Breaking Gender Stereotypes in Latin America

Mathematics and Women: Breaking a Vicious Cycle

By Claudia Uribe and Hugo Nopo

Inter-American Development Bank

March 8, 2012

Citation: http://tinyurl.com/7yakjop

All over the world, girls seems to struggle with mathematics and science more than boys, and Latin America is no exception. Studies show that from a young age girls perform below boys on math and science tests, and this gap widens with age. More efforts are needed to understand the causes behind differential performance, how it might relate to observed patterns of gender segregation later in life (particularly in the labor market), and how it can be addressed through education.

(Article clipped, see link for full version)

This article indicates the issues that girls face in math and science learning, and points to how education can help lessen this gap between boys and girls. The article highlights that in some countries like China, girls and boys' performance in math and science is equal; however, recent brain imaging indicates that differences in brain structure and function could allow for different learning patterns in boys and girls. Due to these differences, a variety of education strategies need to be taken into account to provide extra support for girls in math and science education. However, the article also focuses on the gender-based stereotype that girls face ("engineering is for men," "girls hate math"), and how this impacts girls' views of themselves as well as teacher's view of female capabilities. Gender-based preferences in labor also continue into adulthood, where women choose jobs that are either "women's work" or segregate themselves into certain niches (like being nurses instead of doctors). In a 2009 PISA evaluation in Latin America, boys did better than girls in math and science on average, and this gap only increases with age. In order for this challenge to be overcome, stereotypes need to be disbanded, more female math and science teachers are needed, and parenting styles need to be altered.

To preface this post, I'll provide a bit of background on a important concepts: Functionalism, Neo-Marxism, and Feminist Perspectives, which have been creeping into my daily life ever since I became a graduate student here at UPenn. Functionalism basically states that society is a complex system, and everyone does their own part in order for it to function (think a Ford Factory assembly line). Neo-Marxism essentially critiques Functionalism, and addresses how social class unfairly impacts everything. Feminist perspectives, as I understand them (check out the book School and Society by Feinberg and Soltis; I know it's a boring academic read, but trust me, you'll definitely learn something!), address gender-based stereotypes about math and science in the classroom, and assumptions based on gender that occur in the home. First, I want to comment on the section of the article that focuses on the differences of the male and female brain structure and function. I am not disputing science; however, I think that despite the good intention behind including this information in the article (ie: evidence which promotes innovative education strategies for girls), that the information about girls' math and science education in parts of Asia and Europe contradict it. For example, in Singapore, Sweden, and China, girls are on par or perform better than boys in math and science. Instead of focusing on differences that are evident in brain imaging, perhaps we should be focusing on what exactly is occurring in these classrooms and cultures that is positively affecting girls' math and science education.

Next, I want to comment on this issue around gender-based stereotypes for girls in math and science. This article points out that girls perceive math and science as fields dominated by men, and that teachers have a certain perception about girls in math and science. Since fewer girls take part in math and science, sexist assumptions what women are incapable of entering these fields are perpetuated, and this can even affect girl's self-esteem, causing them to underestimate their own abilities for fear of challenging these assumptions which they have internalized. I'm naturally bad at math, and as a child, I definitely played right into this stereotype. But even one of my best friends, who is an engineer, had to contend with these issues for most of her academic life. Given these examples, my question is how can one really alter culturally based stereotypes? After all, machismo is quite prevalent in Latin American culture. In fact, an interesting study was done evaluating how many Latin American men and women agreed with the statement "a woman's place is in the home," (see: http://www.zonalatina.com/Zldata77.htm). The Inter-American Development Bank article suggests that stereotypes can be challenged by using critical examination of gender roles. Based on my research of the SAT program in Nicaragua, I would say that this point does carry some weight. For example, the SAT curriculum, does indeed help men and women confront issues surrounding gender in Latin America. Women in the program have actually sat down with their husbands and asserted themselves, and because of how it is written, the husbands actually understand!

However, as the article indicates, another major problem is that most math and science teachers are men. Therefore, girls don't have many female teacher role models who are strong and proud of their math and science achievements. Given machismo and other cultural aspects that fuel stereotypes, how can girls truly be encouraged to become math and science teachers in Latin America? Finally, the article indicates that part of the problem with gender-based stereotypes lies at home, where traditional attitudes are displayed about women's roles in the household. The article advocates giving children equal roles in the household, but this seems easier said than done.

There is no doubt that this is a serious problem that many girls in Latin America face. I just wonder what can really be done about it.