Retaining Tomorrows Scientists :: Education Learning Gender Essays

Retaining Tomorrow's Scientists I chose to summarize the article "Retaining Tomorrow's Scientists". This article described a study done on differences between men and women enrolled in scientific curriculums in college. It looked at how individual characteristics, experiences, and goals affected a person's success rate in graduating. It also explained why women are not as successful as men in completing their science education. For starters, the study showed that women don't seem to be as interested in math and science courses in school. Studies show that boys and girls show equal capabilities in these courses while in elementary school. Girls, however, don't show much interest in them. Therefore, they take less of these courses in junior and senior high school. This in turn leads to lower rates of women taking these classes at a college level. Because they don't have the basic knowledge of these subjects, they are reluctant to major in scientific areas. Confidence also plays a major part in women choosing a major. By not taking these classes in high school, women feel that they aren't smart enough to select a scientific major. It was shown in this study that "Émath self-confidence is the most influential predictor of women's SAT scores, as well as of their decision to pursue math and science fields in college"(Sax, 46). Another reason that women are reluctant is the so-called "glass ceiling." It has long been known that women earn less than men, and aren't promoted as quickly. This is true in the laboratory as well as the office. Lastly, women are often forced to choose between the workplace and the home. Most scientific jobs demand long days and a lot of travel. Women realize this, and it interferes with their desire to have children and a home. Though men are also affected, it seems to be easier for men to make that choice. As with any scientific study, there are uncontrollable variables. The variables involved in this study were separated into blocks. Individual characteristics were classified as "É race, citizenship, parents' education, family income, religion, SAT scores, high school academic information, high school activities, reasons for coming to college, degree aspirations, life goals, views, personality types, and expectations about college"( Sax, 49). The second set of characteristics dealt with students' intended majors. Since everyone's college experience is so different, scientists had to figure in environmental variables, also. These variables were also classified into blocks. The first dealt with financial aid and living arrangements.