Centering the problems of gender education in the STEM field around gender-based bias evaluations of children relating to anxiety and lack of representation of women. Author Drew H. Bailey mentions how regardless of worldwide striving and progress for gender equality across different societies, the lack of women in STEM programs is a reoccurring issue in educational institutions. Furthermore, Bailey and his colleagues studied how the possibility that the gender difference in STEM subjects' anxiety holds a contribution to the underrepresentation of women. The study involved assessing the number of predictions from the “gender stratification model,” which evaluates “cross-national patterns” of gender distinctions in math anxiety and performance. The study tailored itself to the number of outcomes of gender inequality on a national scale that related to math anxiety and performance in education. The analytical data collected from the PISA (Programme for International Student Assessment) of which 761,655 students from 68 nations participated was measured to further the study. The results of the study showed that countries with more gender-egalitarian, and economically advanced societies have a moderate level of mathematics anxiety. There are comparatively more “mothers in STEM fields” in developed countries; however, according to the study they treasured “mathematical competence” in their sons more than their daughters. The mothers in STEM fields cherished their sons to have more capability in math than their daughters according to the author's study. However, the worldwide average in STEM exams is closer in proximity in terms of performance between girls and boys, according to Baily and his colleagues.
