Despite outperforming boys in math and science tests, girls reported lower rates of enjoying these subjects in elementary and junior high school. The findings from the National Assessment of Academic Ability were shared during an education ministry expert panel meeting, highlighting the declining interest of girls in math and science as early as elementary school.
Taketo Tabata, a Miyagi University of Education graduate school professor, emphasized the need for a change in the perception of science and mathematics in school education to achieve gender equality. The analysis of the survey included a report on the relationship between correct answer rates in a subject and students’ attitudes towards that subject.
The study found that a higher percentage of boys than girls reported liking science and math in both elementary school and junior high school. However, when it came to actual aptitude, girls consistently scored higher on average than boys in math and science assessments, although the differences were not significant.
Despite this, girls continue to lag behind in their enjoyment of these subjects, indicating a need for addressing the underlying reasons behind this disparity. The survey results shed light on the disconnect between girls’ academic performance and their interest in math and science subjects, highlighting the need for promoting a more inclusive and encouraging environment for girls in STEM fields.
The data from surveys conducted in previous years showed that girls have consistently outperformed boys in math and science tests. However, this has not translated into greater enjoyment or engagement with these subjects among young women. This raises questions about why some girls may be less interested or motivated to pursue careers in STEM fields.
Professor Tabata believes that one possible reason is that society often perpetuates negative stereotypes about women’s abilities or interests in STEM fields. For example, media portrayals of female scientists or engineers may be limited or exaggerated compared to male counterparts.
Another factor could be lack of role models or mentors who are women working in STEM fields. Young women may not see themselves represented or supported by such individuals, which could discourage them from pursuing careers related to STEM.
To address these issues, Professor Tabata suggests implementing programs that promote positive role models or mentors who are women working in STEM fields. These programs could include guest speakers at schools or community events who can share their experiences and provide inspiration for young women interested in pursuing careers related to STEM.
Additionally, he recommends providing more opportunities for hands-on learning experiences related to STEM fields that are tailored specifically for young women. This could include workshops focused on coding or robotics programming, which can help bridge the gap between academic performance and interest levels.
Overall, Professor Tabata believes that promoting gender equality requires addressing underlying factors that contribute to gender disparities within STEM fields. By creating more inclusive environments where all students feel valued and supported regardless of their gender identity or interests
