Gift of Knowledge Discourages Women from Learning

According to Carol Dweck in “Is Math a Gift?: Beliefs that Put Females at Risk,” there are two types of students: those who think that their academic skills and others who believe they can learn and grow in academics. When I was in elementary school, selected students in my school system were labeled as “gifted.” In fifth grade, I switched schools to attend a program for gifted students. At the time it did not seem significant, but many of my peers referred to the students who were zoned for the school as the “non-gifted kids.” I now realize how demeaning it must have felt for the other students at the school and the terminology surely prompted students to develop the mindset that knowledge is a gift.

Dweck suggests that within groups of students who reason that intelligence is a gift, there is a greater gap between the achievement of men and women. However, within groups of students who believe they can improve in their academic skills, there is nearly no gap between genders. Therefore, maintaining incremental theorist beliefs diminishes the effects of psychological factors and makes gender “stereotype[s]…less credible” (Dweck 50). Dweck agrees with Valian’s argument that there are gender schemas in math and suggests that believing that math is not a gift, but rather a skill to be learned would increase the chances of women breaking those stereotypes and following their passion. Based on a study described by the author, girls with a higher IQ were found to have greater difficulty with material when holding an entity mindset. Self-confidence in girls has been found to be lacking when presented with challenging information.

However, by using this study as evidence, Dweck is making the assumption that IQ is an accurate form of measuring intelligence. Dweck also makes the assumption that men and women are equally talented in mathematics. According to Kumira, biology plays a prominent factor in the cognitive differences between men and women and the author should address the fact that many do not believe that the sexes are equally capable of performing in mathematics.

Furthermore, the author suggests that in order to decrease the gap between men and women in mathematics, individuals should be educated regarding the differences between entity and incremental theories. She also claims that one’s initial response, to praise women for quality work, would in fact reflect the opposite of the intended reaction. Women would be discouraged by the empty compliments and reassurance for their work. I agree that educating both men and women about the two theories is the best option, but teachers and professors should also be discouraged from expressing favoritism toward the most “talented” students of the class. Educators are also primarily responsible for the mindsets of the students and they, too, should be well-informed regarding the steps to take to narrow the gap between men and women in math. In an effort to even the playing field in mathematics, knowledge should be viewed as an end goal rather than a gift that is bestowed.

 

Works Cited:

Carol S. Dweck. “Is Math a Gift?: Beliefs that Put Females at Risk.” Why Aren’t More Women in   

     Science?: Top Researchers Debate the Evidence. Washington, DC: American Psychological

Association, 2007. 39-46. Print.

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