Stereotypes Of STEM

All though women in STEM face many challenges as a whole, a question being posed in this study is whether or not women in math and physics intensive studies face unique obstacles. Underrepresentation in STEM seems a stubborn fact of the matter, however, it is not even across the board. The number of women present in the life sciences (sciences such as biology, environmental studies, health care, etc.), both at the academic and professional level, is much higher than the number of women present in fields that focus heavily on math, physics, and engineering. More and more women are choosing to pursue post-secondary education and enter the specialized workforce; in 2010 the AAUW found “Women currently earn over half of all doctoral degrees

However, of that 48%, only 24% of them are involved in a STEM field. However, statistics are saying now, more than ever, women are pursuing STEM careers. Yet, what happens behind the scenes while earning your degree? My mother has experienced a prime example of exactly what happens when women attempt to pursue a STEM career. She had decided on taking a programming course in college. Long story short, she got to her assigned computer and began to design her screen like the creative woman she is. Her professor walked up to her found it unrighteous to have her computer screen pink when everyone else's where "manly" colors. He suggested that she goes to the counselor to change courses since technology was "manly" thing. Sadly, she listened along with many other women. I say that because "...nearly a third of women in science, engineering and technology (S.E.T.) fields say they are likely to quit within a year," (Sherbin, ...Bias in Their Labs). It's unfortunate that women all over feel that they are not worthy because of their gender or their lack of "manliness." STEM fields aren't a manly thing, they need to be identified as gender neutral profession, as every profession should

51 percent of the United States is female but only 34.4 percent of doctors are women. While 90.4 percent of nurses are female (“Women in Medicine”; “Male Nurses Becoming”), the women who do become doctors earn an astounding 25 percent less than their male counterparts (Groves). These staggering figures are only a single piece in the larger overall lack of women in STEM, or science, technology, engineering, and mathematics, which has remained prevalent since the beginning of these fields. Although women are underrepresented in these STEM fields, this is not due to ineptitude, but instead it is a result of the force of societal stereotypes coupled with their wider range of abilities. The recent increase in women’s association with STEM seems

In a speech in February 2013 President Barak Obama said, “One of the things that I really strongly believe in is that we need to have more girls interested in math, science, and engineering. We’ve got half the population that is way underrepresented in those fields and that means that we’ve got a whole bunch of talent…not being encouraged the way they need to.” It been three years since President Obama has made that statement and the underrepresentation of women in science, technology, engineering and math as known as STEM majors is still a big problem today. The STEM workforce is crucial to Americas global competitiveness and groundbreaking capability. The people who work in the STEM field make up nearly half of the United

In America today controversy is on the rise about the desperate need for more STEM (science, technology, engineering and mathematics) workers. Many researchers have argued that STEM jobs need to be filled with more graduates that have liberal arts backgrounds. Alternatively other professionals argue that there isn’t really a shortage at all but instead a lack of STEM talent in specific areas. Educators need to encourage more students to choose majors in STEM fields. The president’s council of advisors on science and technology makes a very valid point. Over the next decade if the country were to retain its historical preeminence in science and technology, the U.S. will need to produce approximately 1 million more STEM workers. Some argue that the need to graduate more workers for STEM areas, while others admit that there is a need for more student majoring in STEM fields but also that we need more diverse students with liberal arts backgrounds. Along with more gender based diversity.

The stated prerogative is to introduce slow yet lasting change and to integrate more women and people of color within the STEM field; however, the plan for change, and the reason for its perceived need to be slow is nowhere addressed; , suggesting that it is rather the reluctance of men to relinquish control and allow feminization of the field (Tepperman and Curtis, 2012). Reports of these initiatives claim to be struggling struggle in attracting and keeping women within the STEM field. Yet by shifting the blame on women, the inaction taken by scientific institutions to reform the patriarchal ideals dominating the scientific realm is justified (Tepperman and Curtis, 2012). In addition, the economic paradigm that western society is built around is one that necessitates inequality to function. The Neoliberal welfare is instrumental in constructing gender

This report navigates the current state of STEM demographic in the country. It examines the reasons why there are less females undertaking STEM majors and gives recommendations on the problems. A brief history on STEM is outlined and the discussion follows with in depth analysis on the subject. STEM is a very critical education discipline with an importance in the economy of the country. Much as it is important, few students choose a career path in STEM. Although, there are more than 50% female students in Colleges and Universities, 12% take STEM related course. Why is this? This report is a compilation of empirical data collected in journals on the same subject explaining

Ever since high school I have always been interested in going into research. I attended a magnet high school in south eastern Connecticut that was STEM (Science, Technology, Engineering, and Math) based. I took advanced biomedical courses that gave me skills that no regular or private school in the area offered. The courses mostly focused on molecular biology and genetics which increased my interest in pursuing a major related to genetics. Even with my high interest in pursuing higher education and a career in the STEM field, it may prove a challenge for me as women are underrepresented in the STEM field. I participated in a program developed by one of my high school administrators to increase confidence and the number of women pursuing STEM

Since the beginning, men have ruled the fields of science, technology, engineering, and mathematics (STEM). Which explains the huge gender gap in STEM jobs. As of 2009, women occupied 24% of STEM jobs. Many of these women work in the science field. Only about 12% of women occupy the engineering and computer science field.

Women in STEM are greatly underrepresented. STEM usually refers to an educational curriculum. Usually the curriculum focuses on science, engineering, technology, and math. The percentage of women in the STEM workforce has risen from seven percent in the seventies to twenty six percent in 2011. (U.S Department of Commerce)

It’s a pretty common stereotype that girls just aren’t into technology. However, more and more, we are starting to see high profile women take charge in traditional, male driven industries. And why not? Major tech companies like Facebook, HP, IBM, Yahoo, Intel, YouTube and more all have powerful women at the helm.

Today’s college students have the opportunity and freedom to choose their major and their career path. Many factors influence the decision of a college student’s career paths including background, general interests, personal strengths, time commitment, and job outlook. Although many important decisions are made in college, one of the most important is the choice of major and career track. Out of hundreds of majors the science and engineering fields are under-represented by women. Although the numbers of women in science technology, engineering, and mathematics, STEM, majors has been increasing in the past years, women still are in the minority in the STEM fields. In her study, Lona Whitmarsh

Industry , government, and academic leaders argue that americans should make the science, technology, engineering and mathematical fields (STEM) more accessible. “They have high-quality, knowledge-intensive jobs that lead to discovery and new technology,” improving the U.S. economy and standard of living;(Lavender 1). One focus area for increasing the STEM workforce has been to reduce disparities in STEM employment by sex, race, and Hispanic origin. Actually, women, Blacks, and Hispanics have been underrepresented in the STEM employment. Some researchers find that women, Blacks, and Hispanics are less likely to be in a science or engineering major at the start of their college experience, and less likely to remain in these majors by its conclusion.

Stereotype threat was first defined by Steele and Arson as the “social-psychological threat that occurs when one is in a situation or doing something for which a negative stereotype about one’s group applies. This predicament threatens one with being negatively stereotyped, with being judged or threatened stereotypically, or with the prospect of conforming to the stereotype” (Steele, 1997, p.614). The biggest stereotype when we talk about STEM fields is “Why so Few [women]?” Then comes the cultural stereotype that boys are innately better than girls at math and sciences, which is inescapable in the U.S. and apparently at the fault. Recent trends in achievements by girls and women compare to their counterparts, as well as years of scientific research, demonstrate that this notion is simply incorrect. Although the number of women still lags behind the number of men in many STEM fields, the reasons for this gap are cultural biases and institutional barriers that hinder the advancement of women.

areas of science, technology, engineering, and mathematics employers are not getting enough women (Pozniak). High school girls only represent 17 percent of computer science Advance Placement (AP) test takers (O'Shea). The most significant group of minorities who are behind in earning computer technology degrees and working in science and mathematical professions are women. “Historically, women’s low representation in science and engineering was said to be due in large part of their lack of ability, interest, or both” (Horning 30). However, this is no longer a true fact according to Ward. Some suggestions to increasing the amount of women in sciences include introducing already present women faculty as mentors. Over the last three decades,