Trends in Gender Disparities Among High-Achieving Students in Mathematics: An Analysis of the American Mathematics Competition (AMC)

And Mathematics ◽

Male To Female

Using the test scores of more than 2,250,000 students who participated in the American Mathematics Competitions (AMC) from 2009 to 2019, this study examined the direction and magnitude of the trends in gender disparity in participation and high achievement in self-select mathematics exams. The results of this study indicated that the male to female ratio among the AMC participants increased significantly from 2009 to 2019. The findings also showed an established disparity that favored males for each year and for all competitions in both the top 1% and 5% levels, while the trend in the male to female ratios over a decade was stable, except for the top 1% of the population in the AMC 8, in which there was a significant increasing trend that favored males. The possible impacts of these findings within the context of the underrepresentation of women in STEM (science, technology, engineering, and mathematics) fields are discussed.

Will We Ever Close the Gender Gap Among Top Mathematics Achievers? Analysis of Recent Trends by Race in Advanced Placement (AP) Exams

journal for the education of the gifted ◽

10.1177/01623532211044540 ◽

2021 ◽

pp. 016235322110445

Author(s):

A. Kadir Bahar

Keyword(s):

Advanced Placement ◽

Gender Gap ◽

Gender Disparity ◽

Gender Disparities ◽

Women In Science ◽

Science Technology ◽

Ap Calculus ◽

Recent Trends ◽

Analyzing the test scores of more than 10,000,000 students who participated in the Advanced Placement (AP) math exams from 1997 to 2019, this study examined the direction and magnitude of the trend in gender disparity by race in participation in and top achievement on AP Calculus AB, Calculus BC, and Statistics exams. The results of this study indicated that, in general, females’ representation in all three AP exams increased significantly. Although the findings indicated that the female-to-male ratios (FMRs) in participation in the AP math exams increased significantly from 1997 to 2019 and favored females for all races, the gender disparities among top achievers for all math exams are still substantial. The relationships between the FMRs in participation and top achievement for all AP math exams were also analyzed within races, and the possible impacts of these findings within the context of the underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields were also discussed.

First-mover Advantage Explains Gender Disparities in Physics Citations

10.21203/rs.3.rs-957696/v1 ◽

2021 ◽

Author(s):

Hyunsik Kong ◽

Samuel Martin-Gutierrez ◽

Fariba Karimi

Keyword(s):

Citation Network ◽

Gender Disparity ◽

Gender Disparities ◽

Men And Women ◽

Science Technology ◽

Gender Biases ◽

First Mover Advantage ◽

Measure Of Similarity ◽

And Mathematics ◽

First Mover

Abstract Mounting evidence suggests that publications and citations of scholars in the STEM fields (Science, Technology, Engineering and Mathematics) suffer from gender biases. In this paper, we study the physics community, a core STEM field in which women are still largely under-represented and where these gender disparities persist. To reveal such inequalities, we compare the citations received by papers led by men and women that cover the same topics in a comparable way. To do that, we devise a robust statistical measure of similarity between publications that enables us to detect pairs of similar papers. Our findings indicate that although papers written by women tend to have lower visibility in the citation network, pairs of similar papers written by men and women receive comparable attention when corrected for the time of publication. These analyses suggest that gender disparity is closely related to the first-mover and cumulative advantage that men have in physics and is not an intentional act of discrimination towards women.

Accidental Poisoning in Children with Special Reference to Kerosene Poisoning

Paediatrica Indonesiana ◽

10.14238/pi18.1-2.1978.45-50 ◽

2017 ◽

Vol 18 (1-2) ◽

pp. 45

Author(s):

Dachrul Aldy ◽

Rusdidjas Rusdidjas ◽

Helena Siregar

Keyword(s):

Retrospective Study ◽

Broad Spectrum ◽

Accidental Poisoning ◽

Female Ratio ◽

Presenting Symptoms ◽

Oxygen Administration ◽

Lower Socioeconomic ◽

Increasing Trend ◽

Poisoning In Children ◽

Male To Female

A 6-year (1970- 1975) retrospective study of kerosene poisoning in children admitted to the General Hospital, Medan, is presented. The total number of admission was 10.643, 124 of which were kerosene poisoning. Tho mortality was 4.8%. In North Sumatera the incidence of kerosene poisoning along with the consumption of kerosene showed an increasing trend. The male to female ratio was 75 by 49 (3:2). The majority of cases were brought to the hospital within one hour after ingestion of kerosene. The presenting symptoms in the majority of cases were coughing (78.8%), vomiting (48.9%), dyspnoe 29%, fever 20.9%, brochopneumonia 12.9%, cyanosis 4.0%, and shock 1.6%. Treatment consisted of broad spectrum antibiotics, intravenous fluid, and oxygen administration. Kerosene in the household of the patients was used as fuel, either for cooking, or light source. More than 75% of the cases belonged to the lower socioeconomic class.

Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

CBE—Life Sciences Education ◽

10.1187/cbe.13-10-0204 ◽

2014 ◽

Vol 13 (3) ◽

pp. 478-492 ◽

Cited By ~ 84

Author(s):

Sarah L. Eddy ◽

Sara E. Brownell ◽

Mary Pat Wenderoth

Keyword(s):

Gender Disparity ◽

Gender Disparities ◽

Grade Point Averages ◽

Introductory Biology ◽

Gender Gaps ◽

Grade Point ◽

Undergraduate Level ◽

Two Measures ◽

Using Data ◽

Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large introductory biology classes for majors, we examine two measures of gender disparity in biology: academic achievement and participation in whole-class discussions. We found that females consistently underperform on exams compared with males with similar overall college grade point averages. In addition, although females on average represent 60% of the students in these courses, their voices make up less than 40% of those heard responding to instructor-posed questions to the class, one of the most common ways of engaging students in large lectures. Based on these data, we propose that, despite numerical dominance of females, gender disparities remain an issue in introductory biology classrooms. For student retention and achievement in biology to be truly merit based, we need to develop strategies to equalize the opportunities for students of different genders to practice the skills they need to excel.

The Sensor Revolution: Benefits and Challenges for the Marine Technical Workforce

Marine Technology Society Journal ◽

10.4031/002533207787442114 ◽

2007 ◽

Vol 41 (3) ◽

pp. 68-72

Author(s):

Liesl Hotaling ◽

Deidre Sullivan ◽

Jill Zande

Keyword(s):

Data Analysis ◽

Sensor Networks ◽

Test Scores ◽

Global Economy ◽

Sensor Development ◽

Science Technology ◽

And Mathematics ◽

The Way

Sensors are revolutionizing the way that we study, explore, and utilize our oceans. The continued development, operation, and expansion of sensors and sensor networks will require a workforce well prepared in science, technology, engineering, and mathematics (STEM) skills. Solid preparations in STEM skills are critical to the marine workforce and to other sectors of the economy. National reports and international test scores indicate that these skills are currently lagging in U.S. students, which presents a challenge to the technical workplace. Using sensors and the data produced as an engaging mechanism to teach STEM skills is one way to meet this challenge. Students armed with STEM skills and the motivation to apply those skills in careers that involve sensor development, operations, and data analysis will provide lasting benefits to society and the global economy.

The Stereotype Threat Hypothesis: An Assessment from the Philosopher's Armchair, for the Philosopher's Classroom

Hypatia ◽

10.1111/hypa.12148 ◽

2015 ◽

Vol 30 (2) ◽

pp. 450-466 ◽

Cited By ~ 5

Author(s):

Gina Schouten

Keyword(s):

Stereotype Threat ◽

High Stakes Testing ◽

Gender Disparities ◽

Women In Stem ◽

Stem Fields ◽

High Stakes ◽

Science Technology ◽

Growing Body ◽

Gendered Stereotypes

According to Stereotype Threat Hypothesis (STH), fear of confirming gendered stereotypes causes women to experience anxiety in circumstances wherein their performance might potentially confirm those stereotypes, such as high‐stakes testing scenarios in science, technology, engineering, and math (STEM) courses. This anxiety causes women to underperform, which in turn causes them to withdraw from math‐intensive disciplines. STH is thought by many to account for the underrepresentation of women in STEM fields, and a growing body of evidence substantiates this hypothesis. In considering the plausibility of STH as an explanation for women's disproportionate attrition from undergraduate philosophy programs, one is struck by dissimilarities between STEM and philosophy that appear to undermine the applicability of STH to the latter. In this paper, I argue that these dissimilarities are either merely apparent or merely apparently relevant to the plausibility of STH as an explanation for gender disparities in philosophy. I argue further that, if research from STEM uncovers promising strategies for confronting stereotype threat, we should think about how to apply those strategies in our introductory philosophy classrooms.

Using Video to Increase Gender Bias Literacy Toward Women in Science

Psychology of Women Quarterly ◽

10.1177/0361684316674721 ◽

2016 ◽

Vol 41 (2) ◽

pp. 175-196 ◽

Cited By ~ 18

Author(s):

Evava S. Pietri ◽

Corinne A. Moss-Racusin ◽

John F. Dovidio ◽

Dipika Guha ◽

Gina Roussos ◽

...

Keyword(s):

Gender Bias ◽

Women In Science ◽

Mathematics Interventions ◽

Gender Inequity ◽

Unfair Treatment ◽

Science Technology ◽

Gender Biases ◽

Expert Interview ◽

Despite evidence that gender biases contribute to the persistent underrepresentation of women in science, technology, engineering, and mathematics, interventions that enhance gender bias literacy about these fields remain rare. The current research tested the effectiveness of two theoretically grounded sets of videos at increasing gender bias literacy as characterized by (a) awareness of bias, (b) knowledge of gender inequity, (c) feelings of efficacy at being able to notice bias, and (d) recognition and confrontation of bias across situations. The narrative videos utilized entertaining stories to illustrate gender bias, while the expert interview videos discussed the same bias during an interview with a psychology professor. The narrative videos increased participants’ immersion in the story and identification with characters, whereas the expert interviews promoted logical thinking and perceptions of being knowledgeable about gender bias facts. Compared with control videos, the narrative and expert interview videos increased awareness of bias (Experiments 1 and 2) and influenced knowledge of gender inequity, self-efficacy beliefs, and the recognition of bias in everyday situations (Experiment 2). However, only the expert interview videos affected participants’ intentions to confront unfair treatment. Additional online materials for this article are available to PWQ subscribers on PWQ’s website at http://pwq.sagepub.com/supplemental

One Size Does Not Fit All: Gender Inequity in STEM Varies Between Subfields

Industrial and Organizational Psychology ◽

10.1017/iop.2018.21 ◽

2018 ◽

Vol 11 (2) ◽

pp. 314-318 ◽

Cited By ~ 1

Author(s):

Stefanie Gisler ◽

Anne E. Kato ◽

Soohyun Lee ◽

Desmond W. Leung

Keyword(s):

Gender Gap ◽

Software Engineer ◽

Gender Disparities ◽

Stem Fields ◽

Gender Inequity ◽

Individual Level ◽

Science Technology ◽

Effective Interventions ◽

We wholeheartedly agree with Miner et al. (2018) that industrial and organizational (I-O) psychologists should take a lead in addressing gender inequity in science, technology, engineering, and mathematics (STEM) fields. The focal article is particularly timely in light of the recent controversial “Google memo” (Damore, 2017), in which a senior software engineer endorsed the same individual-level myths regarding the gender gap in STEM that were critiqued by Miner et al. (2018). However, we caution against painting all STEM fields with the same broad brush. We argue that it is critical for I-O psychologists to be aware of important differences between STEM subfields, as these distinctions suggest that a “one-size-fits-all” approach may be inadequate for addressing existing gender disparities in STEM. In order to be maximally effective, interventions may need to emphasize distinct issues and target different points in the career pipeline depending on the specific STEM subfield in question.

STEM Education for Girls and Women

10.31219/osf.io/2ybcz ◽

2021 ◽

Author(s):

AISDL

Keyword(s):

Genome Editing ◽

Stem Education ◽

Nobel Prize ◽

Gender Disparity ◽

Stem Fields ◽

Royal Swedish Academy ◽

Science Technology ◽

History Of ◽

And Mathematics ◽

Academy Of Sciences

The award of the 2020 Noble Prize in chemistry by the Royal Swedish Academy of Sciences to Dr Emmanuel Charpentier and Dr Jennifer A. Doudna for the development of a method for genome editing does not only highlight the potential and promise that girls and women hold in Science, Technology, Engineering and Mathematics (STEM) fields, but also that girls and women can excel to the highest level and achieve prominence in these careers. Sadly though, Dr Charpentier and Dr Doudna are only the sixth and seventh women, out of a total of 185 individuals, to have won the Nobel Prize in chemistry since the annual prize was awarded in 1901.i This implies that in the history of the Nobel Prize in chemistry, for every female winner there are 26 male winners. And in the history of all the Nobel Prizes in the sciences, there have been 20 female laureates of the more than 600 prizes awarded in physiology or medicine, chemistry and physics. These ratios reflect the gender disparity and inequality that exists in STEM fields globally.