Are Women Choosing Love Over Math?
- Friday, October 14 2011 @ 11:16 am
- Contributed by: ElyseRomano
- Views: 1,375
It may seem like a strange question, but it's exactly the question Heidi Grant Halvorson, a psychologist, author, and relationships expert, posed in the Huffington Post earlier this month: Are women choosing love over math?
Women have always been stereotyped as being less capable than men in the disciplines of math, science, and technology, and they are significantly underrepresented in these fields professionally. A recent publication by the American Psychological *censored*ociation, called "Women's Underrepresentation in Science: Sociocultural and Biological Considerations," took a look at the potential reasons for this discrepancy and determined that it is not the result of a lack of opportunity or encouragement, but rather the consequence of a simple preference for other subjects.
Other research has suggested that the reason may be a bit more complex: women may favor studies in language, arts, and humanities, Halvorson says, because "they believe, often on an unconscious level, that demonstrating ability in these stereotypically-male areas makes them less attractive to men." Gender roles are more powerful, researchers have argued, than many believe, particularly where romantic pursuits are concerned.
In one study, male and female undergraduates were shown images related to either romance, like candles and sunsets at the beach, or intelligence, like eyeglasses and books, to provoke thoughts about romantic goals or achievement-related goals. Participants were then asked to rate their interest in math, technology, science, and engineering. Male participants' interest in the subjects were not influenced by the images, but female participants who viewed the romantic images indicated a significantly lower level of interest in math and science. When shown the intelligence images, women showed an equal level of interest in these subjects as men.
Another study asked female undergrads to keep a daily diary in which they recorded the goals they pursued and activities they engaged in each day. On days when the participants pursued romantic goals, like trying to improve their relationship or start a new one, they engaged in fewer math-related activities, like attending cl*censored* or studying. On days when they pursued academic goals, in contrast, the opposite was true. "So women," Halvorson concludes, "don't just like math less when they are focused on love -- they also do less math, which over time undermines their mathematical ability and confidence, inadvertently reinforcing the stereotype that caused all the trouble in the first place."
Is romance really that powerful? Do these stereotypes also have an effect on men? And what are the implications of romance-driven preferences like these? Halvorson's answers to these questions: next time.
