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Previous research on the 밤 알바 사이트 barriers that hinder people from continuing their education beyond the undergraduate level in STEM professions has focused mostly on the academic careers of young women working in STEM fields. On the other hand, there is a lack of information about the perspectives that teenagers have towards STEM areas, as well as the ways in which these perspectives differ between male and female students. This is a significant gap in our knowledge. Studies has shown that young women have a more pronounced gender stereotype of math and science than young males do. Moreover, the effect of this stereotype on the career ambitions of female students is distinct from the influence it has on the career aspirations of male students. The purpose of this study was to investigate the challenges that secondary school students studying in STEM subjects, regardless of whether they were male (n = 14) or female (n = 14), from a professional standpoint. We found that female students saw science as more feminine than male students did, whereas male students viewed mathematics as more masculine than female students did (Der et al., 2015).

According to the findings of our research, a strong image of masculinity connected with mathematics has a more damaging impact than the gender stereotype on the chance of male secondary school children choosing a field of study in the STEM subjects. Credibility The idea that girls do not do as well in STEM fields as boys was another subject that was brought up in 10 out of the fourteen focus groups that were conducted. A few of the participants voiced their agreement with this viewpoint. This was often reinforced by male colleagues, who were more qualified to carry out administrative obligations than female scientists. Being subjected to an environment that is dominated by men This problem was brought up by female students in all of the focus groups; nevertheless, it was brought up more often by female students than it was by male students in any of the other groups. It was often accompanied by the feeling of not belonging and of not being treated equally to male colleagues who worked in STEM disciplines.

Some of the people who were interviewed said that they had personally negative experiences, such as being sexually objectified, not being assigned leadership positions, or being perceived as being less talented than men. Deficiency in Self-Assurance Several of the women who participated in the poll said that they had doubts about their capabilities in the STEM fields, such as science, technology, engineering, and mathematics. A significant number of females were under the belief that their outward presentation was judged more harshly than that of males. Biases Associated With Communicating A lot of people have said that they have been evaluated with regard to both their appearance and the manner in which they communicated.

The overarching concept that women working in STEM disciplines are held to different standards than males was brought up in each of the 14 focus groups that were conducted. Under the framework of the focus groups, sexual harassment was not considered a trivial matter at any point. Women who worked in professions where males predominated, such as engineering and science, were more likely to report having experienced sexual harassment than women who worked in fields where women predominated. Because of cultural norms, women are held to a different set of expectations about communication than men are. This is not the case for men. A woman who worked in the computer sector told a participant in a focus group that her male coworkers were more critical of her than their other male colleagues. The participant heard this from another women who worked in the computer industry. Another lady said that in her experience, her place of work did not make her or the other female employees feel welcome or supported. In 2015, the article “Exploring Communication Stereotypes Put Expectations on Women in STEM Careers” was written by E.P. Der and co-authors, and it was published.

There is a considerable gender discrepancy in educational opportunities, which is one factor that contributes to the existing gender gap in engineering. Women are more likely than males to have completed fewer years of schooling and to have fewer years of professional experience. Women who have finished just their undergraduate education are more likely to get employment in the engineering field than women who have earned a postgraduate degree. One of the key reasons for the underrepresentation of women in engineering occupations is that they face prejudice throughout the recruiting, hiring, and promotion processes.

For instance, women who work in STEM jobs have the lowest percentages of full-time students who go on to acquire a college degree, while non-STEM majors have an equitable mix of males and females enrolled in their programs of study. The notion of a “Math Brain,” which has been disproven by scientific investigation, is one of the most harmful concepts that has ever been proposed. The most male-dominated work forces may be found in the engineering field, particularly in fields like computer science and information science.