The author Susan Jacoby in an essay “When Bright Girls Decide That Math Is “a Waste of Time””, states reasons for avoiding crucial courses in high school by intelligent girls. The purpose of the author is to demonstrate that girls have more use of professional courses in their daily lives. Ignoring crucial subjects make them incapable of even everyday tasks. Jacoby discusses the reasons for girls putting professional courses aside are “wasting time”, refraining from appearing attractive and being limited by a lack of moral guidance (121-123). Intelligent high school girls anticipate professional courses are a squandering of time. According to Jacoby, girls bright in professional courses are avoiding them with a deliberate fallacious reason.
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Jacoby discusses an unreasoning belief in young girls that math and sciences are "masculine" subjects. She states that an adolescence girl’s fear of choosing science and math in high school that makes them have "unfeminine braininess" to boys. Jacoby brings up a recorded incident: “in early schooling, some boys, experience this syndrome a form of panic, akin to a phobia, at any task of involving with numbers” but it is not in girls. However, in high school, boys outpaced girls in solving math (122). She compares the two incidents and explains the illogical reason: brainy girls appear as unappealing to boys so girls downsize their interest in professional courses. Jacoby claims that when young girls, at a vulnerable stage of adolescence, submit to illogical reasons surrounding them and avoid crucial courses on …show more content…
She bases her argument on averages without statistical presentation, but averages are often deceptive. For instance, "Susannah, a 16-years-old, intended to replace her Calculus and Physics with drama seminar and a work-study program, she [explains] any more science or math will be a waste of her time"(121). Without apparent statistical evidence, such as what percent of the girls, she is representing? Is she talking about all the smart girls ' in the world or about a particular country or school? These questions raise uncertainty in the author’s view. In my bachelors, while comparing the percentage of the student 's genders enrolled in math and science courses, girls outnumbered boys. This shows crucial to career development courses is not misusing of time for smart girls. An insignificant percentage of girls assume math and sciences as unthrift. Together, Jacoby’s statement and omission of statistics, adequate examples cast doubt on the argument of professional courses is a misuse of time for adolescent
Jacoby discusses an unreasoning belief in young girls that math and sciences are "masculine" subjects. She states that an adolescence girl’s fear of choosing science and math in high school that makes them have "unfeminine braininess" to boys. Jacoby brings up a recorded incident: “in early schooling, some boys, experience this syndrome a form of panic, akin to a phobia, at any task of involving with numbers” but it is not in girls. However, in high school, boys outpaced girls in solving math (122). She compares the two incidents and explains the illogical reason: brainy girls appear as unappealing to boys so girls downsize their interest in professional courses. Jacoby claims that when young girls, at a vulnerable stage of adolescence, submit to illogical reasons surrounding them and avoid crucial courses on …show more content…
She bases her argument on averages without statistical presentation, but averages are often deceptive. For instance, "Susannah, a 16-years-old, intended to replace her Calculus and Physics with drama seminar and a work-study program, she [explains] any more science or math will be a waste of her time"(121). Without apparent statistical evidence, such as what percent of the girls, she is representing? Is she talking about all the smart girls ' in the world or about a particular country or school? These questions raise uncertainty in the author’s view. In my bachelors, while comparing the percentage of the student 's genders enrolled in math and science courses, girls outnumbered boys. This shows crucial to career development courses is not misusing of time for smart girls. An insignificant percentage of girls assume math and sciences as unthrift. Together, Jacoby’s statement and omission of statistics, adequate examples cast doubt on the argument of professional courses is a misuse of time for adolescent