The Gender Gap in Science Studies : Cognitive Style, Not Cognitive Ability
This article is set against the premise that the lower number of women who opt for science, technology, engineering, or math (STEM) compared to men is more likely due to differences in cognitive style than to cognitive aptitude. Based on a subset of results taken from the PAREA study, which involved Quebec and Swedish students and looked at many factors (including culture, cognitive aptitude, and teacher support) that could influence the decision to opt for a STEM career, the authors demonstrated how cognitive style had an impact on student success and perseverance. They also suggested methods to allow teachers to use the study's findings to enhance the success of their students. Furthermore, they indicated that their conclusions could have impacts on STEM teaching as well as on fields such as psychology, quantitative methods, the economy, and the childhood-education program.
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