From Scientific American:

This blog post considers a recent study released by researchers at the Universities of Pittsburgh and Michigan that tracked about 1500 college-bound students over a decade and found that more women had the highest scores on both portions of the SAT than their male counterparts. The researchers suggested that educators and policy makers needed to shift the focus away from trying to strengthen girls’ STEM-related abilities and instead consider the potential of these girls who are highly skilled in verbal and math domains to go into STEM fields. The authors of the blog post suggest that using reciprocal integration between the arts and sciences in school is one way to encourage this potential in those who are strong in both verbal and math fields. Instead of just having humanities classes use nonfiction sources that are focused on science, the authors argue for bringing fiction and artwork into science classes as a way to support storytelling in science.

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