MATH, SCIENCE, AND PINK COLLARS: GENDER STEREOTYPING AND ITS EFFECT ON

High civilize and college are both all important(predicate) institutions in many peoples lives. These academic institutions are seen as places where identities are forged, friendships are made, important basic lessons are learned, and ideally, plans are made regarding both near and impertinent futures. High school and college are toted as places where post-pubescent adolescents are supposed to occur out what exactly they want to do with their lives a period of intravenous feeding to eight or more years where the groundwork for the rest of your emotional state out in the real world is laid out. Whether you want to be a accessible worker, a chemical engineer, or a teacher, luxuriously school and college are the places where you can learn about what you are interest in as well as where you can receive a basic education. High school and college are also the places where sex roles and stereotypes, peculiarly in academics, begin to become glaringly obvious. In high school and especially in college, more of the curriculum is geared towards individual interests than in previous schooling environ workforcets. These specialized programs allow students to pursue things that they feel rattling interested in, as well as allowing them to avoid those subjects that dont like. If someone is interested in taking an arts or a social studies fellowship rather than an additional English class, they can usually do so without much trouble. In many cases, during the high school and college years, it is a widespread phenomenon that girls tend to lean more towards the softer subjects, such as English, art and social studies classes, while boys tend to lean toward science and mathsematics. How do stereotypical gender stratifications affect the types of classes that members of each gender take? Do these ... ...nce courses. journal of learning Education and Technology, 13(4), 435-466. Levine, P.B., & Zimmerman, D.J. (1995). The Benefit of additional high-school ma th and science classes for young men and women. Journal of Business & Economic Statistics, 13(2), 137-149. Kiefer, A.K., & Sekaquaptewa, D. . (2006). Implicit stereotypes and womens math military operation how implicit gender-math stereotypes influence womens susceptibility to stereotype threat. Journal of data-based Social Psychology, 43(1), 825-832. Good , C., Aronson, J., & Harder, J.A. (2008). Problems in the pipeline stereotype threat and womens doing in high-level math courses. Journal of Applied Developmental Psychology, 29, 17-28. Steele, J.R., & Ambady, N. (2006). math is hard the effect of gender priming on womens attitudes . Journal of Experimental Social Psychology, 42, 428-436.