Introduction
At present, gender inequality persists in various forms, and it is essential to discuss relevant social issues to make a positive change. One of the notable topics in gender studies includes the cause-and-effect relationship between gender stereotyping and girls’ academic performance in exact sciences. Extensive research has proved that girls have lower self-esteem concerning subjects like math and physics, despite no differences in actual performance compared to boys. The current cause-and-effect essay thoroughly examines and confirms the impact of gender stereotypes and cultural differences on girls’ perception of exact sciences.
Gender Stereotypes
The most significant cause of the current social issue is gender stereotyping. In many cultures and societies, people perceive exact sciences, specifically math and physics, as male-dominated fields and might even pressure girls into other female-dominated areas (Gerdeman, 2019). Gender stereotyping supports this perspective as many people believe that boys perform better than girls in math. This issue is notable not only in math but in other exact sciences and generally male-dominated fields, such as finance and technology (Gerdeman, 2019). Some people assume that these academic areas might be exceedingly challenging for girls due to another gender stereotype that women have a lower aptitude for logic, reasoning, and rationality. For instance, Pavco-Giaccia et al. (2019) have found that more people associate the concept of rationality with “male prime” than females. Ultimately, gender stereotyping is the primary cause of the examined social issue.
As a result, gender stereotypes lead to differences in the perception of exact sciences between men and women. Various research has confirmed that girls have notably higher math anxiety than boys, particularly in middle and high schools (Xie et al., 2019). At the same time, studies prove that there are no statistical differences in academic performance between girls and boys in earlier and middle education (Xie et al., 2019). Yet, the difference in perception leads to lower self-esteem, making girls doubt their abilities in exact sciences. Moreover, Gerdeman (2019) believes that gender stereotyping is the cause of unhealthy and unproductive behavior among women. Namely, they are more likely to discount any positive feedback about their abilities and are less confident to propose new ideas in exact sciences or on certain topics (Gerdeman, 2019). It is a relevant social issue that stems from gender stereotyping and consequent lack of confidence that might significantly harm girls’ mental health and productivity. Ultimately, gender stereotyping is the primary cause of the examined social issues and leads to undesirable consequences.
Cultural Differences
The second cause concerns cultural differences, and it contributes to the problem of gender stereotyping. In other words, some cultures put more pressure on girls to give up on their aspirations and goals in exact sciences since they are male-dominated fields (Korpershoek et al., 2021). This problem is more relevant in non-Western countries, specifically in the Middle East; however, even democratic societies put significant pressure on girls. Xie et al. (2018) conducted a survey among school students from twelve to eighteen years in China and found that boys and girls have a different perception of self-esteem and math anxiety. Namely, the boys had significantly higher problems with self-esteem, but their math anxiety levels were notably lower, which proves the point that girls have elevated pressure in exact sciences (Xie et al., 2018). While these findings are relevant in Western countries as well, extensive research proves that cultural differences play a vital part in the girls’ perception of their abilities in exact sciences.
In turn, cultural differences affect the relevance of gender stereotypes and reinforce the beliefs about the differences in academic performance between girls and boys. This effect supports the idea of gender stereotypes and overall gender roles in various cultures and societies. According to the research by Korpershoek et al. (2021), the issue is particularly notable in Qatar as females have significantly lower social and school motivation. The problem evidently stems from cultural differences and a different perspective on the need for women’s education compared to Western societies. Furthermore, schools in Qatar are sex-segregated, meaning that boys and girls cannot study together (Korpershoek et al., 2021). Depending on the perspective, it might be a significant problem since teachers might use questionable methods and make girls believe that exact sciences are not for them. This issue creates further distance between boys and girls in math and physics and allows society to enforce artificial values. In summary, cultural differences directly affect gender stereotyping and the girls’ perception of their abilities in exact sciences.
Conclusion
The current essay has proved the notable impact of gender stereotypes on how girls perceive their abilities in exact sciences. The cause of the problem – gender stereotypes – leads to lower self-esteem and makes girls doubt their talent in math and physics. Secondly, extensive research proves that cultural differences play a vital role in the social issue and might either stimulate or demotivate girls in achieving their goals in exact sciences. Ultimately, the essay has demonstrated the cause-and-effect relationship between gender stereotyping and lower self-esteem among girls concerning their academic performance in exact sciences and male-dominated fields.
References
Gerdeman, D. (2019). Bad at math: How gender stereotypes cause women to question their abilities. Forbes.
Korpershoek, H., King, R., Mclnerney, D., Nasser, R., Ganotice, F., & Watkins, D. (2021). Gender and cultural differences in school motivation. Research Papers in Education, 36, 27-51.
Pavco-Giaccia, O., Little, M., Stanley, J., & Dunham, Y. (2019). Rationality is gendered. Collabra: Psychology, 5(1), 54.
Xie, F., Xin, Z., Chen, X., & Zhang, L. (2019). Gender difference of Chinese high school students’ math anxiety: The effects of self-esteem, test anxiety and general anxiety. Sex Roles, 81(3), 235-244.