Stop competitions and sex-stereotyping of science, technology and mathematics

Very often, the early childhood activities among children are made sex-differentiated. Boys are given the mechanical toys, construction and building kits, motors, cars, guns so that they can engage themselves in combats aggression and competition. On the other hand, girls are given baby dolls, kitchen sets, sewing kits and non-mechanical toys so that they could be docile, compliant and caring. Playing with toys reinforces the sex-differentiated activities. And, it is the beginning of gender inequity leading to the first unconscious assault on the human rights.

Schools too encourage competition and sex-stereotyping, of science, technology and mathematics. The instructional practices of delivering lectures and presentations of science and mathematics in abstract ways continues, despite the research which holds that as a group of human beings, both boys and girls have equal cognitive potentials that can be fostered through peer-group learning exposures.

There are also school-based experiments drawing strength from the feminist pedagogy in which science and mathematics teaching has been done in an emotionally charged learning environment based upon the techniques of collaborative and cooperative learning (non-competitive and supportive learning practices). These experiments have shown that girls too can perform equally well in science, mathematics and technology if the curricular practices are feminized.

The scientific community and educators need to work collaboratively for gender equity both in educational institutions and employment arena related to science and technology with a soft persuasive and cooperative instructional approach for the protection of human rights within their own helms first.