GRSJ224/Women In STEM

Women are continuously underrepresented in STEM fields and majors. STEM is short for Science, Technology, Engineering, and Mathematics and it is a field that is to this day still male-dominated. A study (Draw-A Scientist Test) done over the last five decades asks children to draw their idea of a scientist. Most children still depict males as scientists rather than females, although it has improved since the early years of this test. Studies have shown that girls tend to outperform boys educationally and academically (Schlenker, 2015), so the question that is being asked is what stopping girls and women from advancing further in these careers.

Understanding the Lack of Women in STEM Careers

Many studies are dedicated to finding out why women are underrepresented in STEM fields and majors. However, it is still relatively inconclusive and hard to implement anything to change the status quo. Studies attribute the lack of women in these fields for several different reasons, the most popular ones include and not limited to: biological differences between men and women, girls interest and attitude towards science subjects in school, school environments (teachers putting more emphasis on boys in Science and Math subjects, and more emphasis on girls in literature), stereotypes and gender roles, lack of female mentors and role model, and such. It is hard to pinpoint which is the cause of the under representation of women as it may be a combination of many different factors, thus making the problem even harder to address.

The Leaky Pipeline

The "leaky pipeline" is a commonly used metaphor that refers to the loss of women in positions higher up the career ladder especially in STEM fields. In other words, it refers to the lack of women in executive positions. It is widely suggested that the loss the women further up the ladder is due to the traditional roles of women surrounding marriage and starting a family that may be incompatible with having a career in STEM. However, one study suggests that women who are successful in STEM careers tend to choose partners who are supportive of their career and educational goals (Barth et al, 2016).

Women of Colour in STEM Fields

A study done by Bentley and McGee (2017) examines the experiences of black women in STEM careers and the even bigger underrepresentation of these women. The case study focusses on three black women and their experiences in academia. Their study suggests that racial microaggressions and racial stereotypes as well as gender discrimination (including sexual harassment) heavily affect these women in STEM fields. There is a definite hierarchy of race in mathematics, with Caucasians and Asians on top and other minorities including black and Hispanic on the bottom. Furthermore, black women who excel academically that grew up in lower income communities are encouraged to pursue careers in social work rather than STEM fields due to the lack of mentors in STEM fields. Two out of the three women in Bentley and McGee’s study often feel unsupported in their fields but would like to advance their careers to become mentors to younger generations. Settles et al. (2006) also examine the affects of Caucasian and black women in STEM fields and concluded that black women have less authority than white women do among their colleagues. Black women in STEM fields face both racial and gender discrimination in these fields, making it even more difficult for them to excel in these areas.

Encouraging Young Women and Girls to Pursue STEM Careers and Majors

A common hypothesis for the lack of women in STEM fields is that girls often lack interest in these field. However, a study has shown that there is only a small disparity between interest in science between boys and girls in school (Blickenstaff, 2006). Another study examines the gender gap in academic achievement and concludes that there is a correlation between a student’s achievement and the teacher. Gender affects the student’s academic achievement, engagement in subjects and the teacher’s perception of achievement during the grading process (Dee, 2007). In Dee’s (2007) study, it is still inconclusive whether or not single gendered schools would help with solving the problem. Since there is a lack of strong females in science, teachers play an important role when it comes to encouraging girls to pursue majors in STEM. Young girls often do not have the right role models to look up to and do not see themselves in jobs in STEM fields. It is important for teachers to be vigilant when it comes to identifying girls who show interest and excel in STEM subjects and encourage these young women to pursue these fields, as well as provide guidance to them.

References

1. Barth, Joan M., et al. “The Influence of Romantic Partners on Women in STEM Majors.” SpringerLink, Springer US, 29 Feb. 2016, link.springer.com/article/10.1007/s11199-016-0596-z.
2. Bentley, Lydia, and Ebony O. McGee. “The Troubled Success of Black Women in STEM.” Cognition and Instruction, 30 Nov. 2016, eric.ed.gov/?id=EJ1154485.
3. Blickens, J. Clark. “Women and Science Careers: Leaky Pipeline or Gender Filter.” Gender and Education, 15 Aug. 2006, www.academia.edu/894566/Women_and_science_careers_Leaky_pipeline_or_gender_filter.
4. Dee, Thomas S. “Teachers and the Gender Gaps in Student Achievement.” Journal of Human Resources, XLII, no. 3, 2007, pp. 528–554.
5. Ruggerio, Marianna. "Encouraging Women in STEM: What is a Teacher to do?" The Physics T Teacher, vol. 56, no. 2, 02/01/2018, pp. 68-68, doi:10.1119/1.5021425.
6. Schlenker, Eva. “The Labour Supply of Women in STEM.” IZA Journal of European Labor Studies, Heidelberg: Springer, 1 Jan. 1970, www.econstor.eu/handle/10419/125608.
7. Settles, Isis H., et al. “The Climate for Women in Academic Science: The Good, the Bad, and the Changeable.” Psychology of Women Quarterly, SAGE Publications Ltd, 19 Mar. 2016, experts.umich.edu/en/publications/the-climate-for-women-in-academic-science-the-good-the-bad-and-th.