The gender inequality is always a significant issue worldwide from past to present. According to the report Why So Few? Women in Science, Technology, Engineering, and Mathematics by Catherine, H., & Christianne. C., & Andresse St.R.(2010), the authors presents in-depth yet accessible descriptions of eight key research findings that point to environmental and social barriers including stereotypes, gender bias and the climate of science and engineering departments in colleges and universities that continue to block womens participation and progress in science, technology, engineering, and math (STEM) and talked about the inequality of gender of students and faculties in the university in detail. In Bridging the gender gap: Why do so few girls study Stem subjects? by Gjersoe, N. (2018), the article introduced that how the gender stereotype created and introduced gender inequality in different countries. (you may want to reduce some sources and add some personal thoughts and information) Moreover, in The More Things Change, the More They Stay the Same? Prior Achievement Fails to Explain
Gender Inequality in Entry into STEM College Majors Over Time. (2012), the article said that the empirical basis for often-repeated arguments that gender differences in entrance into science, technology, engineering, and mathematics (STEM) majors are largely explained by disparities in prior achievement. Analyses use data from three national cohorts of college matriculates across three decades to consider differences across several indicators of high school math and science achievement at the mean and also at the top of the test distribution. Analyses also examine the different comparative advantages men and women enjoy in math/science versus English/reading. Regardless of how prior achievement is measured, very little of the strong and persistent gender gap in physical science and engineering majors over time is explained. Findings highlight the limitations of theories focusing on gender differences in skills and suggest directions for future research. All in all, these peer-reviewed files tell us the gender inequality in STEM education worldwide and in high schools and universities.