How Elementary Teachers Discourage Girls in Math and Science A new study highlights the influence of teacher's subconscious biases as a reason girls do not pursue math and science courses, relating this directly to an under-representation of women in math and science jobs.
The Israeli-based study shines a light on the importance of encouragement and early educational experiences and the proven effect on the math and science courses the students later choose, the jobs they accept, and the wages they earn.
The pipeline for women to enter math and science occupations continues to narrow after kindergarten with elementary school acting as a critical junction. Reversing bias among teachers could increase the number of women who enter fast-growing fields like engineering and computer science.
"It goes a long way to showing it's not the students or the home, but the classroom teacher's behavior that explains part of the differences over time between boys and girls," said Victor Lavy, an economist at the University of England and co-author of the paper.
Research has pointed out that college professors and employers discriminate against female scientists- but the discrimination begins even earlier. In computer science in the United States, for example, only 18.5 percent of the high school students who take Advanced Placement courses are girls. In college, women earn only 12 percent of computer science degrees.
Last year, Google, Apple and Facebook revealed that less than a fifth of technical employees are women.
Lavy said that similar research has been conducted in many European countries and believes the results were applicable in the U.S.
It is no secret that women are underrepresented in jobs that focus on math and science. I hope we can create some urgency around the importance of eliminating the biases at an elementary level. Our workforce and economy could benefit by encouraging more women to pursue careers in math and science.
The Israeli-based study shines a light on the importance of encouragement and early educational experiences and the proven effect on the math and science courses the students later choose, the jobs they accept, and the wages they earn.
The pipeline for women to enter math and science occupations continues to narrow after kindergarten with elementary school acting as a critical junction. Reversing bias among teachers could increase the number of women who enter fast-growing fields like engineering and computer science.
"It goes a long way to showing it's not the students or the home, but the classroom teacher's behavior that explains part of the differences over time between boys and girls," said Victor Lavy, an economist at the University of England and co-author of the paper.
Research has pointed out that college professors and employers discriminate against female scientists- but the discrimination begins even earlier. In computer science in the United States, for example, only 18.5 percent of the high school students who take Advanced Placement courses are girls. In college, women earn only 12 percent of computer science degrees.
Last year, Google, Apple and Facebook revealed that less than a fifth of technical employees are women.
Lavy said that similar research has been conducted in many European countries and believes the results were applicable in the U.S.
It is no secret that women are underrepresented in jobs that focus on math and science. I hope we can create some urgency around the importance of eliminating the biases at an elementary level. Our workforce and economy could benefit by encouraging more women to pursue careers in math and science.
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