Astronuc
Staff Emeritus
Science Advisor
Gold Member
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It is not clear if the 'preference' or 'enjoyment' of math/science is inherent, or a product of the culture/environment in which students evolve. It is readily apparent that the big names in math and science are mostly male, so perhaps that may be a source of discouragement to women in early years of education. In my high school, the proportion of girls in my math and science classes was close to 50%, but slightly less, and they all planned to go to university and had similar aspirations to boys in the class. I'm not sure how exactly that proportion changed during university, since all of us generally went to different universities. In my university, the proportion of women in science and engineering classes was much lower ~10% or less.Jow said:I think the reason there are fewer women has a lot to due with preference. Men, on the average, enjoy science a lot more than women. For example, I am in all honours classes in my school and you can definitely see the gender divide. More females in English and French, whereas more males in Math and in the Sciences. However, all of the females in my honours classes are very good at math and science (although the males in my honours classes [except English honours] aren't necessarily good at English). Anyway, my point is these females aren't in Math and Science honours not because they aren't good at it, but because they simply have less interest in it.
In university, I did observer some level of discrimination, but overall, the faculty encouraged students. I only encountered high ranking faculty member who was apparently hostile to women and minorities in science and engineering. That was during the early 1980s. Similarly, I encountered students whose parents had not provided much encouragement in their education, but those were in the minority.
In the educational system, a teacher's expectation will affect how students perform. If a teacher expects less from girls than boys, that may adversely affect the performance (and subsequently preference) of girls in their academic programs.
When I was teaching in university, I encouraged all of the students that classes I taught, although there were a few cases where I encouraged some poorly performing students to pursue studies outside of engineering.