Gender Diversity in STEM Fields

Background information:
STEM education is an instructional approach that combines science, technology, engineering,
and mathematics studies. STEM education is gaining importance in the modern world because it
prepares students for employment in high-demand industries such as healthcare, computer
science, and sustainable sources. Girls and boys take roughly the same mathematics and science
classes in elementary, middle, and high school. This proportion stays about the same until
students from each demographic depart for college. However, when more men than women
enroll in STEM programs, the ratio quickly becomes imbalanced. Most female students do not
plan to major in STEM (Anon., 2021). Several factors contribute to the under-representation of
women in STEM fields, including:

1. Stereotypes: From different research, it is shown that female students usually

underestimate their abilities in STEM due to gender stereotypes and negative feedback
from peers and teachers (Carlana, 2019).
2. Lack of role models: One key issue is the need for more female role models and mentors
in these fields. Women do not show much interest to pursue careers in STEM if they do
not see other women succeeding in these fields.
3. Bias and discrimination: Women in STEM face prejudice and discrimination from their
colleagues, which makes it harder for them to advance in their careers.
4. Work-life balance: STEM careers often require long hours and intense workloads,
making it difficult for women to balance their work and personal lives, especially if they
have caregiving responsibilities.
5. Hiring practices: Some employers may have biases against hiring women for STEM
positions, making it harder for women to enter and advance in these fields.
6. Cultural and societal barriers: cultural and societal barriers discourage women from
pursuing STEM careers, including biases and stereotypes that portray STEM as a male-
dominated career and education field.

This need for gender diversity in STEM careers significantly affects individuals and society.
STEM education and STEM-related careers have become a national priority due to the growing
demand for professionals in these fields also for economic and technological advancement.
Women must catch up on high-paying and rewarding jobs, limiting their economic security and
mobility. It also has broader social implications, as diversity in STEM fields is critical for
innovation, creativity, and problem-solving.
It is essential to ensure that women have equal opportunities to pursue and succeed in STEM
fields. This will require changes in policies and practices within educational institutions,
workplaces, and broader society.
The Review of research about the issue:
The under-representation of women in STEM fields has been an important topic of extensive
research. One study by the National Science Foundation found that even though women pursue
almost half of all bachelor's degrees in the field of science and engineering, they only represent a
small fraction of those working in STEM fields. Women only represent 28% of the workforce in
STEM-related occupations. The study also found that women were less likely to hold leadership
positions in STEM fields, with only 21% of full professors in science and engineering being
women. While women have made significant progress in achieving equality in various areas of
education and the workforce, the field of STEM remains an exception. Research suggests that
several factors contribute to the under-representation of women in STEM, including societal
attitudes such as gender roles, lack of role models, and gender bias in educational and workplace
environments (Ibrahim Alzaabi, 23 September 2021).

Figure 1: Women participation rate in STEM Education: The United States

Source 1:https://www.catalyst.org/research/
Disparities occur among UK undergraduates; although they comprise over half of all
undergraduates (56.2%) and 52.8% of undergraduates in all scientific subjects in 2020–21, just
18.6% of engineering and technology students and 17.7% of computer students are female
(Anon., 2022).

This lack of gender diversity in STEM careers significantly affects individuals and society. In the
STEM areas, the proportion of women employed in various fields varies greatly. Women lead
the healthcare profession, but are underrepresented in other disciplines, like the hard sciences,
information technology, and engineering (RICHARD FRY, 2021). In 2019, 27% of STEM
workers were female, up from 8% in 1970, according to the U.S. Census Bureau. The healthcare
industry employs 75% of them, the social sciences 64%, the biological sciences 50%, and
mathematics 47%. The percentage of women working in physical science is low (41%), while
just 26% of computer science employees and 15% of engineers are female (Kantrowitz, 2022).

Figure 2: Comparison between men's and women's participation rates in STEM subjects.

Source 2: https://www.stemwomen.com/women-in-stem-percentages-of-women-in-stem-statistics

The U.S. recognizes the contribution of female educators to the country's innovation and
economic growth. The gender wage gap may be reduced by encouraging more women to pursue
careers in STEM. STEM careers tend to have higher salaries and earnings potential, and women.

Figure 3: Participation rate in Science and Engineering Technicians field

Source 3: https://www.stemwomen.com

Promoting diversity and inclusion in STEM fields can help to prevent biases in the products and
services produced by these fields, ensuring that they meet the needs of a diverse population
(Christianne Corbett, 2015).

Legislation, policies, and practices

Several legislative, initiatives and policy frameworks address the under-representation of women
in STEM fields. Some of them can be mentioned-

1. NAPE Education Foundation's STEM Equality PipelineTM project aims to grow the
number of female students joined in high school and community college STEM programs
by supporting a data-driven decision-making process for program creation (Anon., n.d.).

2. AAUW Tech Trek encourages girls to envision their careers while having uninterrupted
fun through hands-on problem-solving and interactions with women in STEM (Anon.,
n.d.).

Figure 4: The Result of AAUW's Teck Trek program

Source 4: https://www.aauw.org/

3. The National Science Foundation has implemented policies to increase the representation
of women and other underrepresented groups in STEM fields, such as the ADVANCE
program and the Graduate Research Fellowship Program. These policies aim to increase
access to education and career opportunities for women in STEM fields and promote
gender diversity in STEM workplaces. (Anon., n.d.)

4. One of the critical policies addressing gender inequality in STEM fields is Title IX of the
Education Amendments Act of 1972. This project prohibits discrimination depending on
sex in education programs or activities that receive federal financial assistance. This
includes STEM education programs and institutions that receive federal funding. Title IX
ensures that women have equal access to educational opportunities in STEM fields
(Anon., 2021).

It is essential to promote gender equity and challenge gender bias in educational and workplace
environments to encourage more women to pursue STEM careers. Additionally, it is critical to
provide access to female role models and mentorship programs to support and encourage girls
and women in STEM.

Intervention strategies and policy changes to help reduce the gender gap
There is a huge need for interventions for the under-representation of women in STEM fields.
Increasing the number of women participating in STEM can benefit individual women and the
broader economy. STEM jobs are among the fastest-growing and highest-paying jobs in the
United States, and upgrading the number of women in these fields could help to address the
gender wage gap and promote greater economic equality.

A study by the American Association of University Women found that most girls are often
discouraged from pursuing STEM fields at a young age. This is partly due to stereotypes
suggesting that science and math are "male" subjects and that women are less skilled in these
areas. They may also face microaggressions, such as being interrupted or excluded in class,
eroding their confidence and motivation. There is a pervasive stereotype that STEM is male-
dominated and that women are not as capable or interested in pursuing careers in these fields
(Catherine Hill, 2010). Women are underrepresented in STEM, making it difficult for girls and
young women to find role models to look up to and aspire to be like. The study found that girls
were more likely to be discouraged from pursuing STEM fields if they did not have access to
female role models who were successful in these areas. Research also suggests that gender bias
plays an important role in the under-representation of women in STEM. Female students and
employees often receive lower evaluations and less credit for their accomplishments than their
male counterparts. For example, a study conducted by Cornell University found that male and
female faculty members were more likely to hire a male candidate over an equally qualified
female candidate. This bias can also affect how women are evaluated in educational and
workplace environments.

Various strategies, interventions, and policy changes could be implemented to improve

educational attainment and promote equality in education. These include:

1. Addressing implicit bias: Implicit bias refers to unconscious stereotypes and

assumptions about specific groups, which can affect their behavior and decision-making.
Research has shown that teachers and other education professionals can hold implicit
biases that can negatively impact the educational experiences of students from
marginalized backgrounds. One strategy to address implicit bias is to provide training for
teachers and other education professionals, which can help raise awareness of these
biases and encourage more equitable practices.
2. Addressing institutional policies and practices that perpetuate inequality: In addition
to addressing individual biases and techniques, it is also essential to address broader
institutional policies and procedures that perpetuate educational disparities. For example,
tracking and ability grouping practices can often perpetuate inequalities by grouping
students based on their perceived ability, which can be influenced by factors such as race
and socioeconomic status. Eliminating tracking and ability grouping practices can
promote more equitable opportunities for all students.

3. Implementing culturally responsive teaching practices: Culturally responsive teaching

involves understanding and valuing students' cultural backgrounds and experiences and
incorporating these into classroom practices. Culturally responsive teaching can lead to
improved academic outcomes for students from diverse backgrounds.
 4. Promoting inclusive curriculum and materials: Inclusive curriculum and materials
involve incorporating diverse perspectives and experiences into classroom materials, such
as textbooks, reading materials, and lesson plans. This can promote a more inclusive and
equitable learning environment and help combat stereotypes and biases.

5. Providing equitable access to resources and opportunities: Students from

marginalized backgrounds may face additional barriers to accessing educational
resources and opportunities, such as advanced classes and extracurricular activities.
Equitable access to these resources can help level the playing field and promote academic
success. For example, a study by Darling-Hammond and colleagues (2014) found that
providing equitable access to resources such as technology and teacher training can
improve students' academic outcomes.

Implementing these strategies and interventions can have various benefits in promoting
educational attainment and equality. The intervention strategies outlined above are likely to have
several benefits concerning educational attainment and measures of success.

1. These strategies can increase the number of girls and women pursuing and completing
STEM education and training programs. This, in turn, can lead to a more diverse and
talented STEM workforce, with a more incredible pool of skilled professionals to contribute
to innovation and economic growth.
2. By addressing the systemic barriers and biases that prevent women from enrolling and
succeeding in STEM, these strategies can ensure that all individuals have equal opportunities
to pursue their educational and career goals. This can lead to greater economic security and
higher wages for women in STEM careers and help narrow the gender pay gap.
3. Promoting diversity and inclusion in STEM education and workplaces can prevent biased
behavior in this field and also the products and services they produce. A more diverse and
inclusive STEM workforce can lead to more significant innovation, better problem-solving,
and a broader range of perspectives and ideas.
Overall, the intervention strategies outlined above have the potential to bring about significant
improvements concerning educational attainment and other measures of success, both for
individuals and for society as a whole.

Promoting gender equality in STEM education is crucial for ensuring a diverse and talented
STEM workforce, closing the gender gap, and preventing biases in these fields and the products
and services they produce. The under-representation of women in STEM fields is a complex
issue that requires a multi-faceted approach, including policy changes, interventions, and best
practices.
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