Conflict Theory Analysis

Neil Hopfer
Dr. Wysocki
Summer 2015

Milgram, D. (2011). How to recruit women and girls to the science, technology,
engineering, and math (STEM) classroom. Technology & Engineering Teacher,
71(3), 4-11.

Schools serve the dominant status groups by providing for the social reproduction of
their social, economic, and political positioning in the society.
The dominant group is males and the non-dominant group is females, specifically in
Science, Technology, Engineering, and Mathematics (STEM) fields.
The achievement gap is the amount of females taking interest in STEM and females
entering STEM fields; women represent a very small fraction. According to Milgram
(2011) a recent study done by the U.S. Department of Education in 2005 found that:
Female high school students made up only 15% of engineering
technologies concentrators, 8.5% of manufacturing, 14.5% in computer
and information science, and 9.6% in construction and architecture. (p. 45).
According to the author, the curriculum function that plays the biggest role on
females getting interested in STEM and pursuing degrees in STEM involved female role
models in STEM fields. This can be seen in curriculum books and in learning about
women from history and their career paths; very few are in STEM fields. From this
females begin to see themselves in other careers where they see a greater amount of
females. Milgram conducts IWITTs WomenTech Educator Trainings, where participants
(teachers, counselors, peers, and parents) that work with females talk about messages

Conflict Theory Analysis

Neil Hopfer
Dr. Wysocki
Summer 2015

they send about females in STEM fields. Milgram states, the messages sent to women
and girls are at best mixed and at worst overwhelmingly negative, as in This is not a
career for you. (p. 5).
One factor that is impacting academic success of members of the non-dominant group
is seeing STEM fields as not having a balance between work demands and personal and
family life. Another variable as discussed earlier is the lack of female role models in
STEM fields. Seeing this, girls dont envision themselves in STEM fields. Educators
need to plant the seed earlier on in females education to get them excited and wanting to
learn more and find a passion in STEM.

Schools reproduce the attitudes and behaviors that are

required for the continuation of the privileges experienced by
the dominant status groups.
According to the author, with few role models in STEM seen
throughout a females life, these students begin to believe that STEM
fields are not for them. They see other fields where females are more
prominent as the correct field to go into. Also when females role
models tell them that the STEM field isnt for them, they decide to look
into other fields where they get positive feedback and support behind
them.
They reinforce the idea that females dont belong in STEM fields and
as a result, females decide to look into other fields where they will fit in
more. They fall into the stereotype that women shouldnt be on the

Conflict Theory Analysis

Neil Hopfer
Dr. Wysocki
Summer 2015

ones working in STEM fields. Females also begin to take classes that
tend not to be related to STEM and some take classes with other
female students in, often their friends.

The practice of schooling creates the ideological ILLUSION of

neutrality, objectivity, and equal opportunity for all status
groups.
The indicators that measure the merit of all students includes
math and science academic test scores that show strength and
weaknesses amongst students abilities. Another would be in classes
that students take, are they able to get into higher-level courses? Also,
there are praises to students who do well in subject areas and some
negative connotations for students who do not achieve as well.
College entrance exams and other test also play a role.
One way that the author offers to reduce the achievement gap in females participating
in STEM fields is to create successful Outreach Campaigns. Milgram relates this back to
Rosie the Riveter or the We Can Do It! campaign, which helped increase the number
of women working in factories and other occupations during World War II. Milgram
states that educators need to continue this message onto females pursuing careers in
STEM and higher education institutions need to be more involved in schools to increase
participation in STEM.
Another suggestion that Milgram states is to show that women in STEM careers
can balance their work demands with their personal and family life. Milgram states that

Conflict Theory Analysis

Neil Hopfer
Dr. Wysocki
Summer 2015

this can be done through pamphlets, posters, biographies, and career videos featuring
female role models. Another way to reach out to females is to develop camps that relate
to STEM and have room with an equal proportion of females and males in it. Lastly,
Milgram states that involving pink into the scheme of flyers and posters may help trigger
more women to get more involved in STEM fields.