{"id":1693,"date":"2018-11-14T19:44:59","date_gmt":"2018-11-15T00:44:59","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=1693"},"modified":"2018-11-14T19:47:08","modified_gmt":"2018-11-15T00:47:08","slug":"the-pursuit-of-equity","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2018\/11\/the-pursuit-of-equity\/","title":{"rendered":"The Pursuit of Equity-ness"},"content":{"rendered":"

The thing about equity is that it’s not the same as equality; a common misconception.<\/p>\n

\"Image<\/p>\n

I feel when we talk about equity in a field, people often construe that means “let’s give everyone the same thing” as opposed to “let’s give everyone what they need to have a level playing field.” So now that’s out of the way, let’s look at the STEM field.<\/p>\n

\"Image<\/p>\n

DID YOU KNOW?<\/strong><\/p>\n

-According to a study conducted by Dr. Marsh Matys,<\/p>\n

-In 1989, only 2.5% of engineering students were women<\/p>\n

-Only 9.6% of mathematics students were women<\/p>\n

-Only a fifth (20%) of all science degrees were handed to women<\/p>\n

Similarly, a study for the 2013-2014 academic year netted these results<\/p>\n

\"Figure<\/p>\n

These show us that they’re is still a somewhat significant gap between men and women interests in STEM. Why do these exist when women make up half the population? Similar studies also paint a similar picture with race. There is often a substantial margin between Pacific Islanders and White and Black and Hispanic.<\/p>\n

So now we know about these unfair trends, how can we go about fixing them as teachers?<\/p>\n