webinar recap: how barbie ate science and math outcomes: feminine norms and stem
TRANSCRIPT
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This PPT based on workshops presented to: :1. Some Background
2. Terms & Definitions
3. About Gender Norms
4. Femininity & STEM
5. Common Objections
6. Open Questions
TODAY’S PRESENTATION
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Biological Sex
Primary & secondary bodily characteristics (chromosomes, hormones, etc.)
Gender Identity
Inner sense of being female or male
Sexual Orientation
Attraction to members of one or more sexes
1. Terms & Definitions
6 DEGREES OF GENDER
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Gender Equity
Ensuring equal access to resources, power, opportunity
Gender Norms
Socially-constructed ideals, scripts, expectations for “doing” Boy and Girl
Gender Transformative
Programs that highlight and challenge rigid gender norms
1. Terms & Definitions
6 DEGREES OF GENDER
Geeta Rao Gupta
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We do great job on:
External Obstacles Chilly classroom climate
Masculine pedagogy
Lack of role models
Interpersonal Obstacles Negative parental or teacher attitudes
Stereotype threat
SOME BACKGROUND
We don’t do such a great job on:
Internal Obstacles Girls own belief & attitudes
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If internal beliefs not involved, why…
• STEM interest measurably decline grades 5-9
• By 8th grade ½ girls interested as boys
• Even among girls with good STEM grades who
liked in elementary school
SOME BACKGROUND
What happens around ages 8-14?
R 9
More Information
Training
Opportunity
Individual
Full Autonomy
Rational Decisions
2. About Gender2. Gender Norms
Beliefs
Attitudes
Practices
Social Context
Lack Full Agency
Ideals/Pressures
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GENDER NORMS ARE LEARNED
ESP DURING “GENDER INTENSIFICATION PERIOD”
Adolescence & Early Teens
Interest in traditional norms accelerates
Belief in them solidifies.
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IMPACT ENHANCED IN
LOW-INCOME ENVIRONMENTS
Codes may be
especially narrow
Strong peer pressure “on
the street”
Penalties for transgression
often particularly
harsh.
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• Deferential
• Dependent
• Desirable
What’s Missing?
Logical
Intellectual
Assertive
Independent
FEMININITY
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More likely to…
• Quit school early
• Have unplanned pregnancies
• Be victim of partner violence
• Have high levels of body dissatisfaction
• Have low self-efficacy and low self-worth
• Objectify or be out of touch with body
• Be depressed
• Develop eating disorders
FEMININE NORMS & BEHAVIOR
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A double-bind
Girls must choose …
Opt out of femininity…. or opt out of STEM
FEMININE NORMS & STEM
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• “Yes, but not in junior high!”
• Pretty classmate with long hair who “no one sees as a
pretty girl because she is so smart. She’s like a nerd.”
• That’s when we have to “dumb it down” for boys.
• “Girls focus more on ‘oh, he wants me to be pretty.’”
FEMININE AND GOOD AT STEM?
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Presented w/ data that 3rd grade girls stop doing well in STEM:
• “This is when girls start giving up on math.”
• “It’s when they start noticing boys.”
• “Girls focus more on ‘oh, he wants me to be pretty.’”
• “Girls start slacking on academics and worrying about looks.”
FEMININE NORMS & STEM
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SO IT’S ALL GENDER?
No, this are complex problems.
Next big drop on the effectiveness meter.
Because when you teach girls to
think critically about harmful
feminine norms you get better
outcomes than if you ignore them.
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Gender norms
are “central to
improving
both individual
and societal
R/H”
“Deconstructing
masculinity with
young men 13-19”
to eliminate
violence against
women and girls
Gender norms “key to
effective HIV prevention
for MSMs
The powerful
influence of
gender norms is a
foundation of
gender inequality.5. Research & Programs
STRONG PROGRAM BASE