Social Barrier: Gender stereotyping (Males viewed as superior in math/science)
| BARRIERS | SUPPORTS |  | Family 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
|  | Ineffective 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)
|  | Disconnect 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
|  | Social 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
|  | Low 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:
Women Tech World: http://www.womentechworld.org/
The National Institute for Women in Trades, Technology & Science state that “nothing motivates women toward seeking a career in technology more than seeing other women in roles most often filled by men.” As a result, they created this website to provide information about successful women in technology. The biographies provide information about strong female role models and show that women also do well in the STEM careers.
Women in Science: http://www.sdsc.edu/ScienceWomen/
This San Diego Super Computer site includes information about 16 women who were important to the expansion of knowledge regarding science. These women are examples of great role models for women.
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