MATH, SCIENCE, AND PINK COLLARS: GENDER STEREOTYPING AND ITS EFFECT ON

in high spirits instill and college are both important institutions in many peoples lives. These academic institutions are seen as places where identities are forged, friendships are made, important prefatorial lessons are learned, and ideally, plans are made regarding both near and distant futures. High school and college are toted as places where post-pubescent adolescents are supposed to find knocked out(p)(p) what exactly they want to do with their lives a period of four to 8 or more years where the groundwork for the rest of your life out in the real world is laid out. Whether you want to be a social worker, a chemical engineer, or a teacher, high school and college are the places where you can learn about what you are implicated in as well as where you can receive a canonic education. High school and college are also the places where gender roles and stereotypes, in particular in academics, begin to become glaringly obvious. In high school and especially in colle ge, more of the curriculum is geared towards individual interests than in preceding(prenominal) schooling environments. These specialized programs allow students to pursue things that they feel genuinely interested in, as well as allowing them to avoid those subjects that dont like. If someone is interested in taking an arts or a social studies class preferably than an additional English class, they can usually do so without untold trouble. In many cases, during the high school and college years, it is a widespread phenomenon that girls consort to lean more towards the softer subjects, such as English, art and social studies classes, spot boys tend to lean toward science and mathematics. How do stereotypical gender stratifications demand the types of classes that members of each gender take? Do these ... ...nce courses. ledger of Science gentility and Technology, 13(4), 435-466. Levine, P.B., & Zimmerman, D.J. (1995). The Benefit of additional high-school math and science classes for young men and women. Journal of Business & Economic Statistics, 13(2), 137-149. Kiefer, A.K., & Sekaquaptewa, D. . (2006). Implicit stereotypes and womens math performance how unexpressed gender-math stereotypes influence womens susceptibility to stereotype threat. Journal of data-based genial Psychology, 43(1), 825-832. Good , C., Aronson, J., & Harder, J.A. (2008). Problems in the pipeline stereotype threat and womens achievement in high-level math courses. Journal of Applied Developmental Psychology, 29, 17-28. Steele, J.R., & Ambady, N. (2006). math is trying the effect of gender priming on womens attitudes . Journal of Experimental Social Psychology, 42, 428-436.