Why All-Women's Schools?

[BJM8]

<p>arianneag…you’re quite welcome! I’m so pleased to know that Smith is your first choice. When you enter as a first-year you will realize, first hand, that Smith is a very special place. You will work hard, and enjoy every moment of it. I know it, as you just seem to be that kind of student. If we can be of any further assistance to you, please do not hesitate to ask. Particularly when the time draws nearer.</p>

[theothermuse]

<p>BJM8…you can sound like Paula Abdul all you want as long as you don’t wear the little bra-like thing. ;)</p>

<p>My boss (who caused major uproar when he recently opened the first Carvel store in the Central Valley, haha) is from New York and he just told me that it’s a really different vibe. Even so, he’s the most laid back person ever. I’ve been to Washington DC for a week and I loved it…it’s not the laid-back, let’s wear flip flops and PJs everywhere attitude of CA. On the other hand, one of my coworkers went to boarding school and college on the east coast and she’s the epitome of old money…it just amazes me how different those two are.</p>

[unforgiven]

<p>I am a student currently attending a community college in Chicago and got accepted in Smith for the fall. I went for their open campus and fell in love with the school. I think what has attracted me to an all women’s college is the fact that at women’s colleges, you as a woman have the world open to you. There are so many opportunities to take advantage of without the distraction of boys. I think that at these colleges (esp. Smith because this is where I feel really comfortable in) develop the whole person allowing greatly fulfillment.</p>

[BJM8]

<p>Unforgiven…welcome to CC and welcome to Smith. Congratulations on your acceptance!</p>

[BJM8]

<p>Here’s a little more research for those who like facts:</p>

<p>From the American association of University Women, Washington, DC, “Shortchanging Girls, Shortchanging America: A Call to Action.” AAUW Initiative for Educational Equity, American Association of University Women, Washington, DC, 1992.

Girls’ self-esteem, confidence in their abilities, expectations for life, interest in challenging courses and rewarding careers, and pursuits in math and science decline as they get older. Teachers may contribute to girls’ problems by giving them less attention or a lower quality of attention during class; therefore, teachers must be careful not to limit girls’ potential in math and science by using gender-biased practices. Especially during math instruction, teachers must be sure to call on girls for answers to questions, and to give them praise when appropriate.

</p>

<p>Pettitt, Lisa, “Middle School Students’ Perception of Math and Science Abilities and Related Careers,” paper presented at the 61st Biennial Meeting of the Society for Research in Child Development, Indianapolis, IN, March 30-April 2, 1995.

Middle school students do not recognize the subjects that they must study in order to have specific careers. In a survey of 162 students about their career aspirations and their feelings about sex stereotypes in certain professional fields, students responded that society accepts many different careers for women and men. However, they tended to choose sex-stereotyped careers when filling out the survey. Girls felt that they would be capable of becoming doctors or veterinarians, but they did not want to have science-related careers as adults. Boys stated the opposite. Neither the boys nor the girls recognized the relation between the study of math and science and their future career aspirations. Because this study indicates that girls may not realize that their preferred future careers can require course work in science and math, it seems prudent for math and science teachers to discuss with students the many professional fields that require math and science.

</p>

<p>Stipek, Deborah, Granlinski, Heidi, “Gender Differences in Children’s Achievement-Related Beliefs and Emotional Responses to Success and Failure in Mathematics,” Journal of Educational Psychology , v. 83 n. 3 pp. 361-71, September 1991.

This article indicates that girls have lower expectations for themselves in math than boys, and that girls believe they do not have mathematical ability.When girls do poorly in math, they attribute their poor performance to their inability to do math. This study explores the beliefs of third-graders and junior high school students (male and female). It shows that girls’ beliefs begin early in their education and persist into junior high school (and probably beyond). Therefore, starting at the elementary school level, teachers need to 1) encourage girls to have higher expectations for themselves in math, and 2) offer girls alternative, positive explanations of their math performance.

</p>

<p>Swetman, Daniel, “Rural Elementary Students’ Attitudes toward Mathematics,” Rural Educator , v. 16 n. 3 pp. 20-22, 31 Spring 1995.

This article shows that girls’ positive attitudes towards mathematics decline as they grow older. Initially girls have more positive attitudes towards math than boys do, but as they continue in school, girls’ attitudes become more negative. In order to improve girls’ performance in math, teachers need to facilitate positive attitudes in girls towards math.

</p>

[BJM8]

<p>Here’s more research on the subject of my original post which was about how schools sometimes unknowingly treat girls unfairly. Just the facts, M’ame!</p>

<p>Research about teacher’s attitudes:</p>

<p>Clewell, Beatrice and Anderson, Bernice, “Women of Color in Mathematics, Science and Engineering: A Review of the Literature,” Center for Women Policy Studies, Washington, DC., 1991.

This article highlights the barriers middle school girls of color face in math, science, and engineering classes. Barriers include teachers, parents, and society’s impact on girls’ 1) attitudes and perceptions, 2) achievement and performance, 3) course enrollment and participation, and 4) career interests and aspirations. This review is particularly important because women/girls of color are often studied with regard either to gender or ethnicity, but rarely considering both, as in this study. Teachers must help girls of color bring down the barriers they face by encouraging them to 1) have positive attitudes about themselves in math, 2) enroll and participate in math and science classes, and 3) explore careers in math and science.

</p>

<p>Gutbezahl, Jennifer, “How Negative Expectancies and Attitudes Undermine Females’ Math Confidence and Performance: A Review of the Literature,” Information Analysis -General, 1995.

According to this paper, parents’ and teachers’ expectations for girls in math have an enormous impact on girls performance in math. Girls internalize their teachers’ and parents’ negative expectations, which become self-fulfilling prophecies. Because girls believe that they cannot achieve in math, they do not achieve in math. Their poor performance reinforces parents and teachers’ negative expectations and feeds the cycle of negative expectations and lack of achievement. Clearly, teachers’ and parents’ expectations for girls’ performance in math must be raised if girls are to have the opportunity to achieve in math.

</p>

<p>Leach, Lisa, “Sexism in the Classroom: A Self-Quiz for Teachers,” Science Scope , v. 17, n. 6, pp. 54-59, March 1994.

This article shows teachers’ critical role in girls’ success in math and science. It suggests that girls’ low participation and their negative attitudes towards math and science are greatly affected by teachers’ attitudes. The author provides a self sexism-quiz teachers can take in order to identify specific classroom attitudes towards girls that may affect their instruction in class.

</p>

<p>Schwartz, Wendy and Hanson, Katherine, “Equal Mathematics Education for Female Students,” Educational Developmental Center, Inc., Newton, MA. Center for Equity and Cultural Diversity. 1992.

This paper indicates that teachers must consider girls’ mental and physical development and the effect of their own attitudes and behaviors on girls’ participation and performance in math. When girls begin to physically mature, they focus more on their bodies and less on their intellectual abilities or themselves as people. As a result, their self-esteem decreases. Girls’ learning style is more cooperatively based and therefore does not mesh with the independent, non-collaborative thinking encouraged in most classrooms. Finally, this paper states that teachers unconsciously pay more attention to male students than to female students. It suggests that teachers must consider girls’ developmental issues as they interact with them, by drawing female students’ attention away from their bodies and focusing it on their intellectual abilities, especially in math. Teachers should pose more cooperative tasks during math instruction in order to support girls’ learning style. Finally, teachers must constantly evaluate their behavior toward male and female students to insure that the attention they give students is not gender-biased.

</p>

[cellardweller]

<p>BJM8:</p>

<p>You obvioulsy didn’t read the response earlier in reference to that study that was debunked by a well known woman scholar educated at Wellesley (with obviously no apparent bias), Judith Kleinfeld <a href=“http://www.uaf.edu/northern/mitstudy/[/url]”>http://www.uaf.edu/northern/mitstudy/&lt;/a&gt;&lt;/p&gt;

<p>Among the key conclusions:

• The MIT Study on the Status of Women Faculty falls below the most elementary standards for scientific evidence, fails to prove gender discrimination on the MIT campus and amounts to little more than a political manifesto.</p>

<p>-Reliable scientific studies show striking differences in the interests and career preferences of mathematically gifted young men and women. Difference in career choice, not gender discrimination, is the most reasonable explanation for the greater number of male faculty in the School of Science at MIT. </p>

<p>As I stated earlier this quite evident even in women’s colleges where the science faculty is no more diverse than at coed colleges. There are simply not that many women in certain fields. Even in biology which attracts many women, Smith only has 3 tenured female faculty out of total of 11 tenured faculty or 26.2% as compared to 13 out of 37 at MIT or 26.7%. Some science departments at Smith have no tenured femal faculty.</p>

<p>This clearly confirms the study by Kleinfeld who also debunked the entire “women are mistreated at coed colleges” myth.</p>

[BJM8]

<p>Parents are not forgotten, as their perceptions of women in science and math must change as well, for schools to be successful in changing attitudes:</p>

<p>Blevins-Knabe, Belinda, and Musun-Miller, Linda, “Parental Beliefs about the Development of Preschool children’s Number Skills,” paper presented at the Biennial Meeting of the Society for Research in Child Development, Seattle, WA, April 18-20, 1991.

This paper indicates that parents’ belief in girls’ math ability affects girls’ belief in their own math ability. A study was completed with parents of 4- and 5-year-old children about their children’s number skills. Parents of boys indicated that their sons would be able to solve all math tasks sooner than parents of girls indicated that their daughters would be able to solve math tasks. The parents’ beliefs about the girls could clearly be detrimental to their daughters’ beliefs about math and their performance in math. Teachers, then, must encourage parents of girls to have higher expectations for their daughters.

</p>

<p>Campbell, Patricia, “Math, Science, and Your Daughter: What Can Parents Do?” Encouraging Girls in Math and Science Series, Women’s Educational Equity Act Program (ED), Washington, DC. 1992.

Parents play a crucial role in their daughters’ math and science education. In its six sections, the brochure describes ways that parents can encourage their daughters in math and science. It suggests that parents talk to their daughters about the importance of math and its necessity in certain careers. In another section, the brochure encourages parents to foster positive attitudes in their daughters toward math and science. This publication would be a useful tool for teachers to use to inform parents of their ability to improve girls’ attitudes and participation in math and science classes.

</p>

[BJM8]

<p>And, finally…teaching style is vital to making sure that girls are getting an equal education in the math and sciences. This is the area that concerns me most as an educator, and is critical to change if we as educators are to be successful in enabling young women to achieve at high levels. (Geez…you might think I have a daughter or something!)</p>

<p>Daniels, Roberta, and Lamb, Julie, “Changing Gifted Girls’ Attitudes towards Mathematics,” paper presented at the Rural Education Symposium of the American Council of Rural Special Education and the National Rural Small Schools Consortium, Tucson, AZ, March 18-22, 1990.

How to help gifted girls achieve even greater heights in math. A program was initiated with academically gifted 4-7th grade girls that included activities which 1) improved self-esteem, 2) developed positive attitudes toward math, 3) dealt with problem-solving skills, 4) encouraged girls to become involved in math activities outside school, and 5) explored careers in math. After the program was over, it was found that the girls who had gone through it scored significantly higher on math aptitude tests. The program helps girls deal with emotional and developmental issues as well as improving their attitudes and performance in math. Until such a program is implemented in schools, teachers can improve gifted girls’ performance in math by working with them on problem-solving skills during math instruction. Teachers can also 1) encourage girls to participate in math activities after school (such as math clubs) or outside of school (math or science fairs), and 2) discuss with girls their option of choosing careers in math.

</p>

<p>Diamond, Judy, “Sex differences in Science Museums; A Review,” Curator , v. 37, n. 1, pp. 17-24, March 1994.

This article indicates that girls need to learn math in a cooperative atmosphere and that they need to have more math and science-related experiences , since they have fewer such experiences than boys. It also states that girls are cooperative learners in math, rather than competitive learners. In order to encourage girls’ performance in math, math teachers should consider a more cooperative approach (group learning) to math as well a curriculum that gives girls more experiences in math.

</p>

<p>Fraser, Barry, “Research Implications for Science and Mathematics Teachers. Volume 1. Key Centre Monograph Number 5,” Curtin Univ. of Tech., Perth (Australia). National Key Centre for Science and Mathematics. Australian Dept. of Education, Canberra. 1993.

This paper gives examples of the strategies successful teachers use to make their math classroom environments conducive to math achievement among girls. One chapter hails the benefits of encouraging students, especially female students, to write (i.e. write about their thinking process when solving a math problem) in math classes. Others explore issues such as girls’ attitudes towards math and future careers, student and teacher relationships in math and science classes, and gender equality in science classes. The paper provides teachers with strategies, such as the use of writing in math classes, to improve their classroom environments so that girls will be comfortable and encouraged to do math.

</p>

<p>Li, Anita, Adamson, Georgina, “Gifted Secondary Students’ Preferred Learning Style: Cooperative, Competitive, or Individualistic?” Journal of Education of the Gifted , v. 16, n. 1, pp. 46-54, Fall 1992.

This article shows the crucial impact that the orientation of a math classroom has on female students’ involvement in and enthusiasm for math. Gifted senior high school girls prefer working in noncompetitive, individually oriented math classes, while boys prefer working in competitive, individually oriented math classes. If math classes were individually oriented but less competitive, girls would be more enthusiastic about math.

</p>

<p>McSheffrey, K., “Mathematics Experiences of Women and Girls: A Narrative Inquiry,” Master’s Thesis, Queen’s University, 1992.

This work suggests that teachers’ ability to connect math to real-life situations affects female students’ math experience. The narratives of 7 women and 15 girls about math experiences in school are examined. Many of the subjects cite 1) the influence of teachers’ behaviors on students (teachers who made students feel important, cared for, etc…), 2) the influence of parents (their support or lack of support), 3) personal decisions regarding attitudes towards math, and 4) the attitudes of boys toward girls. Many of the stories emphasize how teachers made students feel in the classroom. Many of the women and girls state that their best math teachers were the teachers who made connections between math and real-life situations.

</p>

<p>Orenstein, Fran, “Utilization of Teacher Workshops to Enhance Early Exposure to Gender Equity and Mathematics Education for Young Girls in Preschool Settings,” Ed. D. Practicum, Nova University, 1993.

In order to prevent gender-biased behavior in the classroom, teachers must first be aware of it. This program, used with 20 preschool teachers, attempted not only to increase teachers’ knowledge of gender equity, but also to encourage them to apply their knowledge in their classrooms. After the teachers participated in the program, they were more aware of gender-biased behavior in their classrooms and could begin to eliminate it and to create classroom environments in which boys and girls would have an equal opportunity to learn math.

</p>

<p>Sanders, Jo, “Lifting the Barriers. 600 Strategies that Really Work To Increase Girls’ Participation in Science, Mathematics and Computers,” Non-classroom guides, 1994.

This article gives teachers strategies for encouraging girls to be excited and involved in mathematics, science, and computers. In the Computer Equity Expert Project, 200 math, science, and computer teachers created 8 strategies to increase girls’ participation in math: 1) focusing specifically on girls, 2) designing activities, 3) emphasizing usefulness, 4) highlighting the social aspect, 5) watching language for sex stereotypes, 6) eliminating biased practices, 7) spreading the word and 8) doing it all next year. The author recommends that these strategies be used in classrooms, extracurricular activities, educational policies, and outreach efforts.

</p>

<p>Telese, James, “Effects of Alternative Assessment from the Student’s View,” paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA, April 12-16, 1993.

According to this article, teachers’ use of alternative assessment improves elementary and middle school girls’ involvement in math classrooms. While in this study math ability, per se, did not change, the girls’ attitudes towards classroom activities in math did improve over the year in which alternative assessment and non-traditional activities were used. Alternative assessment techniques and non-traditional activities appear to be ways to improve girls’ participation and attitudes in math classes.

</p>

<p>Williams, Audrey, “Class, Race and Gender in American Education,” paper presented at the 33rd Annual Meeting of the College Reading Association, Philadelphia, PA, November 3-5, 1989.

This paper indicates that societal attitudes about race, class, and gender affect standardized tests and the traditional tools used to measure success in school. It highlights the fact that girls’ grades in math and English decline as they get older, yet boys’ grades improve. It also shows that Whites tend to perform better on the SATs than Afro-Americans. The paper suggests that standardized tests should not be used before the third grade because they are culturally and gender-biased. If teachers use standardized tests or tests in general, they should examine them to be sure that the wording of questions does not include societal attitudes or stereotypes about class, race, or gender. If such attitudes or stereotypes are present in the wording of questions (or otherwise), teachers should discontinue the use of such tests in their classes. Teachers must carefully examine standardized and regular, everyday tests in order to insure that their students are not being subjected to culturally or gender-biased tests.

Agree with the research, or disagree with the research? Whatever you choose, you must admit that there just might be a problem in education beginning from Kindergarten to Graduate school, when it comes to educating women. All-women’s schools are NOT the only answer to these issues. They ARE, however, a viable option for the women who choose to attend them in closing these educational gaps. Coed school and colleges can and will do a better job of educating young women. Current curricular changes and teaching strategies have changed considerably over the past five years or so, particularly in middle schools throughout the nation. Team teaching, common planning time, cooperative learning are strategies that are being employed, not solely for the purpose of educating women better, but to help both sexes understand material such as math and science more completely. There is much to do in the area of teaching women better, and there is still a large gap in the production of women who concentrate in math and science as opposed to boys who do.</p>

[BJM8]

<p>

You obvioulsy didn’t read the response earlier in reference to that study that was debunked by a well known woman scholar educated at Wellesley (with obviously no apparent bias), Judith Kleinfeld <a href=“http://www.uaf.edu/northern/mitstudy/[/url][/quote]”>http://www.uaf.edu/northern/mitstudy/

</a>
So you admittedly discount the study done by your alma mater for the findings which meet your argument on this thread? Speaks highly of your commitment and support of the college you chose to attend, heh??? ;)</p>

<p>BTW, cellardweller…do you need more research to debunk your theory that schools and colleges treat women as equals?</p>

[Momwaitingfornew]

<p>As I said earlier, it’s no surprise that we have opposing studies, but . . . Cellardweller has quoted one study and BJM has quoted many. Without doing my own research, I’d have to say the BJM has made his point more persuasively.</p>

<p>As a woman of the parental generation, I know I was discriminated against in the classroom, although I did not realize it until after I graduated from high school. I was also discriminated in the job arena - what man was ever asked to “break into” a business by starting as a secretary? From what I’ve seen, things are much better for girls and women today, although a bias remains.</p>

<p>I’ve heard girls say that science and math don’t come to them “naturally” and, since they have to work so hard in those disciplines, they don’t feel they should major in them. What they fail to realize is that science and math require effort from everyone. Very few people, male or female, don’t have to work hard to do well in science and math. Girls, however, are often encouraged to pick careers/majors that come easily to them. Boys rarely are. Girls are often prompted to choose careers that they love while boys are guided toward careers that will be lucrative. I have no studies to back this up, although, anecdotally, I’ve seen this time after time.</p>

<p>I don’t think going to an all-women’s college changes this perception. Once the idea has formed, it is tough to dispel. An all-women’s college DOES offer opportunities for women who remain interested in the sciences to be encouraged to excel. At these schools, women do all the research - the fun stuff.</p>

[BJM8]

<p>MWFN…Thanks, but I am not in competition with Cellardweller; simply stating the facts that support my original thesis. ;)</p>

<p>All the research in the world should not and could not supercede life experiences such as your own. As a woman you have seen it and lived it. Simplistic, really. It has always been a man’s world, and the women who graduate from all-women’s schools find that out fast enough. However, they will be better equipped to compete with the “old boys network!”</p>

[BJM8]

<p>

Even in biology which attracts many women, Smith only has 3 tenured female faculty out of total of 11 tenured faculty or 26.2% as compared to 13 out of 37 at MIT or 26.7%. Some science departments at Smith have no tenured femal faculty.

Cellardweller…here’s a breakdown of women faculty at Smith in the areas of math and sciences. Just the facts:</p>

<p>Engineering: A male dominated field, BTW:
Total staff: 11 Females 7 Males 4
Linda E. Jones, Ph.D. Director (who happens to be female) ;)</p>

<p>Biology:
Total staff: 9 Females 6 Males 3</p>

<p>Chemistry:
Total staff: 16 Females 9 Males 7</p>

<p>Neuroscience:
Total staff: 12 Females 6 Males 6</p>

<p>Math/Statistics:
Total staff: 16 Females 9 Males 7</p>

<p>Physics:
Total staff: 10 Females 4 Males 6</p>

<p>I’ve shown you mine, now you show me yours? I wonder if MIT has the same numbers of female profs. to male profs. Hmmmm???</p>

[BJM8]

<p>I’ve done the work for you…relax and enjoy! ;)</p>

<p>MIT:</p>

<p>Biology:
Total staff 70 Female 16 Male 54 (ouch)</p>

<p>Chemistry:
Total staff 43 Female 6 Male 37 (ouch)</p>

<p>Math:
Total staff: 87 Female 7 Male 80 (ouch)</p>

<p>Physics:
Total staff: 122 Female 7 Male 115 :eek:</p>

<p>Looks like they have some work to do with gender equity, heh? A great school, you bet! Awesome research, you bet! Has a long way to go dealing with gender issues in the hard sciences? Um-hmmm! Will be more female friendly and provide role models for girls in the hard sciences? I think not!</p>

[ringer05]

<p>

I was also discriminated in the job arena - what man was ever asked to “break into” a business by starting as a secretary?

</p>

<p>This still goes on. How many men, today, have med school interviewers asking them what they’ll do when they have children, with the implication that their answer will impact their admission decision? </p>

<p>To paraphrase a classmate, a women’s college may very well be the only four years in a woman’s life when she can be certain that her gender does not impact anything she does or does not win or recieve. For many students, it can be a true testing period to determine one’s actual strengths and weaknesses without battling gender politics.</p>

[BJM8]

<p>

a women’s college may very well be the only four years in a woman’s life when she can be certain that her gender does not impact anything she does or does not win or recieve. For many students, it can be a true testing period to determine one’s actual strengths and weaknesses without battling gender politics.

Well said! This has been my contention all along!</p>

[Momwaitingfornew]

<p>Asking about one’s marital status and/or plans because of children is supposed to be illegal. It was illegal in my time, too, but it didn’t stop two interviewers from asking about the engagement ring on my finger.</p>

[BJM8]

<p>Interesting article about women in the academic workforce and how their careers are affected by having children. Perhaps this answers some of those nagging tenure questions: Part 1</p>

<p>

[quote]
Do Babies Matter?</p>

<p>The Effect of Family Formation on the Lifelong Careers of Academic Men and Women</p>

<p>For women academics, deciding to have a baby is a career decision. Traditional narratives of the academic career must adapt to new demands and new constituencies.</p>

<p>By Mary Ann Mason and Marc Goulden </p>

<hr>

<p>NOTE FROM COLLEGEMOM (MODERATOR):</p>

<p>I HAVE DELETED THE ARTICLE IN THIS AND THE FOLLOWING POSTS.</p>

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[BJM8]

<p>Here’s another interesting article regarding tenure of female faculty members:
Part 1

[quote]
Family-Friendly Policies and the Research University</p>

<p>There are plenty of pitfalls on the road to a family-friendly university climate. The commitment to a positive change must start at the top.</p>

<p>By Kate Quinn, Sheila Edwards Lange, and Steven G. Olswang</p>

<p>NOTE FROM COLLEGEMOM (MODERATOR):</p>

<p>AGAIN, PLEASE SEE THE TERMS OF SERVICE RULE REGARDING COPYRIGHTED MATERIAL. I INVITE YOU TO POST A SUMMARY OR BRIEF EXCERPT OF THIS ARTICLE AND/OR EXPLAIN WHERE IT CAN BE FOUND OR GIVE A LINK. THANK YOU.</p>

[BJM8]

<p>Here’s part 2! Enjoy!</p>