On the topic of Philosophy’s uneven sex ratios: Gina Schouten has a really interesting paper about stereotype threat as a possible explanation of those ratios (PDF). Her paper is, as she says, an armchair reflection on the hypothesis, but I think it would be useful to anyone wanting to study the causes of the sex ratios empirically.
The reason she has to do an armchair reflection is that Philosophy is a small discipline, and one the composition of which does not have huge social consequences, so the incentives for empirical researchers to give it the kind of attention they give the STEM subjects, the subjects for which the stereotype threat hypothesis was formed, and has been tested, and for which treatments have been devised, are small (Kieran seems to do it as a strange sort of hobby – but I don’t think his discipline promises great rewards for this part of his work).
Her reflections, though, are interesting and useful. She points out that the main leak in the pipeline is between the first philosophy course and the major. It would be really handy if it turned out that stereotype threat explained the exit of students at this point in the pipeline, because psychologists have devised interventions to counter stereotype threat that are extremely cheap and easy to implement, and seem to be highly effective (see footnote ). We could adapt some of those interventions relatively easily to Philosophy courses. (Then we could continue to be completely insensitive and rude in the way we teach, without suffering the consequence of depriving our discipline of talent!)
Problem is that we don’t have a lot of evidence, and some of the features of stereotype threat seem to be absent. For example, the fact that girls get lower average grades in any given STEM course is prima facie evidence that they are underperforming (one indicator of stereotype threat). I don’t have data on how well girls and boys do in intro level courses, but anecdote suggests that girls do not get worse grades than boys (Ok, ok, I’m writing this, and realize I should just get someone to check for my dept, and I’ll report back if it’s legal to). Of course, “underperformance” means something like “lower performance than the student should perform given his or her prior achievement”, and given that girls at most institutions have significantly higher prior achievement on most measures, they could be getting higher grades than boys and still be underperforming.
Another problem with the idea that stereotype threat explains why girls leave after the first one or two courses is that they just lack the stereotype. After all, philosophy is a found major, and because they have no experience of it, our students lack the relevant stereotypes: girls don’t think that philosophy is the kind of thing that girls do badly, or that others think that, because they don’t know what it is. In so far as they do have beliefs about what philosophy is , those beliefs are usually quite wrong, and we disabuse them pretty quickly.
However, as she points out, their first encounter with the subject might easily introduce a stereotype to them: