and other publications. The historical, critical, and sociological study of these issues has become an academic discipline in its own right.
Science, technology, engineering, and mathematics (STEM) is an umbrella term used to group together the distinct but related technical disciplines of science, technology, engineering, and mathematics. The term is typically used in the context of education policy or curriculum choices in schools. It has implications for workforce development, national security concerns, and immigration policy, with regard to admitting foreign students and tech workers.
Mathematical anxiety, also known as math phobia, is a feeling of tension and anxiety that interferes with the manipulation of numbers and the solving of mathematical problems in daily life and academic situations.
Historically, women in the United States have been represented at lower rates than men in both science and engineering college programs and careers. Over time, this pattern has led to a significantly higher concentration of male professional engineers compared to women. Additionally, this disparity has led to careers in Education, History, English, Humanities and the like to be seen as "feminine" careers and areas of study. Some Feminist theorists suggest that these social and historical factors have perpetuated women's low participation rates in engineering over time. Numerous explanations and points of view have been offered to explain women's participation rates in this field. These explanations include beliefs regarding women's lack of interest in science and engineering, their physiological inability to succeed as engineers, and environmental factors in women's childhoods that discourage them from entering science and engineering fields.
Sex differences in education are a type of sex discrimination in the education system affecting both men and women during and after their educational experiences. Men are more likely to be literate on a global average, although higher literacy scores for women are prevalent in many countries. Women are more likely to achieve a tertiary education degree compared to men of the same age. Men tended to receive more education than women in the past, but the gender gap in education has reversed in recent decades in most Western countries and many non-Western countries.
Educational Inequality is the unequal distribution of academic resources, including but not limited to school funding, qualified and experienced teachers, books, physical facilities and technologies, to socially excluded communities. These communities tend to be historically disadvantaged and oppressed. Individuals belonging to these marginalized groups are often denied access to schools with adequate resources and those that can be accessed are so distant from these communities. Inequality leads to major differences in the educational success or efficiency of these individuals and ultimately suppresses social and economic mobility. Inequality in education is broken down into different types: regional inequality, inequality by sex, inequality by social stratification, inequality by parental income, inequality by parent occupation, and many more.
The feminization of the workplace is the feminization, or the shift in gender roles and sex roles and the incorporation of women into a group or a profession once dominated by men, as it relates to the workplace. It is a set of social theories seeking to explain occupational gender-related discrepancies.
Women are often under-represented in the academic and professional fields of engineering; however, many women have contributed to the diverse fields of engineering historically and currently. A number of organizations and programs have been created to understand and overcome this tradition of gender disparity. Some have decried this gender gap, saying that it indicates the absence of potential talent. Though the gender gap as a whole is narrowing, there is still a growing gap with minority women compared to their white counterparts. Gender stereotypes, low rates of female engineering students, and engineering culture are factors that contribute to the current situation where men dominate in fields relating to engineering sciences.
Many scholars and policymakers have noted that the fields of science, technology, engineering, and mathematics (STEM) have remained predominantly male with historically low participation among women since the origins of these fields in the 18th century during the Age of Enlightenment.
Sex differences in human intelligence have long been a topic of debate among researchers and scholars. It is now recognized that there are no significant sex differences in average IQ, though particular subtypes of intelligence vary somewhat between sexes.
Nilanjana Dasgupta is a social psychologist whose work focuses on the effects of social contexts on implicit stereotypes - particularly on factors that insulate women in STEM fields from harmful stereotypes which suggest that females perform poorly in such areas. Dasgupta is a professor of Psychology and is the Director of the Institute of Diversity Sciences and the University of Massachusetts, Amherst.
C-STEM is a UC-approved educational preparation program for undergraduate admission for UC campuses to prepare students for college and career. C-STEM has University of California A-G Program status. High schools can add the A-G approved C-STEM curriculum to their own school’s A-G course lists for the UC/CSU admission requirements.
Gender disparity in computing concerns the disparity between the number of men in the field of computing in relation to the lack of women in the field. Originally, computing was seen as a female occupation. As the field evolved, so too did the demographics, and the gender gap shifted from female dominated to male dominated. The believed need for more diversity and an equal gender gap has led to public policy debates regarding gender equality. Many organizations have sought to create initiatives to bring more women into the field of computing.
Sex differences in education in the United States refers to the specific issues, such as gender-based discrimination related to coursework and use of disciplinary action, that American students of all genders encounter. Furthermore, while sex differences in education explains the prevalence of gender-based differences in education on a global scale, the American education system includes specific forms of gender discrimination dissimilar to other countries.
The gender-equality paradox is the finding that various gender differences in personality and occupational choice are larger in more gender equal countries. Larger differences are found in Big Five personality traits, Dark Triad traits, self-esteem, depression, personal values, occupational and educational choices. This phenomenon is seemingly paradoxical because one would expect the differences to be reduced as countries become more gender egalitarian. Such a paradox has been discussed by numerous studies ranging from science, mathematics, reading, personality traits, basic human values and vocational interests.
Gender digital divide is defined as gender biases coded into technology products, technology sector, and digital skills education. It can refer to women's and other gender identity's use of, and professional development in computing work. The gender digital divide has changed throughout history due to social roles, economics, and educational opportunities. As the gender spectrum continues to exist more prominently in social and professional spaces, the inclusion of other identities is an important area of concern in these types of conversations. These other identities can include any other than cis-gender male. Non-binary people make up a significant portion of the population and their existence is affected by the digital divide nonetheless.
Sapna Cheryan is an American social psychologist. She is a Full professor of social psychology in the Department of Psychology at the University of Washington.
According to the National Science Foundation (NSF), women and racial minorities are underrepresented in science, technology, engineering, and mathematics (STEM). Scholars, governments, and scientific organizations from around the world have noted a variety of explanations contributing to this lack of racial diversity, including higher levels of discrimination, implicit bias, microaggressions, chilly climate, lack of role models and mentors, and less academic preparation.
