Gender, Mathematics, and Science

摘要: Males have greater access to science and technical fields earning power than females. Many argue that cognitive psychosocial gender differences explain these career differences. In contrast, evidence from meta-analysis process analysis indicate (a) on tasks are small declining, (b) not general but specific cultural situational contexts, (c) in processes often reflect course enrollment training, (d) height, physical strength, access, much larger more stable tasks. These trends imply domains be deemphasized instead learning environments redesigned promote equity.