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School Barrier: Sexism
BARRIERSSUPPORTS
Parental/FamilyFamily members lack
knowledge base in
math & science;
provide little help


Little encouragement
in math/science


Low aspirations or
expectations for
success in
math/science


Maternal math
anxiety transmitted
to daughter


Family has knowledge
base in math and
science; provide
sufficient help


Encouragement from
family to do well in
math/science


Support & high
expectations for
success in
math/science career
choices


Paternal
encouragement is
critically important


SchoolIneffective teaching
methods in math
&science


Little/no
encouragement from
teachers in
math/science


Teachers unwilling
to provide extra
help in math/science


Not challenged in
math/science classes


Inadequate academic
preparation in
math/science


Poor learning
environment
(disruptive) in
math/science courses


Sexism

Effective
math/science
teaching methods


Encouraging science
and math teachers


Math/science
teachers quick to
help when needed


Challenging
math/science
coursework


Exposure to math &
science enrichment
(tutors, mentors,
special programs)


Guidance CounselorsDisconnect between
professions they
considered and
perceived need for
math/science


Lack of
understanding of
preparation for
various careers


Inadequate,
incomplete, and
misinformation from
counselors about
careers


Active
discouragement at
all educational
levels


Counselors provide
clarity to career
path & appropriate
information (courses
needed; structure
and path to
science/math majors
and careers)


School professionals
engaged in student
math and science
career goals


Access to online
structured career
plans (e.g., VCC)


Active encouragement
of STEM careers


SocialSocial comparisons;
judge science/math
ability in relation
to other students


Peer group not
involved in
math/science


Lack of success in
math/science to
avoid peer
rejection, tokenism,
and stereotype
threat.


Lack of and/or
negative exposure to
math/science role
models of same
gender and/or
ethnicity (family,
peers, school,
society, media)


Gender stereotyping
(Males viewed as
superior in
math/science)


Perceived as
competent in math &
science by social
group


Peer group involved
in math and science


Strong female role
models in math and
science


Discuss math/science
career aspirations
with social group


Egalitarian gender
role perspectives


Internal/IndividualLow math/science
self-efficacy


Lack of interest in
math/science


Misconceptions about
workload/level of
difficulty of
math/science courses


Lack of initiative
to seek out
resources/help in
math/science


Lack of
understanding of
real-world
applications of
math/science


High math/science
self efficacy


Resilience-willingness
to work hard in math
& science


Obtained mastery
experiences in
math/science


Able to see
application of
math/science in
career


Has identified
math/science career
goal


Menu: Explanation  Illustration  Intervention  

Level: General  Middle School  High School  Undergraduate  

Text:

“All throughout my years in school, I have found it to be that males seem to do better in math.  Any time that I needed help I would ask a guy because they would know what the teachers were talking about.  Most of my math teachers were male.  In science I don't really know. I had a 50% chance of getting either male or female for my classes.  Mostly I didn't really care who I got as long as the class was easy; I knew going into science I would have a hard time.  Male teachers seemed to know the content more when it came to science.”

“In my high school, I think in general the males did better in math and science, but it was close.  There were many females who were right up near the top or even equal to the males as far as grades go.”

“I think, maybe in math, girls put in more effort. I know with my friends, they really work at the math. The males and females both talked about what we were doing, what we understood, and what we get on tests! It seemed like we all had similar issues and studied the same concepts. So I would say equal.  Guys did better in science-and in physics. In biology, we were equal.”

“I don't know. I know a lot of girl friends who are lot better at understanding math than me! I know a lot of guys say it's easy. It is easier for them to understand. Males didn't really seem to have a problem with girls being good in science or math; my girlfriends were equally as good as them. In math most males were the ones who were in the top 2 or 3. But, they were very vocal and always talked to their guy friends in class and would tell them their grades and everybody could hear the grades. The women were quiet about it and I didn't really know how they were doing-but I knew the males were doing well! In my science honors classes there were more females taking the classes. Males by far. A lot of girls will say, ‘Well, I'm not good at math, so that's O.K., I'm good at other things.’ Everybody seems to accept the fact that if you're not good at math it's O.K. cuz math is so hard.  And I think also to just accept the fact that if you're a male, you do better.  But I wish I knew why people were just so laid back about letting the stereotype continue. Looking back at some of my classes I think the females who did well in math, did well overall in their subjects.  They were also doing well in English or history.  And the guys who did well in math and science, still probably were at the top of our class, but you could definitely tell, you know maybe they took on one or two more math classes or science classes.  And so it seemed like the guys who did well in math, focused on math.  Whereas now I don't remember any of my female friends wanting to major in math or science. Well, I think science probably was the guys in my class.  The top 10% or so in the class were mostly the guys. Math-I don't really remember, but I'd probably have to say the same, because if those same guys were in my math class, I'm sure they'd be at the top as well.  I think girls are more interested in. Personally, I'm more interested in the creative, writing, English classes as opposed to the math and sciences. For example in the science classes, when the teacher would have examples on the board, and she'd go over things, I think they were quicker to answer her questions and be able to solve the problems.  Now I'm not sure if that was the girls being shy, but as far as I could tell, they were able to understand a little bit better the problems that we were given and that sort of thing. From what I saw, like most of my friends were guys and they always did well in science.  They were always the ones I would go to and say, "I don't understand how I got the results of this lab, can you help me?"  Girls would not know and guys would always have an answer.  So, I think the guys understood the science better.  In my four years of high school I had three teachers, because I had a repeat of two of the teachers.  And so it could have just been their methods but no one really understood it.  The class average was a D. Well they taught it, but a lot of the people were slackers.  They didn't do their work.”