According to foreign media reports, many modern scholars seem to be keen to study the differences between men and women in the fields of science, technology, mathematics and engineering (STEM), or more precisely, they are plagued by the fact that men are more than women. Adapt to the STEM field. What is worrying is that some important STEM fields lack female workers, such as faculty members with doctoral degrees. Surprisingly, women do not perform well at lower-level jobs, such as auto mechanics or plumbing.
Some scholars have a unique effect in convincing others to accept a prioritized interpretation of the source of gender differences. These explanations are not surprising, including: gender discrimination, stereotype threats, and recent implicit biases and micro-infringements. Each of these viewpoints is discussed in the mainstream media and many academic circles, but the scientific basis of these views is not strong. In this research report, we will provide a background analysis of STEM controversies and discuss various factors that contribute to these gender differences.
According to the National Science Foundation, women account for 57% of undergraduate students in the STEM field, but they differ greatly in different fields. The female undergraduate degree is mainly in the field of life and social sciences, but the number of undergraduates in computer science and engineering is only less than 20%. This gender difference has been maintained for decades. Disputes in the STEM field are mainly about education and gender differences, followed by inorganic fields involving career choices, and non-biological areas focusing on understanding non-living things. These differences are very important in terms of sociality because they tend to be prestigious occupations, and in fact they are important because the contribution of men and women in these areas is different, and to some extent, gender differences can lead to different incomes.
Although this study does not interfere with the audiovisual group of the general public, there is a fierce debate within the scientific community. Exactly what is measured by the implicit bias test and whether they actually affect how people behave. Even though these tests are measurement biases, the impact of real behavior is very small, although proponents believe that these smaller effects will increase over time. The implicit implicit attitudes that are thought to influence the real world include: promoting stereotype threats and micro-infringements. As we have previously mentioned the threat of stereotypes, people are very concerned about the ability to accurately measure micro-infringement, whether or not they are related to implicit bias, and if this is indeed an effective concept, regardless of the long-term impact of the “victim”. These problems have not prevented the development of another rent-seeking behavior, thus preventing this “infringement” from appearing on university campuses, workplaces and daily life.
We suspect that concepts such as stereotype threats, implicit biases, and micro-infringements have received attention because they are in line with the development process of “unequal-equal-suppression”. In many cases, it is difficult to find clear oppression in classrooms and workplaces, so the interpretation of unconscious prejudice and short-lived behavior (micro-infringement) constantly “attacks” and hurts “victims”. In this case, the victims are often girls and women who yearn for learning and development in the STEM field, especially in engineering, computer science and physical sciences. A reasonable response to these claims is to develop interventions to reduce stereotype threats, prejudice biases and micro-infringements.