Furthermore, scientific knowledge itself is considered to be male-biased. "STEM syllabi explored in this analysis promoted the male-biased STEM institution by reinforcing views of knowledge as static and unchanging, as it is traditionally considered to be in science, which is a masculine concept of knowledge." This is opposed to the "feminist view of knowledge" in which "knowledge is constructed by the student and dynamic, subject to change."
Ms. Parson feels that "the individualistic, difficult and competitive nature of the STEM classroom" creates a "a chilly climate that marginalizes women".
Thanks to Tyler O'Neil at PJ Media.