abcnews.go.com
COVID-19 Pandemic Widened Gender Gap in STEM
The COVID-19 pandemic exacerbated the gender gap in STEM, reversing years of progress where girls had nearly closed the gap in math scores, and now face an uphill battle to regain lost ground.
- What is the key impact of the COVID-19 pandemic on the gender gap in STEM education?
- The pandemic erased years of progress in closing the gender gap in math scores, with girls losing all ground gained in the previous decade. Boys' scores also suffered but recovered faster, widening the existing disparity. This gap is now evident in nearly 9 out of 10 school districts.
- What are the long-term implications of this widening gap, and what strategies are being employed to address it?
- The persistent gender bias in STEM, combined with the pandemic's setbacks, creates a significant hurdle for girls entering STEM fields. Schools are implementing hands-on learning, gender-balanced classes, and renewed teacher training to encourage girls' participation and rebuild confidence in STEM subjects.
- How did changes in teaching methods and learning environments during the pandemic contribute to this widening gap?
- The shift to online learning led to the discontinuation of programs engaging girls in STEM, and a greater emphasis on rote learning which may favor boys. The disruption also caused a reversion to older, potentially biased teaching practices.
Cognitive Concepts
Framing Bias
The article presents a balanced view of the issue, showcasing both the progress made in closing the gender gap in STEM before the pandemic and the setbacks experienced during and after. It highlights the experiences of both girls and boys, and includes diverse perspectives from educators and researchers. While the focus is on the challenges faced by girls, it doesn't ignore the impact on boys or present a simplistic narrative.
Language Bias
The language used is largely neutral and objective. There's a focus on factual reporting and quoting experts. Words like "struggling" or "frustrated" are used to describe the girls' experiences, but these are descriptive rather than judgmental. There are no overtly loaded terms or emotional appeals.
Bias by Omission
The article could benefit from including data on the types of STEM fields where the gender gap is most pronounced. While it mentions a general decline in girls' performance in STEM, more specific information would strengthen the analysis. Additionally, exploring the socioeconomic factors that may contribute to the disparity would provide a more comprehensive picture. However, the article's length may limit the inclusion of such details.
Gender Bias
The article focuses on the challenges faced by girls in STEM, but this is justified given the subject matter. It doesn't perpetuate harmful stereotypes and actively seeks to highlight the importance of equitable representation. Examples of girls succeeding in STEM are included, counterbalancing the negative impacts of the pandemic.
Sustainable Development Goals
The article directly addresses the issue of gender disparity in STEM education, a crucial aspect of SDG 4 (Quality Education) which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The initiatives described, such as the STEM focus at de Zavala Middle School and efforts to re-engage girls in STEM after pandemic setbacks, directly contribute to bridging the gender gap in STEM fields and making quality education more equitable for girls. The article highlights the negative impact of the pandemic on girls