Motivation While there has been much research dedicated to the issue of underrepresentation of women in engineering fields and collegiate programs, the potential causal factors of this phenomenon have largely been considered institutional and the result of unfair bias (both in employment and income) against women in these technical positions [1]. However, other recent research indicates not institutional factors but resource availability as the primary source of workplace discrimination against women in technical fields [2]. Among these resources is the development of science and math skills in early childhood, an ability that is often developed through the use of science- or math-geared toys at an early age [3]. In this study we investigate possible gender differences in access to these toys. We look at the purchasing patterns of parents, grandparents, and other adults who purchase these science, engineering, and math based toys for children through an analysis of the consumer reviews of these toys.
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