http://www.nytimes.com/2013/10/06/magazine/why-are-there-still-so-few-women-in-science.html
Why Are There Still So Few Women in Science?
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That the disparity between men and women’s representation in science and math arises from culture rather than genetics seems beyond dispute. In the early 1980s, a large group of American middle-schoolers were given the SAT exam in math; among those who scored higher than 700, boys outperformed girls by 13 to 1. But scoring 700 or higher on the SATs, even in middle school, doesn’t necessarily reveal true mathematical creativity or facility with higher-level concepts. And these were all American students. The mathematical society’s study of the top achievers in international competitions went much further in examining genius by analyzing the performance of young women in other cultures. The study’s conclusion? The scarcity of women at the very highest echelons “is due, in significant part, to changeable factors that vary with time, country and ethnic group. First and foremost, some countries identify and nurture females with very high ability in mathematics at a much higher frequency than do others.” Besides, the ratio of boys to girls scoring 700 or higher on the math SAT in middle school is now only three to one. If girls were so constrained by their biology, how could their scores have risen so steadily in such a short time?
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I asked if he had noticed any differences between the ways male and female students approach math problems, whether they have different “math personalities.” No, he said. Then again, he couldn’t get inside his students’ heads. He did have two female students go on in math, and both had done fairly well.
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If even one person had said, ‘You can do this.’ ” She laughed. “Women need more positive reinforcement, and men need more negative reinforcement. Men wildly overestimate their learning abilities, their earning abilities. Women say, ‘Oh, I’m not good, I won’t earn much, whatever you want to give me is O.K.’
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For proof of the stereotypes that continue to shape American attitudes about science, and about women in science in particular, you need only watch an episode of the popular television show “The Big Bang Theory,” about a group of awkward but endearing male Caltech physicists and their neighbor, Penny, an attractive blonde who has moved to L.A. to make it as an actress. Although two of the scientists on the show are women, one, Bernadette, speaks in a voice so shrill it could shatter a test tube. When she was working her way toward a Ph.D. in microbiology, rather than working in a lab, as any real doctoral student would do, she waitressed with Penny. Mayim Bialik, the actress who plays Amy, a neurobiologist who becomes semiromantically involved with the childlike but brilliant physicist Sheldon, really does have a Ph.D. in neuroscience and is in no way the hideously dumpy woman she is presented as on the show.
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What most young women don’t realize, Urry said, is that being an academic provides a female scientist with more flexibility than most other professions. She met her husband on her first day at the Goddard Space Flight Center. “And we have a completely equal relationship,” she told me. “When he looks after the kids, he doesn’t say he’s helping me.” No one is claiming that juggling a career in physics while raising children is easy. But having a family while establishing a career as a doctor or a lawyer isn’t exactly easy either, and that doesn’t prevent women from pursuing those callings. Urry suspects that raising a family is often the excuse women use when they leave science, when in fact they have been discouraged to the point of giving up.
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In recent years, Urry has become devoted to using hard data and anecdotes from her own experience to alter her colleagues’ perceptions as to why there are so few women in the sciences. In response to the Summers controversy, she published an essay in The Washington Post describing her gradual realization that women were leaving the profession not because they weren’t gifted but because of the “slow drumbeat of being underappreciated, feeling uncomfortable and encountering roadblocks along the path to success.”
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Another student was the only girl in her AP physics class from the start. Her classmates teased her mercilessly: “You’re a girl. Girls can’t do physics.” She expected the teacher to put an end to the teasing, but he didn’t.
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Other women chimed in to say that their teachers were the ones who teased them the most. In one physics class, the teacher announced that the boys would be graded on the “boy curve,” while the one girl would be graded on the “girl curve”; when asked why, the teacher explained that he couldn’t reasonably expect a girl to compete in physics on equal terms with boys.
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