Chapter 5: Gender Equity in Science and Mathematics Education: Barriers of the Mind

While legal barriers to achieving gender equity have been removed, there are often barriers we still face. These are barriers of the mind. As Shirley M. Malcolm, of the American Association for the Advancement of Science (AAAS), said in her keynote address at the American Association of University Women (AAUW) conference “Girls Succeeding in Science, Math, and Technology: Who Works and What Works,”

Many barriers still exist that prevent females from participating fully in science and mathematics throughout their lives. Some of these barriers include the organizational characteristics of mathematics and science, females’ perceptions of mathematics and science, and still others come from outside influences such as parents and teachers lack of encouragement in exploring fields such as math, science, and technology (AAUW 1990, 1992; Kahle & Meece, 1994; and Baker & Leary, 1995). Reformists believe that fostering a safe and nurturing environment, promoting problem-solving skills, creating collaborative experiences, using hands-on learning, and allowing for open discussion about gender stereotypes are essential to encourage female students’ success in science and mathematics (Allen, 1995; Mann, 1994).