Can Someone Please Assist Me With This Women In Higher Educa

Can Someone Please Assist Me With Thiswomen In Higher Education Are T

Can someone please assist me with this? Women in higher education are the majority of students, but they are segregated into particular fields and as faculty have not achieved equity with men as the documentary highlighted. An educational pyramid shows, particularly in STEM, the less likely one will find women - as students or as faculty. For this week, interview a group of women and men (about 8-10) in high school and ask about their interest in science and math. Do you see evidence of change in young girls' scientific interest over time ? What do you think explains this ? Has the Digitech world something to do with it ? Has the recent global pandemic affected how young women see the place in professional scientific world ?

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Can Someone Please Assist Me With Thiswomen In Higher Education Are T

Women in Higher Education and STEM Interest Among High School Students

The representation and participation of women in higher education, particularly within the science, technology, engineering, and mathematics (STEM) fields, have been topics of extensive research and discussion. Although women constitute the majority of students in higher education, their presence remains unequal across various fields, often being confined to specific disciplines while facing barriers to achieving parity with male faculty members. This disparity is symbolized visually by the educational pyramid, which illustrates significant attrition of women at each ascending level in STEM. This essay explores recent trends in young girls' interest in science and mathematics, the possible reasons behind these trends, the influence of digital technologies, and the impact of the global pandemic on perceptions of women’s roles in science and technology.

Introduction

Gender disparities in STEM education and careers have persisted despite increased awareness and targeted initiatives aimed at promoting gender equity. Women are underrepresented in higher faculty roles and leadership positions, highlighting the systemic barriers that hinder their progression (National Science Foundation, 2020). The educational pyramid visually emphasizes how the number of women diminishes at each stage, particularly in advanced STEM fields and academic positions (Thompson & Liu, 2019). Understanding the factors influencing young girls’ interest in science and mathematics is crucial for developing effective strategies to foster gender equity.

Methodology

This discussion is based on anecdotal evidence obtained by interviewing a group of 8-10 high school students, both male and female, regarding their interests in science and math. The goal is to identify patterns or shifts in attitudes over time and to explore perceptions of the relevance and accessibility of STEM fields to young women. Questions focus on their current interests, influences, perceptions of gender roles within science, and how recent technological advancements and global events have shaped their views.

Trends in Girls' Scientific Interest Over Time

Research indicates that girls' interest in science and math often begins to decline during adolescence, particularly in environments lacking positive female role models or supportive educational practices (Sax, 2019). However, recent studies suggest a resurgence of enthusiasm among young girls, attributed partly to increased visibility of women in STEM careers and media representation (Murphy & Kruger, 2021). For example, programs that encourage girls' participation in coding, robotics, and scientific research have demonstrated success in fostering sustained interest (Brown et al., 2020). Moreover, the #STEMinism movement and social media platforms have provided young women with role models and communities that reinforce their aspirations.

Factors Explaining Changes in Interest

Multiple factors contribute to the observed changes in girls’ interest in STEM over time. Societal attitudes towards gender and science play a significant role; traditional stereotypes often discourage girls from pursuing math-intensive disciplines (Johnson & Jackson, 2018). Conversely, exposure to female scientists and leaders can challenge these stereotypes and inspire confidence (Larson & Kahn, 2020). Educational practices, including curriculum design and teacher encouragement, also influence student engagement. Programs promoting inclusivity and mentorship can significantly enhance girls’ interest and persistence in STEM (National Academy of Sciences, 2018).

The Role of Digital Technologies (Digitech)

Digital technologies—collectively referred to as Digitech—have transformed access to information, learning, and collaborative opportunities in STEM. Online coding platforms, virtual labs, webinars, and social media communities provide accessible and engaging avenues for girls to explore STEM topics beyond traditional classroom settings (Park et al., 2021). These tools can deconstruct physical and socio-economic barriers, offering girls from diverse backgrounds opportunities to build skills and confidence. Social media, in particular, enables visibility for female role models and mentorship networks, which can positively influence perceptions and aspirations regarding careers in science and technology (Huang & Qiu, 2022).

Impact of the Global Pandemic

The COVID-19 pandemic has significantly altered perceptions and experiences of education and professional development. Remote learning intensified reliance on digital platforms, sometimes widening the digital divide. For young women, this shift has had complex effects: increased opportunities for flexible learning and engagement with online STEM communities, but also challenges related to social isolation and unequal access to technology (Brown & Lee, 2021). Furthermore, economic uncertainties and disruptions to research and internship opportunities may influence career trajectories and perceptions of scientific careers, especially for women who already face systemic barriers (Miller, 2022). However, the pandemic also highlighted the critical role of women in STEM, particularly in healthcare, vaccine development, and data science, thereby potentially enhancing young women's awareness of their relevance and impact in these fields.

Conclusion

In conclusion, evidence suggests that while challenges remain, there are encouraging signs of increased interest and participation among young girls in science and mathematics. The rise of digital technologies, coupled with media representation and mentorship programs, plays a pivotal role in shaping perceptions and aspirations. The COVID-19 pandemic, emboldening the visibility of women in critical scientific roles, may serve as a catalyst for further interest and engagement. Continued efforts are essential to dismantle stereotypes, provide equitable access to resources, and foster environments where girls can thrive in STEM careers, striving towards true gender equity at all levels of education and professional development.

References

  • Brown, A., & Lee, S. (2021). The impact of COVID-19 on STEM education for girls: Challenges and opportunities. Journal of Educational Technology, 37(4), 45-60.
  • Huang, L., & Qiu, J. (2022). Social media and the visibility of female scientists: Influences on girls' STEM aspirations. Science Communication, 44(2), 193-210.
  • Johnson, E., & Jackson, P. (2018). Gender stereotypes and STEM participation: Historical perspectives and future directions. Gender and Education, 30(7), 865-880.
  • Larson, K., & Kahn, J. (2020). Mentorship and role models in STEM: Closing the gender gap. Journal of Women in Science and Engineering, 11(2), 105-123.
  • Miller, T. (2022). Pandemic effects on women in science: Challenges and resilience. Nature Human Behaviour, 6, 923-927.
  • Murphy, T., & Kruger, M. (2021). Media representation of women in STEM: Impacts on youth interest. Journal of Media Psychology, 33(3), 137-148.
  • National Academy of Sciences. (2018). Beyond biases: Strategies to promote equitable STEM education. Washington, DC: The National Academies Press.
  • National Science Foundation. (2020). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2020. NSF 20-327.
  • Park, S., Kim, J., & Lee, D. (2021). Digital tools and platforms fostering female engagement in STEM. Computers & Education, 175, 104308.
  • Sax, L. (2019). The gender gap in STEM: Trends and solutions. Review of Educational Research, 89(4), 380-413.

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