Confidence is the Key

By Nicole Murgia

In the book Why Aren’t More Women in Science? by Stephen J. Ceci and Wendy M. Williams, it seems time and time again, the authors of the essays come to the same conclusion . Innate ability is not a contributing factor to the lack of women in science, it is environmental and psychological factors. In the essay Do Sex Differences in Cognition Cause the Shortage of Women in Science? by Melissa Hines, she supports this assumption with her statement, “innate sex differences in cognitive abilities do not cause the shortage of women in science” (Hines 101).

When the topic of the shortage of women in STEM fields is brought up and debated, the term “sex difference” is almost always thrown around.The largest sex differences in cognitive abilities appear to be with three-dimensional mental rotations (which favors males) while mathematical concepts and understanding of mathematical concepts is also an apparent sex difference, however this time favoring females (Hines 104). From this data, researchers attempt to argue that this is the reason for the lesser number of women compared to men in STEM fields, but there simply is not enough valid data to draw this broad conclusion. As proved in the previous data, women actually have advantages over men in certain mathematical areas. Upon hearing the word sex difference, one would imply that their is an innate and biological reason that is behind the difference between men and women in a certain subject, task, or whatever is being discussed. However, that is not the case, as Hines explains a sex difference means “that it exists in society at the present time” Hines 102). Therefore, the data collected proving sex differences is not a factor in the lack of women in STEM fields debate because throughout the years, this data will always be changing due to environmental issues, not biological.

Hines brings in another idea that some believe to be a factor in cognitive sex differences; gonadal hormones. Two examples of effects of these hormones are explained, one focusing on prenatal organizational influences while the other is adulthood and activational influences (Hines 105-106). Just like the studies researching sex differences, the studies of gonadal influences was deemed to not have a strong enough basis to be valid (Hines 106). What was concluded by these studies was that environmental, economical, and political factors contribute to sex segregation in careers not biological influences (Hines 109). Once again, a similar theme is present. It is not cognitive, innate influences that contribute to the lack of women in science, it is simply a matter of what environment and family situation a child is brought up in.

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This leads us to another point that was discussed earlier in this book by Valian which stated that “very small cross-sex differences and very large cross-national differences” (Valian 30) existed in the world. Environmental influences are a huge contributor to one’s ideals and skills. In the United States, students, both male and female do poorly on AP exams when compared to students on a global scale (Hines 109). Hines spent time working in Great Britain and she observed that unlike the United States, female students outperform male students in the mathematical fields (Hines 109). In order to solve this problem, the British ensure to encourage the males whom are underperforming and then see a positive trend of increased performance in the males whom were supported by their teachers (Hines 109). The problem in the United States is due to a psychological factor because women do not feel the same support and confidence that men do with regards to abilities in the science and mathematical fields.

The lack of women in STEM fields stems from problems that happen at a young age due to environmental and psychological influences. In order to stop or at least reduce the downward spiral, it is imperative that women stay confident in their abilities and are encouraged throughout the process. If at a young age girls are reminded of their abilities, they will not get discouraged when they feel they are struggling. Ensuring that young children have a positive mindset when in the face of adversity seems to be working in other countries, so what is stopping us from testing it in the United States?

 

References:

“Do Sex Differences in Cognition Cause the Shortage of Women in Science?” Melissa Hines from “Why Aren’t More Women in Science?” Stephen J. Ceci and Wendy M. Williams