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Math and the Female Brain
In 1972, a federal law was passed called Title IX. It read: No person in the United States, shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal funds.
Before Title IX, many schools refused to admit women and those schools that did had very strict enforced limits. In 1972 only 9% of women received medical degrees. By 1994, 38% of women received medical degrees. In 1972, only 7% of women received law degrees, by 1994, 43% of women received law degrees. It was not a matter of lack of ability or intelligence but lack of access. Title IX, which covers all aspects of education, helped women gain access /entrance into schools and programs previously blocked to them.
In 2003, The Trends in International Mathematics and Science Study (TIMSS) evaluated math and science achievements among 4th grade students, according to their sex. They tested students in Italy, Japan, Russia, England, Scotland and the United States. Only in the United States and Scotland were there any significant difference in the level of achievement between males and females. In England , Italy , Japan and Russia , both males and females achieved the same level.
So what is going on? There are strong lingering stereotypes and belief systems along with social pressures that put girls in an either or position. Either they excel in math and the sciences and become an outcast, or they succumb to pier pressure to conform and lose out. Historically, women who displayed an interest in math and science were considered unfeminine and unattractive. The assumption was made that there was something wrong with her sexual organs. Women who forged ahead to pursue an academic career often had to assume a male’s name to continue.
Studies show that girls out achieve boys in math in the lower grades. By middle school, most girls have succumbed to the social pressures to focus on their bodies at the expense of everything else in their lives including math and science. There is a general loss of self esteem as girls become more concerned with body image, weight and beauty than academic achievements.
Sports and action toys that boys have played with for centuries teach boys core mathematical concepts such as velocity, wind speed, distance, gravity, angles and three-dimensional configurations. Most girls faced these math concepts for the first time in a class room.. Girls played hopscotch, jump rope and jackets, none of which gave them that same physical experience. Title IX gave girls the access and opportunity to participate in sports which in turn afforded them the opportunity to physically experience at a kinesthetic level these core math concepts.
So what’s a girl to do? Many things, first, accept that you are smart and can do math. You are not missing some mysterious math gene that boys have and girls do not. Know that the “perfect” body image that society and the media hold up to you as what you should stride to look like is not a real person but an air-brushed, touched up, sized down, computer image of what started out as a real person. Refocus your attention from what dress size or pant size you wear to math and science courses that will help you get into college and earn you a secure future. Find yourself a mentor who is either teaching math & science, or who is currently working in one of the math & science fields. Join a math club at your school or at the local college. Check out these websites: www.girlsangle.org, www.gemsclub.org, www.mathmovesu.com, www.girlsintechnology.org, www.mathforum.org www.expandingyourhorizons.org.