Women in Mathematics

1. Women in Mathematics

2. The representation of US women and girls in science, technology, engineering, and mathematics (STEM) fields has risen dramatically in recent decades (NSF 2006c). • Yet women are still concentrated in certain disciplines, and most professions continue to be sex-segregated (CPST 2004).

3. Equitable representation would offer women equal access to well-paid, high-status STEM careers and add new perspectives to scientific and technical innovation.

4. In the US, gender differences in STEM representation emerge early. • Two-thirds of young children—boys and girls alike—say they like science. Gender differences in attitudes and interest surface in middle school(AAUW 1992; NSF 2007b). • Girls now take as many high school science courses as boys, and perform as well (AAUW 2004), but many girls who take advanced science courses in high school do not continue to study science in college. • Disparities persist despite women’s interest in STEM fields.

5. Verbal Achievement on the SAT, by Gender An Empirical Analysis of the Gender Gap in Mathematics Roland G. Fryer, Jr. Harvard University and NBER Steven D. Levitt University of Chicago and NBER July 2009

6. Mathematics Achievement on the SAT, by Gender An Empirical Analysis of the Gender Gap in Mathematics Roland G. Fryer, Jr. Harvard University and NBER Steven D. Levitt University of Chicago and NBER July 2009

7. A wide range of theories have been explored to explain the gender gap in mathematics. • Biological differences-innate differences in spatial ability, higher order thinking, or brain development produce a gap in achievement. • Societal factors-girls are socialized into believing that math is not important, useful, doable, or part of the identity of a girl • Example.

8. Observation from Study by Fryer and Levitt Girls are losing ground in math in every region of the country, every racial group, all levels of the socio-economic distribution, every family structure, and in both public and private schools. By the end of the sample, girls do significantly worse than boys on every math skill tested.

9. Conclusion from Study Although highly speculative, in the cross country data we identify one factor that correlates strongly with a small gender math gap: gender-segregated schools.

10. In science and engineering occupations, women were 64% of psychologists, 41% of biological and life scientists, 26% of mathematical and computer scientists, 11% of engineers. SOURCE: Bureau of Labor Statistics, Current Population Survey, 2007

11. Employed women 16 years and older as a percentage of selected occupations: 2007 SOURCE: Bureau of Labor Statistics, Current Population Survey, 2007

12. Despite the fact that women outnumber men in college, only 17 percent of bachelor’s degrees in engineering were awarded to women of all races: for math/computer science the total was only 35 percent (Campbell and Clewell, 1999, p.1). On the College Board Achievement tests, males’ consistently average higher scores in all mathematics and science related subject areas. (Beyond Title IX, 1993, p.5). "Why is Gender Inequity an Issue in Math and Science Classrooms?." 123HelpMe.com. 28 Jan 2011 <http://www.123HelpMe.com/view.asp?id=41267>.

13. Research studies suggest that many factors contribute to the attitudes, access, and achievement of young women in mathematics and science: • encouragement from parents, • preparation of mathematics and science teachers, • interactions between teachers and students, • curriculum content, • hands-on laboratory experiences, • self-concept, • attitudes toward mathematics, • high school achievement in mathematics and science, • availability of mentors, • and resources available at home Source: http://nces.ed.gov/pubs97/97982.pdf

14. In November 1993, senior mathematicians at the National Security Agency (NSA) sponsored the Women in Mathematics Symposium, a two-day workshop attended by approximately 60 female mathematicians from the U.S. academic community. Prior to the 1993 Symposium, records from fiscal years 1987 to 1993 revealed that only 26 percent of the women hired during this time span had higher than a Bachelor's degree, compared to 61 percent of men. Of the roughly 30 Ph.D. mathematicians hired during that time, not a single one was female. SOURCE: http://www.nsa.gov/about/cryptologic_heritage/center_crypt_history/publications/women_math_society.shtml

15. EYH Network This Network is a non-profit membership organization of educators, scientists, mathematicians, parents, community leaders, and government and corporate representatives. Their mission is to encourage young women to pursue science, technology, engineering and mathematics (STEM) careers. http://www.expandingyourhorizons.org/

16. Association for Women in Math The purpose of the AWM is to • encourage women and girls to study and to have active careers in the mathematical sciences, • and to promote equal opportunity and the equal treatment of women and girls in the mathematical sciences. http://www.awm-math.org/

17. Female Mathematician Role Models Needed • Vi Hart on You Tube • Vi Hart’s Website • My You Tube Channel

18. There are resources for women! • Expanding Your Horizons (EYH) Network • The Association for Women in Mathematics