Research on gender bias in education has a history that dates back more than 40 years. Despite the considerable evidence that gender bias operates in STEM classrooms and the documented impact this bias has on girls’ interest and performance in science and mathematics (Streitmatter, 1994; Sanders, 1997; Rossiter, 1990; Willis, 1996), reform in STEM classrooms has been relatively slow. Considerable progress has been made in decreasing the more blatant forms of gender bias, such as invisibility and stereotyping, found in textbooks and curricular materials. Sadker and Sadker (1995), however, argue that teacher education and in-service development programs do little to prepare or enable teachers to see the subtle, unintentional biases.

In the words of Virginia Valian (1999), why so slow?

At Kansas State University, two barriers seem paramount - the limited time available (either in teacher education curricula or to in-service teachers) and the skepticism among STEM teachers and faculty that gender issues are relevant.

“Many women at the outset of a faculty career may not perceive any disparities between their own prospects and those of their male colleagues. By the time a woman fully understands what has happened to her, it may well be too late to make a difference” (p. 8).

Engagement with gender issues is limited by the uncertainty that many pre-service and in-service teachers bring to the topic. McGinnis and Pearsall (1998) concluded that most pre-service teacher candidates simply do not “see” the behaviors and institutional structures that support gender inequity. Other researchers report resistance to implementing a pedagogy designed to be more inclusive of females (Sanders, 1996; Haggerty, 1995; McGinnis et al., 1998). Experience gathered in teaching the graduate level course on gender issues over the past decade is that most in-service teachers begin the course believing that gender inequities no longer exist. College faculty members remain unconvinced that gender bias operates in their programs, despite the relatively small numbers of women in a wide range of disciplines (e.g. physics, chemistry, electrical and computer engineering, etc.). As pointed out in “Gender Intelligence” (2001): “Many women at the outset of a faculty career may not perceive any disparities between their own prospects and those of their male colleagues. By the time a woman fully understands what has happened to her, it may well be too late to make a difference” (p. 8).

“I don’t treat males and females differently.” In the face of the considerable data that proves otherwise, what these statements suggest is that teachers do not “intend” to treat males and females differently.

Addressing gender issues in the classroom becomes an even greater challenge to educators who teach in a more traditional atmosphere in a teacher-centered framework. This is especially difficult for high school teachers who tend to focus more on individual subject areas rather than individual students. The specialized teachers will often look towards their disciplines in order to determine the changes that need to be made within their classroom. Engaging college and university faculty, then, is extremely important to not only opening access to women at the undergraduate level, but also encouraging high school teachers to become concerned with this issue.