Introduction
In Canada, the number of women in science, technology, engineering, and mathematics (Stem) is underrepresented, which has attracted a significant concern. Wall (2019) shows many people wonder whether the likelihood of women quitting Stem programs is high at universities compared to men. Only 44 percent of women pursue postsecondary Stem programs in the country (Wall, 2019).
The shortage of women in these programs, specifically in computer science and engineering, means women are missing out on the fastest-growing and highest-paying occupations. Among the reasons that set women apart from pursuing Stem programs is the stereotype and negative perspective associated with the programs. The majority of women in western countries still believe that Stem subjects and professionals are domains for men and regularly apply the stereotype to their assessment abilities in the programs. To what degree does Stem’s low proportion of female students’ own stereotypes compare to family and school factors, and how does it contribute to academic self-concept in the programs?
Data Collection
Academic self-concept constitutes an individual’s self-evaluation in the domains of the academy. The concept is developed from environmental interpretation and experiences by an individual regarding feelings of ability, competence, and self-confidence. Further, Ertl et al. (2017) show the concept is influenced by a person’s attributed behavior, reinforcements, and significant other’s evaluations. When collecting data, the external frame associated with Stem program reference is often influenced by a comparison between the achievement of others to that of an individual. When the structure looks inwards, the connection to the program shifts to comparing an individual’s abilities in several comparable subjects (Ertl et al., 2017). Data collection about Stem programs comes through comparing an individual’s achievement in one issue, like in mathematics, with another subject’s achievement, like in French and English.
Family and school are two environments that distinctively support the development a student encounters self-concept. Eccles and Wang (2016) show that due to differences in classroom teaching characteristics, substantial effects are developed attributed to Stem programs’ perspectives and the interest generated in the subjects. Educators play a significant role in the support given towards the achievement of Stem programs, and the support aids students in overcoming patterns of gender-specific attribution. When it comes to data collection, the concept of teaching a gender-specific role educator play in shaping learners’ understanding of Stem programs becomes critical (Eccles and Wang, 2016).
Teacher behavior or support becomes a significant bias when determining how university students perceive Stem programs since it contributes to a student’s interest in developing academic self-concept related to the subjects.
When perceived through family context, in-class comparison becomes insignificant since the family’s attributional beliefs define the student’s understanding of Stem programs. How parents perceive their student’s abilities forms a fundamental basis through which the students reflect their academic self-concept (Martin-Hansen, 2018). Within the context of Stem, how parents consider their children’s ability to handle the programs is critical since it provides the necessary intrusive support to the subjects. Depending on specific behaviors, parents can influence their children on experience for self-evaluation at home and school (Martin-Hansen, 2018). Therefore, family support is a form of bias regarding Stem programs in universities since it helps influence students on the subjects of gender stereotypes.
Data Analysis
In science education, gender-biased learning and stereotypic education materials play a significant role when considering gender stereotypes. The mentioned aspects are central in how children, at a young age, develop gender-biased ideas. Stereotyping often results in gender-biased attitudes where parents and teachers advise children on study fields and courses to pursue (Kerkhoven et al., 2016). Such advice causes children to encounter a socially driven lack of interest in Stem programs among female students due to the developed understanding that Stem programs are meant for male students. Therefore, when analyzing the impact of stereotypes on Stem programs among University of Regina students, it becomes relevant that considerations must be made about gender-biased learning in education systems throughout the country.
In the Canadian learning system, like in most Western countries, gender bias in learning institutions takes the form of assessment and teaching approaches and educator attitudes, which can be gender-biased. How educators help inform the understanding of their learners matters a lot in the careers students choose later in their lives (Xu, 2016). Therefore, it becomes critical that educators develop enthusiasm among their learners to make them realize science is for every student and not primarily male students. Through gender neutrality, students can understand that no distinctions exist between male and female learners.
Therefore, by neutrally combining assessment and teaching and instructing in a gender-balanced way, it would become possible to raise female students who perceive themselves as equals in Stem programs (Xu, 2016). Unless gender inclusivity is incorporated in learning institutions, assessment and teaching approaches become biased, restricting female students from pursuing Stem subjects at higher learning institutions.
Resources used in gender-biased science instruction within classrooms are significant in emphasizing or minimizing stereotypes. Within the context of instruction resources, gender stereotypes are related to the presentation of different science topics (Schuster & Martiny, 2017). In a comparison between male and female students, it has been established that female students will continue to be interested in topics that have a feminine context unless changes are made. Through instruction, it becomes possible for educators to instill positive understanding and association of all topics to all students towards establishing a balance between masculine and feminine topics (Schuster & Martiny, 2017). Failure to realize this in instruction maintains the same familiar associations of science in male and female students, making it impossible to differentiate science instruction from stereotypes regarding Stem programs.
Dissemination
Compared to male students, professional and subject stereotypical categorizations have substantial implications for female students. The importance is female learners are impaired and are prevented from realizing their full potential. A student’s self-evaluation is lowered, and so is their sense of competence and eventually their career choices (Chittum et al., 2017). Acknowledging achievement causes, similarly, contributes to the development of how students perceive themselves.
Through achievements, a student’s ability is contributed to and hence their self-concept. Therefore, the significant bias from achievement causes is motivation (Chittum et al., 2017). When academic failure is attributed to no effort, an increase in effort may cause improved performance in the upcoming examinations. However, resignation may come from attributing failure to no ability at all. Therefore, a learner’s academic potential may be influenced by their academic self-concept.
Stereotype internalization has a destructing effect on an individual’s perception of self-concept. The tendency to rely on stereotype threats makes it possible for a female student to be impaired despite believing they are competent to pursue Stem programs. The confrontation associated with stereotype threat further influences task difficulty perception, and with this comes enhanced tension and strain (Forsman, & Barth, 2017).
Stereotype threat belief becomes the other bias determining a student’s ability to pursue Stem programs and later careers. Unless checked, it consumes essential resources in completing tasks and eventually impairs performance outcomes. Parents who are prone to gender stereotypes, compared to educators, tend to give vital feedback concerning a student’s performance, and this has a more significant impact on the child’s self-concept. Therefore, Pratt (2017) states that female students tend to depend on their teacher’s assessment of their abilities when undertaking math ability evaluations, making them susceptible to incorporating evaluations of significant others into their self-concept.
Conclusion
The negative self-concept associated with female learners majorly relies on their ability or willingness to rely on others’ evaluation of them. The specific support by teachers and at school on stereotypes has a strong negative influence on how female students choose their courses and careers later in their lives. The career guidance given to male students, unlike their female counterparts, in terms of Stem programs, becomes a specific stereotype threat occurrence that respectively results in adverse outcomes when selecting courses.
When exceptional support is given, students mistakenly consider it a compensatory action for their inability, and with this, they encounter a decline in their self-concept. Specifically, this is associated with the provided intrusive support and from this, it can be established that evoking a stronger sense of identification or emphasizing Stem becomes stereotypical. Parents also have a role to play in how students perceive Stem programs and the choices they make, particularly if their understanding of the subjects is not biased.
References
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