a diverse group, will outperform a group of homogenous high-ability problem solvers. Moreover, this study found that a random group of intelligent problem solvers, i.e. Whether it be cognitive diversity, gender diversity or even just a mere difference in the size of the group, it is acknowledged that alternative perspectives more often than not lead to the optimal solution. According to an article by Forbes, diverse teams actually produce better outcomes. This variety can stem from ensuring each group consists of people of different genders, races, cultures, ethnicities, nationalities and so on. Diversity exists only with the presence of variety in a group. Similarly, STEM teams in the workforce need diverse viewpoints. Only with a sufficiently diverse pool of ideas from students even at an early learning stage can truly informed outcomes be expected. With STEM, students are equipped with the ability to take an integrative approach to identify, apply and integrate different concepts, to come up with innovative solutions to real-world problems. STEM serves as an interdisciplinary educational approach, and allows for the holistic development of students. The gender gap exists and is evident, and I aim to delve deeper into this topic and suggest how we can slowly learn to defeat these STEM biases in Southeast Asia.īefore I further examine the gap, however, it is paramount that I establish the need for greater women representation in the field of STEM namely, the need for gender diversity. This inconsistency and divergence here emanate largely from gender stereotypes, male-dominated cultures, lack of role models and math anxiety, as written in this article from the American Association of University Women.ĭespite female students actually achieving results on par with those of their male counterparts in math and science courses, many girls propel away from the science and engineering courses at the undergraduate level. However, there is definitely more that can be done. Southeast Asia, as compared to the world average of 30%, fares slightly better in terms of achieving gender parity. As Figure 1 from this UIS Factsheet shows, gender parity has still not been achieved in many countries globally. This phenomenon can be termed the STEM gender gap. In schools, most female students would rather pursue the arts, rather than subjects like mathematics and engineering. According to the World Economic Forum, female students and employees are under-represented in Science, Technology, Engineering and Mathematics (STEM).
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