In the article “Taking Science Seriously: Straight Thinking About Spatial Sex Differences”, Nora S. Newcombe discussed gender difference in spatial ability, a factor underlying mathematical performance. Newcombe suggested that spatial ability could not be thoroughly explained by biological and evolutionary causation although the ability fluctuates within sex based on hormones levels. According to Newcombe, despite the fact that spatial ability could be improved through training and practice, women were still behind men. Although she seemed to adopt the incremental theorist’s viewpoint when she proved ability was not fixed, Newcombe concluded that sex differences in spatial ability could not be eliminated. However, I believe that men and women are equally capable in terms of mathematical ability and if provided with a supportive educational environment, women could perform equally well.
Men may be better at spatial skills due to genetics, but they may not be better at mathematics in general because there are other factors underlying mathematical ability. Spatial visualization is only one of the five foundations of mathematical reasoning (Spelke & Grace 59). Studies have found that men and women display equal cognitive performance in these primary mathematical abilities (e.g. Spelke & Grace, 2007 and Geary, 1996). Additionally, research has showed that there is an equal number of male and female students majoring in mathematics in college with equally good grades (Lubinski & Benbow, 1992; Lubinski, Webb, Morelock, & Benbow, 2001). From these studies, I believe that women are not hindered from pursuing mathematics only because they lack competency in spatial skills. Besides, an ability is not a fixed entity but can be developed with deliberate training and practice. Thus, gender difference in spatial skills, if it indeed exists, does not affect the overall mathematical performance.
Additionally, the environment in school and at work is important in determining the mathematical performance of men and women. Newcombe suggested that women could not catch up with men in terms of spatial skills despite training and practice (Terlecki & Newcombe, 2005). But does the environment in the experiment encourage women to perform at their best? In reality, studies have showed that men and women react to obstacles differently. Women tend to lose confidence and do not cope with challenges as well as men (Carol S. Dweck, 2007). A stressful environment dominated by men may impair women’s performance and thus fail to actualize their true potential. However, research in psychology has found that performance could be enhanced by a sense of belonging. Therefore, I believe a safe and low-pressure environment that makes women feel belong can help them perform better. With an increased sense of belonging and competence, women may feel more encouraged to pursue their career in math and science.
All in all, I believe that women are just as intellectually capable as men in the fields of Math and Science and that the right environment can help women excel. But the right environment is often difficult to create because gender stereotype is still deeply ingrained in our society despite our conscious effort to avoid bias. As a society, we still have a great hurdle to overcome in order to make more women feel belong in the world of math and science.
References:
Dweck, C. S. (2007). Is Math a Gift? Beliefs That Put Females at Risk. Why Aren’t More Women in Science?: Top Researchers Debate the Evidence., 47-55. doi:10.1037/11546-004
Geary, D. C. (1996). Sexual selection and sex differences in mathematical abilities. Behavioral and Brain Sciences, 19, 229-284.
Lubinski, D., & Benbow, C. P. (1992). Gender differences in abilities and preferences among the gifted: Implications for the math/science pipeline. Current Directions in Psychological Science, 1, 61-66.
Newcombe, N. S. (2007). Taking Science Seriously: Straight Thinking About Spatial Sex Differences. Why Aren’t More Women in Science?: Top Researchers Debate the Evidence., 69-77. doi:10.1037/11546-006
Spelke, Elizabeth S., and Ariel D. Grace. “Sex, Math, and Science.” Why Aren’t More Women in Science?: Top Researchers Debate the Evidence. (2007): 57-67. Web.
Terlecki, M. S., &Newcombe, N. S. (2005, November). The effects of long-term practice and training on mental rotation. Paper presented at the meeting of the Psychonomic Society, Toronto, Ontario, Canada.
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