SOC107 Script

Good afternoon everyone, today we are going to discuss about the article named

“What Gender is Science” by Maria Charles, published in 2011. I will do a summary

about this article, and I will talk about my reflections from the article.

I separated the summary of the article into 3 different objectives, including whether

STEM, which includes science, technology, engineering and mathematics, is mostly

for men or not, the gender stereotypes for women in science in America, and the

looking forward.

First and foremost, I would like to ask everyone, is STEM mostly suitable for men?

Well, the answer is actually no. Because a number of women in some countries are

interested in STEM, they choose subjects related to STEM in schools and colleges,

some women even apply for a STEM job. BUT, not all women are interested in

STEM, of course not all men, at least me! According to the article, it mentioned that

“It’s well-established that girls and young women often avoid mathematically-

intensive fields in favor of pursuits regarded as more human-centered”. Moreover,

from the article, there are some statistics and analysis from the article have been done

to proof that some women actually are interested in STEM, usually science and

mathematics. While the number of women interested in STEM are different in

different countries, which means some women from several countries do not like

STEM.

The first statistic is from UNESCO Data Center in 2010, shows the countries in which

women earn 50% or more of the science degree awarded, including Iran, Oman, UAE,
Italy, Malaysia, Greece, and so on. From the data, most countries had more than 50%

of women among science graduates, except Greece, but it was almost 50%, and Iran

had almost 70%! From the statistic, have the results that "Science in Iran, Uzbekistan,

Azerbaijan, Saudi Arabia, and Oman is disproportionately female.", but female

representation in science programs is strongest in these countries. Nonetheless, "The

Netherlands has long been considered a gender-traditional society in the European

context", but female representation in science programs is weakest.

Another statistic shows the women in developing or transitional countries and

advanced industrial countries love math, science and work in a field involving math.

It shows that more women in advanced industrial countries like math & science than

those in developing/ transitional countries.

So, the interest in STEM is NOT depends on gender, but depends on our own

interests. Like me, I’m not interested in STEM lol. Also, women in advanced

industrial countries are more interested in science & math. Then, some countries have

long been considered a gender-traditional society in the European context, but female

representation in science programs is weak. Vice versa. That means science in some

countries is disproportionately female, but female representation in science programs

is strong!

For the American girls, the article mentioned that "Women’s relatively weak presence

in STEM fields in the U.S. is partly attributable to some economic, institutional, and

cultural features that are common to affluent Western democracies". From the public,

they mostly mentioned the American women are suitable for home economics,

nursing, early-childhood education, but not suitable for STEM. Are you sure?? It’s a
kind of gender stereotype! You understand what I mean?

Then, how gender stereotypes in America related to science? The article mentioned 2

things. First, "Sex segregation is especially resilient because people so ardently

believe in, enact, and celebrate gender stereotypes." Second, "Ironically, freedom of

choice seems to help construct and give agency to stereotypically gendered 'selves'.”

The Americans will do 3 things for the stereotypes, believing, enacting and

celebrating. I am going to explain it ar!

How they believing stereotypes? The article mentioned that most Americans today

believe women should have equal social and legal rights. They also believe men and

women are very different; and innate differences cause them to freely choose

distinctly masculine or feminine life paths. Some researchs suggested that most

women were unenjoyable for STEM generally. One of the experiments was done by

Shelley Correll. It was a social psychological experiment. I’m going to talk about it.

Shelley Correll’s experiment was to demonstrate the self-fulfilling effects of gender

beliefs on self-assessments and career preferences, and to test “contrast sensitivity” to

undergraduates. Although the test had no objectively right or wrong answers, all

participants were given identical personal “scores” of approximately 60% correct.

Before the test, Subjects were exposed to one of two beliefs: that men on average do

better, or that men and women perform equally well. During the test, the 2 groups had

different results: The 1st Group shew male students rated their performance more

highly than did female students, and male students were more likely to report aspiring

to work in a job that requires contrast sensitivity. While the 2nd Group was no gender

differences were observed among subjects. The observations by Charles shows that
beliefs about difference can produce gender gaps in mathematical self-confidence

even in the absence of actual differences in ability or performance. Finally, "Sex

segregation is especially resilient because people so ardently believe in, enact, and

celebrate gender stereotypes."

For enacting stereotypes, math was 1 thing that most girls are not interested or good at

from the 20th century! Therefore, feminists and educators have long voiced concerns

about the potentially damaging effects of messages on the minds of impressionable

young girls. But "Ironically, freedom of choice seems to help construct and give

agency to stereotypically gendered 'selves'.” Then, the male-labeling of math and

science in the industrial West means that girls and women may expect to incur social

sanctions for pursuing these fields. So, taking fewer math classes will negatively

affect achievement in math and attitudes toward math to create a powerful positive

feedback system.

Finally, how they celebrating stereotypes? The article mentioned that American girls

who aim to “study what they love” are unlikely to consider male-labeled science,

engineering, or technical fields, despite the material security provided by such

degrees. Then, gender gap in eighth-graders’ affinity for math, confidence in math

abilities, and interest in a math-related career is significantly smaller in less affluent

countries than in rich (“postmaterialist”) ones. Clearly, there is more going on than

intrinsic male and female preferences.

The next part is my reflection from the article. I summarized 3 points I understood

from the article: STEM are not only for men, not all men are interested in STEM, and

stereotypes should be avoided ASAP. Not only men are interested in STEM, but also
some women. Therefore, STEM is suitable for everyone, especially for those

interested in. While not every men interested in STEM, it is a type of stereotypes that

someone said that men are usually interested in STEM, also women are not suitable

for STEM… At last, don’t follow the so call “rules” by stereotyping, just do

ourselves, as we are individual.

Thank you. I’ll pass the time to Wendy.