A 1981 assessment of female achievement in mathematics. based on re- 9 search conducted under a Nati

A 1981 assessment of female achievement in mathematics. based on re- 9 search conducted under a National Institute
signifi- cant differences in the mathematical achievements of 9th and 12th graders. At age 13 girls were equal to or slightly better than boys in tests involving algebra, problem solving and
spatial ability; four years later the boys had outstripped the girls. It is not mysterious that some very bright high-school girls suddenly decide 10 that math is “too hard” and “a waste of time.”
In my experience, self-sabotage of mathematical and scientific ability is often a conscious process. I remember delib- erately pretending to be puzzled by geometry problems in my sophomore year in
high school. A male teacher called me in after class and said, in a baffled tone, “I dont see how you can be having so much trouble when you got straight As last year in my algebra class.” The
decision to avoid advanced biology, chemistry, physics and calculus in 11 high school automatically restricts academic and professional choices that ought to be wide open to anyone beginning
college. At all coeducational universities women are overwhelmingly concentrated in the fine arts, social sciences and traditionally female departments like education. Courses leading to degrees in
science- and technology-related fields are filled mainly by men. In my generation, the practical consequences of mathematical and scientific 12 illiteracy are visible in the large number of special
programs to help professional women overcome the anxiety they feel when they are promoted into jobs that re- quire them to handle statistics. The consequences of this syndrome should not, however,
be viewed in 13 narrowly professional terms. Competence in science and math does not mean one is going to become a scientist or mathematician any more than competence in writing English means one
is going to become a professional writer. Scientific and mathematical illiteracy—which has been cited in several recent critiques by panels studying American education from kindergarten through
college— produces an incalculably impoverished vision of human experience. Scientific illiteracy is not, of course, the exclusive province of women. In 14 certain intellectual circles it has become
fashionable to proclaim a willed, aggres- sive ignorance about science and technology. Some female writers specialize in ominous, uninformed diatribes against genetic research as a plot to remove
con- trol of childbearing from women, while some well-known men of letters proudly announce that they understand absolutely nothing about computers, or, for that matter, about electricity. This
lack of understanding is nothing in which women or men ought to take pride.” “Failure to comprehend either computers or chromosomes leads to a terrible sense of helplessness, because the profound
impact of science on everyday life is evident even to those who insist they dont, wont, cant understand why the changes are taking place. At this stage of history women are more prone to such
feelings of helplessness than men because the culture judges their ignorance less harshly and because women themselves acquiesce in that indulgence. Since there is ample evidence of such feelings
in adolescence, it is up to parents to see that their daughters do not accede to the old stereotypes about “masculine” and “feminine” knowledge. Unless we want our daughters to share our
intellectual handicaps, we had better tell them no, they cant stop taking math- ematics and science at the ripe old age of 16.”
Questions: “COMPREHENSION 1. What reasons does Jacoby give for girls deficiency in math and science? 2. Why does Jacoby call it a “self-inflicted female disability” (paragraph 3)? 3. What are the
consequences of being math- and science-illiterate? RHETORIC 1. Explain the main idea of Jacobys essay in your own words. 2. Does the writer use abstract or concrete language in her essay? Cite
examples to support your response. 3. What technique does Jacoby use in paragraphs 1 and 2? How does it aid in setting up her argument? 4. What rhetorical strategies does the writer use in her
essay? 5. How does the use of dialogue aid in developing paragraph 10? What effect does the general use of dialogue have on Jacobys point? 6.
HowisJacobysconclusionconsistentintonewiththerestoftheessay?Doe a sense of unity? Why or why not?”

 

Do you need a similar assignment done for you from scratch? We have qualified writers to help you. We assure you an A+ quality paper that is free from plagiarism. Order now for an Amazing Discount!
Use Discount Code “Newclient” for a 15% Discount!

NB: We do not resell papers. Upon ordering, we do an original paper exclusively for you.

The post A 1981 assessment of female achievement in mathematics. based on re- 9 search conducted under a Nati appeared first on Affordable Nursing Writers.