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Women in STEM: Difference between revisions
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The share of females in STEM is higher in developing countries than in developed countries.<ref>https://www.journals.uchicago.edu/doi/abs/10.1086/595942</ref> This is commonly known as the gender-equality paradox, where more gender egalitarian countries are often seen to exhibit stronger sexual dimorphism in a number of occupational, physiological and behavioral outcomes than many less egalitarian countries. For example, Fryer and Levitt (2010) found less of a gender gap in mathematics PISA scores in Middle-Eastern countries than Western countries.<ref>https://www.aeaweb.org/articles?id=10.1257/app.2.2.210</ref> | The share of females in STEM is higher in developing countries than in developed countries.<ref>https://www.journals.uchicago.edu/doi/abs/10.1086/595942</ref> This is commonly known as the gender-equality paradox, where more gender egalitarian countries are often seen to exhibit stronger sexual dimorphism in a number of occupational, physiological and behavioral outcomes than many less egalitarian countries. For example, Fryer and Levitt (2010) found less of a gender gap in mathematics PISA scores in Middle-Eastern countries than Western countries.<ref>https://www.aeaweb.org/articles?id=10.1257/app.2.2.210</ref> | ||
This is seen as possibly born from economic necessity, and it may also stem from parental restriction of women's career choices. Since people in these countries often have more salient immediate survival concerns and a stronger incentive to escape poveerty compared to developed countries, it can represent a sound economic investment to induce a talented daughter to enter a potentially high paying STEM career path, as opposed to the 'intersectional feminist studies' type nonsense that girls in developed countries are frequently allowed to study (see [[Sexual revolution#Feedback_loop:_Greedy_parents|Sexual revolution § Feedback loop: Greedy parents]]). | This is seen as possibly born from economic necessity, and it may also stem from parental restriction of women's career choices. Since people in these countries often have more salient immediate survival concerns and a stronger incentive to escape poveerty compared to developed countries, it can represent a sound economic investment to induce a talented daughter to enter a potentially high paying STEM career path, as opposed to the 'intersectional feminist studies' type nonsense that girls in developed countries are frequently allowed to study, especially as academic affirmative action provides strong incentives for this by an 'intersectionality' of ethnic and sexual minority status (see [[Sexual revolution#Feedback_loop:_Greedy_parents|Sexual revolution § Feedback loop: Greedy parents]]). | ||
==Social engineering== | ==Social engineering== | ||