When I was in elementary school, most of my friends were boys. After school, while my friends were outside playing in the neighborhood down the street I would be at my house doing my homework or reading. My parents were cautious about letting me go anywhere outside of the house while they would allow my younger brother to spend time at his friends’ houses. They were more careful with me because I am a girl and more vulnerable. What if this bias led to a disadvantage in my education? Environmental and sociocultural influences are the primary cause of gender differences in the fields of math and science and this issue should be reconciled through classroom programs.

Although data suggests that men and women show no differences in many aspects of spatial and mathematical abilities, men outperform women in mental rotation and problem solving skills (Hyde 134). Meta-analysis data suggests that men have an advantage in mental rotation skills. Why might this be the case? Parents have a strong influence on their children especially in their early years of education. Unfortunately, parents tend to place “greater restrictions” on their daughters which cause a deficiency in their spatial abilities (Hyde 136). The less experience children have outside and playing games leads to lower exposure to activities that enhance spatial skills such as mental rotation. In order to level the playing field between men and women, educational programs relating to spatial abilities should be implemented at an early age. It is evident that these skills can be taught and developed over time, thus supporting the incremental mindset that Carl S. Dweck supports in her essay.

Furthermore, Janet Hyde refers to various meta-analysis studies that suggest that as students approach their adolescent and early adult years, the effect size related to problem solving significantly favors men resulting in an effect size value of 0.32 between the ages of 19 and 25 (Hyde 133). Even though differences are not shown in other skills of mathematics, problem solving is an essential ability in the scientific community. In order to narrow the gender gap, girls should be encouraged to take higher level mathematics and science courses which focus more on problem solving skills. Female students are less likely than male students to take AP (Advanced Placement) and IB (International Baccalaureate) courses, therefore putting girls at an immediate disadvantage. Hyde suggests that colleges should require that all students should take four years of high school math and science courses to ensure that they have had experience with problem solving. However, this solution is not the right course of action. Making these sort of requirements assumes that all students have an interest in the fields of math and science, but this is surely not the case. Instead, teachers should encourage all students to take higher level chemistry and physics courses which will impede any sort of gender bias in the sciences.

Critics might claim that in arguing that environmental factors are the cause of the low representation of women in science, there is an underlying assumption that biological differences are non-existent. According to the National Science Foundation, 43.1% of the bachelor degrees awarded in 2012 relating to mathematics and statistics were received by women (National Science Foundation 2012). Therefore, the substantial number of women earning degrees in these fields suggests that they must have the biological skills necessary to succeed. However, these numbers drop at the levels of masters and doctoral work. The sudden drop in numbers must be the result of environmental factors. In order to eliminate the gender gap, both parents and teachers must collaborate to encourage all students to gain experience with mathematical and spatial skills.

Works Cited:

Hyde, Janet S. “Women in Science: Gender Similarities in Abilities and Sociocultural Forces.” Why Aren’t More Women in Science?: Top Researchers Debate the Evidence. Washington, DC. American Psychological Association, 2007. 27-37. Print.

National Science Foundation, National Center for Science and Engineering Statistics, special tabulations of U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System, Completions Survey, 2002–12.

http://www.slate.com/content/dam/slate/articles/double_x/doublex/2013/11/father_daughter.jpg.CROP.promo-mediumlarge.jpg