Retaining Tomorrows Scientists :: Education Learning Gender Essays

Retaining Tomorrows ScientistsI chose to summarize the article Retaining Tomorrows Scientists. This article describe a need done on differences between men and women enrolled in scientific curriculums in college. It looked at how individual characteristics, experiences, and goals affected a persons supremacy rate in graduating. It overly explained why women argon non as successful as men in completing their information education.For starters, the study showed that women dont seem to be as interested in math and science courses in school. Studies show that boys and girls show equal capabilities in these courses while in elementary school. Girls, however, dont show much interest in them. Therefore, they take slight of these courses in junior and senior high school. This in turn leads to degrade rates of women taking these classes at a college level. Because they dont have the basic cognition of these subjects, they are reluctant to major in scientific areas.Confidence also plays a major part in women choosing a major. By not taking these classes in high school, women feel that they arent smart enough to exact a scientific major. It was shown in this study that math self-confidence is the more or less influential predictor of womens SAT scores, as head as of their finish to pursue math and science fields in college(Sax, 46).Another agreement that women are reluctant is the so-called glass ceiling. It has long been known that women constitute less than men, and arent promoted as quickly. This is true in the laboratory as well as the office.Lastly, women are often forced to choose between the oeuvre and the home. Most scientific jobs demand long days and a kettle of fish of travel. Women realize this, and it interferes with their desire to have children and a home. Though men are also affected, it seems to be easier for men to make that choice.As with any scientific study, there are uncontrollable variables. The variables involved in this study were illogical into blocks. Individual characteristics were classified as race, citizenship, parents education, family income, religion, SAT scores, high school academician information, high school activities, reasons for coming to college, degree aspirations, life goals, views, personality types, and expectations approximately college( Sax, 49). The second set of characteristics dealt with students intended majors. Since everyones college experience is so different, scientists had to figure in environmental variables, also. These variables were also classified into blocks. The first dealt with financial aid and liveliness arrangements.