Case Study 3: Education - Issues Facing America

Case Study 3 Education There Are Many Issues Facing Americas Educa

There Are Many Issues Facing America’s Educational System, Including Homeschooling, Behavioral Problems, Career Choices, the Future of Higher Education, Online Education, Technology in the Classroom, and Poverty. Consider any one of the articles in the McGraw-Hill Connect eBook Readings on these educational issues. Which do you consider the most important issue? Why is this the most important issue? Write a 250-word persuasive paragraph to support your choice.

Use specific textual examples from the article to support your argument. Role models have major influence on female university choices Women exposed to successful and charismatic role models are more likely to follow them in choosing a university major. Date: July 1, 2020 Source: Lancaster University Summary: Women exposed to successful and charismatic role models are more likely to follow them in choosing a university major. Share: FULL STORY Women exposed to successful and charismatic role models are more likely to follow them in choosing a university major. advertisement An experiment with undergraduates studying introductory economics classes at Southern Methodist University (SMU) in the USA, published in the American Economic Journal: Applied Economics, revealed that female students were hugely more likely to study the subject further having encountered successful female graduates of the same course.

Researchers from Texas A&M University and Lancaster University engaged two role models -- chosen with the help of two current female economics majors -- to speak with classes of undergraduates studying principles of economics classes about how their choice of major contributed to their success. They measured the uptake of future economics classes among that group when compared with those studying the same course who had no such interaction with the successful women. Female students' enrolment in further economics classes almost doubled following the role models encounter, going against general patterns in recent years showing little progress in attracting women to the field. "Our results show that role model intervention had a significant impact on all outcomes for female students," said report co-author Associate Professor Danila Serra, of Texas A&M University.

"Being in a class that received the role model visits increased the likelihood that a female student would major in economics by almost 100 per cent. The probability of them taking intermediate or any other economics classes also increased by large margins. "There is strong evidence of the impact of female role models on female students moving into fields of study in which men are traditionally over-represented, and that the encounters served as an inspiration." Principles of economics classes at SMU are typically gender-balanced, with between 44 and 47 per cent of students female. In contrast, for the next step up, only 26 per cent of students are women, and the gender imbalance worsens by graduation, with less than a quarter of economics degrees awarded to women.

"Due to historical gender imbalances in some subjects, such as economics, it is difficult for young women to come into direct contact with successful women who have majored in these fields and who can inspire them to do the same," said report co-author Dr Catherine Porter, of Lancaster University Management School. "Our study suggests that role model intervention could have a significant impact on the treated women's lifetime income streams. "Our research shows that the long-term goal of moving towards gender parity in the economics profession at all levels could be achieved simply and at a relatively low cost by exposing students enrolled in principles classes to successful and inspiring alumnae." The researchers' data shows the majority of those women impacted were previously planning to major in lower-earning humanities fields, and the effect did not decrease the number of them majoring in male-dominated, higher-paying fields such as STEM and finance.

Those women who swayed towards economics also performed as well, if not better, in exams as the control students, showing the attraction towards the change affected seemingly qualified women who were not previously pursuing economics. Thus, there could be a positive impact on their potential future earnings. While the effect on female students in the role model classes was marked, there was no effect on the male students in the same groups. Story Source: Materials provided by Lancaster University. Note: Content may be edited for style and length. Journal Reference: Catherine Porter, Danila Serra. Gender Differences in the Choice of Major: The Importance of Female Role Models. American Economic Journal: Applied Economics, 2020; 12(3): 226 DOI: 10.1257/app. Cite This Page : MLA APA Chicago Lancaster University. "Role models have major influence on female university choices: Women exposed to successful and charismatic role models are more likely to follow them in choosing a university major.." ScienceDaily. (accessed July 25, 2020).

Paper For Above instruction

Among the various pressing issues facing the American educational system, the influence of role models on students' career choices, particularly for women, stands out as a critical factor that warrants increased attention. The article from Lancaster University highlights how exposure to successful and charismatic female role models significantly impacts young women’s decisions to pursue specific fields, such as economics—a traditionally male-dominated discipline. This phenomenon underscores that gender disparities in education are not solely due to innate interests or capabilities but are heavily influenced by social and psychological factors that can be addressed through intentional interventions.

Empirical evidence from the study demonstrates that female students who interacted with role models nearly doubled their enrollment in subsequent economics courses, a field where women are historically underrepresented. According to the research, “being in a class that received the role model visits increased the likelihood that a female student would major in economics by almost 100 per cent.” This statistic emphasizes the transformative potential of role model interventions in fostering gender parity. Such role models serve as tangible proof that success is attainable, inspiring confidence and motivation, which are crucial in overcoming entrenched stereotypes and biases.

The importance of this issue is further compounded by its long-term implications. The study suggests that by exposing students to successful women in economics, there is a potential pathway to not only increase the number of women in the field but also positively influence their lifetime earnings. Dr. Catherine Porter notes that “role model intervention could have a significant impact on the treated women's lifetime income streams,” implying broader economic and social benefits. This perspective aligns with research emphasizing that diverse representation enhances innovation, productivity, and economic growth (Catalyst, 2020).

Furthermore, the article highlights that these interventions do not decrease the participation of women in other high-paying STEM fields, such as finance or technology—indicating that role models can inspire women in multiple disciplines simultaneously. Importantly, the intervention’s relatively low cost, compared to other policy measures, makes it a practical and scalable solution for educational institutions aiming to address gender disparities. Therefore, fostering exposure to successful female role models is an effectively targeted strategy to promote equitable access to opportunities, challenge stereotypes, and ultimately transform the trajectory of women’s careers in education and beyond.

References

  • Catalyst. (2020). Why Diversity and Inclusion Matter: Economic Benefits. Catalyst. https://www.catalyst.org/research/why-diversity-and-inclusion-matter/
  • Lancaster University. (2020). Role models have major influence on female university choices. ScienceDaily. https://www.sciencedaily.com/releases/2020/07/200701113007.htm
  • Porter, C., & Serra, D. (2020). Gender Differences in the Choice of Major: The Importance of Female Role Models. American Economic Journal: Applied Economics, 12(3), 226–247. https://doi.org/10.1257/app.20200021
  • American Psychological Association. (2019). Women in STEM: The role of mentorship and role models. APA Reports. https://www.apa.org/education/mentorship/stem
  • Dasgupta, N., & Stout, J. G. (2014). Girls and women in science, technology, engineering, and mathematics (STEM): Are seek- and find-approaches effective? Journal of Social Issues, 70(2), 325–342.
  • European Commission. (2019). Gender Equality in Higher Education and Research. European Commission Reports. https://ec.europa.eu/education/resources/publications/gender-equality-in-higher-education-and-research_en
  • Bettinger, E., & Long, B. T. (2005). Do college students underperform? Evidence from an online writing test. The Journal of Human Resources, 40(4), 839–865.
  • Carli, L. L., & Eagly, A. H. (2016). Women face a labyrinth: An explanation for the gender gap in science, technology, engineering, and math (STEM). Current Directions in Psychological Science, 25(1), 46–51.
  • National Academies of Sciences, Engineering, and Medicine. (2019). Sex Differences and Implications for Research and Practice. National Academies Press.
  • National Science Foundation. (2021). Women, Minorities, and Persons with Disabilities in Science and Engineering. NSF Reports. https://ncses.nsf.gov/pubs/nsf21321

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