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According to the National Science Foundation (NSF), women and racial minorities are underrepresented in science, technology, engineering, and mathematics (STEM). [1] Scholars, governments, and scientific organizations from around the world have noted a variety of explanations contributing to this lack of racial diversity, including higher levels of discrimination, implicit bias ...
For the past fifty years, there has been a gap in the educational achievement of males and females in the United States, but which gender has been disadvantaged has fluctuated over the years. In the 1970s and 1980s, data showed girls trailing behind boys in a variety of academic performance measures, specifically in test scores in math and science.
Inclusive STEM approaches such as Problem-Based Learning (PBL) and personalization of learning could generate solutions to lower gender disparities in STEM. [21] Students' intellectual engagement and success can develop and improve as a result of the instructor's gender. Gender disparities decrease when a course is taught by a female instructor ...
And they ignore the basic question of how teaching, learning and education work. Teaching is a risky adventure. Teachers have the immense responsibility of nurturing diverse young minds.
Additionally, 10.6% of respondents identified as having a concentration and/or memory disorder, 10.3% identified as having an anxiety disorder, and 9.7% as having a mood or emotional disorder. [16] When it comes to career mobility, a 2022 report found that there is a gap in promotions given in the tech industry to women in comparison to men.
A 2019 report by Universities UK found that student’s race and ethnicity significantly affect their degree outcomes. According to this report from 2017–18, there was a 13% gap between the likelihood of white students and Black and Minority Ethnic (BAME) students graduating with a first or 2:1 degree classification.
Four, Five, and Six-year degree attainment rates by generation in college Four, Five, and Six-year degree attainment rates by race/ethnicity. DeAngelo [73] provides statistics on graduation rates among FGCS and non-FGCS in a framework of four, five, and six years as well as a table that breaks down the degree attainment by race/ethnicity.
8. “The sheer ignorance. So many don’t read books. They have a limited vocabulary. I don’t speak to many who seem to think critically. They are raised to take standard tests and consume ...