Abstract
A student survey was conducted to determine perceptions of such things as differential treatment due to gender, level of preparedness for courses in the hard sciences, and gender performances of students in the sciences. Additionally, students’ grades of sixteen courses with a heavy hard science focus were analyzed by taking the percent of a letter grade sorted by male or female to determine if there was a significant gender difference in the final grades. Our objectives were to: 1) determine if the underrepresentation of women in some health-related jobs is due to discouragement of females to enter these professions or perceptions of success in hard science courses, 2) examine grades in courses with a strong biology and chemistry focus to see if a significant difference due to gender exists. We concluded that a gender gap in hard sciences grades at the School of Pharmacy did exist but the gap was not large and was not present in all courses. The majority of women were not discouraged to pursue a science based career, but there was a difference in the perceived confidence that many females exhibit in the ability to learn material in the hard science courses and in their preparedness for hard science exams.
Highlights
Economists use the phrase “gender gap” to refer to differences in the outcomes that women and men achieve in their incomes, types of jobs they choose, and the overall percentage of women and men in the workplace (Goldin, 2004)
My hard sciences grades reflected my actual understanding of the material in pre-pharmacy school
My hard sciences grades reflected my actual understanding of the material in pharmacy school
Summary
Economists use the phrase “gender gap” to refer to differences in the outcomes that women and men achieve in their incomes, types of jobs they choose, and the overall percentage of women and men in the workplace (Goldin, 2004). Do studies conclude that stereotyping exists, the gender gap has been supported by grade evaluations in certain science, technology, engineering, and mathematics (STEM)-related courses in which males have historically outperformed females with respect to exam scores (Else-Quest, Hyde, & Linn, 2010). This gender gap was found to exist in the United States as well as other countries, but not necessarily globally (Else-Quest, Hyde, & Linn, 2010). Poor course performance by females could be conceived as confirming a negative gender stereotype (Spencer, Steele, & Quinn, 1999; Beilock, Rydell, & McConnell, 2007), possibly causing a female to fear being devalued based on her gender (Steele, Spencer, & Aronson, 2002) and having an impact on her self-confidence to succeed in the hard sciences
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
