TY - JOUR
AU - Luckenbill-Edds, Louise
AB - Education The Educational Pipeline for Women in Biology: No Longer Leaking? LOUISE LUCKENBILL-EDDS escribing the past 30 years of progress toward Until recently, the difference model emphasized deficiencies Dgender equity in science, one observer wrote: “Al- in ability, preparation, or socialization of women who chose though optimistic about future prospects, I must also point to take up education and research in a system organized and out some daunting toads and serpents lurking in the gardens dominated historically by men (see Sonnert 1999 for a recent of science. These challenge the rising generation of young sci- discussion). Women’s alleged deficiencies might involve in- entists to be no less intrepid [than past activists who catalyzed nate biological factors—“girls’ brains are different from boys’” change]” (Herschbach 1999, p. 66). The failure of the sciences or “girls can’t do math”—a conclusion based, for example, on to attract and retain women has meant a loss of diversity, as the fact that 12-year-old boys, not girls, achieved the highest well as a loss of talent and creativity, that impoverishes research aptitude scores in mathematics on college-entry standardized viewpoints and limits effective communication of science tests (Benbow and Stanley 1982). Women and girls often with diverse 
TI - The Educational Pipeline for Women in Biology: No Longer Leaking?
JF - BioScience
DO - 10.1641/0006-3568(2002)052[0513:TEPFWI]2.0.CO;2
DA - 2002-06-01
UR - https://www.deepdyve.com/lp/oxford-university-press/the-educational-pipeline-for-women-in-biology-no-longer-leaking-1ZaxpX09f4
SP - 513
EP - 521
VL - 52
IS - 6
DP - DeepDyve
ER -