Defining the army and stem fields on basis of requirements

Reference no: EM131155551

Women Trying to Join the Army or STEM Fields

Research Question: Women who enter the army or try to enter the STEM fields often confront prejudices and stereotyping that limits their ability to succeed. This forces them to leave the army and the STEM fields at an unacceptable rate.

Introduction

This research seeks to unveil the main factors that limit the progress of women as a minority group when they try to join the army or STEM (Science, Technology, Engineering and Mathematics) fields. The social, psychological and cultural aspects influencing the presence of women in these environments will be explored to great detail. To establish the realistic accounts of the subject topic, the research will evaluate experiences of women having failed to succeed from these fields as a result of prejudice and stereotyping.

1. Introducing the position of women and evaluating the contemporary status of this position.

i. It is important to evaluate the position women have in the society. By evaluating the social, cultural and economic factors that impact feminine personalities, it is possible to explore how the contemporary status of women affects their stability.

ii. Exploring the perspective of women in relation to working or joining the primary institutions considered in this research.

2. Examination of the two institutions

i. Defining the army and STEM fields on the basis of requirements, activities involved and the outcomes of each program.

ii. Exploring the specifics of each institution in relation to provisions that are put in place to accommodate a specific proportion of men as compared to women.

3. Highlighting statistics to examine unequal treatment of women in both institutions.

i. Evaluate percentage of women in the population of each institution in the United States (Liben, 2015).

ii. Evaluate the percentage or proportion of women in the population that turns up for registration in each institution.

iii. Evaluate the proportion of registered women who drop from these institutions as compared to those who persevere.

iv. Characterize the prevalence of both prejudice and stereotyping among women who drop from these institutions.

4. Examining different forms of prejudice and stereotyping against women in the army and STEM fields.

i. Utilize experiences and psychological analyses to examine each negative treatment that women undergo in these institutions (Buchanan, Settles, Hall, & O'Connor, 2014).

ii. Use psychosocial principles to explain how prejudice and stereotyping impacts the experience women have in these institutions.

5. Exploring the experiences of women who have served in these institutions- Under this, the experience of women who are still serving in these institutions will be evaluated to characterize the realistic aspect of the research. It will be also important to cover those who are no longer serving to establish if there are other variable that come into play and further determine their significance.

6. Recommendations and further research- The findings of the research will be used to develop recommendations that will help in the conceptualization of a solution and suggest other areas that need further research.

References

Buchanan, N. T., Settles, I. H., Hall, A. T., & O'Connor, R. C. (2014). A review of organizational strategies for reducing sexual harassment: Insights from the US military. Journal of Social Issues, 70(4), 687-702.

Liben, L. S. (2015). The STEM gender gap: The case for spatial interventions. International Journal of Gender, Science and Technology, 7(2), 133-150.

Reference no: EM131155551

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