Stm Research Paper

Science, technology, engineering, and math are the four areas of study that make up STEM. These four areas all have one thing in common: they are all dominated by men. According to Lauren C. Williams, “men outnumber women 7 to 3 in tech jobs in New York City — and nationwide.”.7 Despite this, “women now earn more bachelor’s and master’s degrees than men”.6 However, “women are a minority”.2 Women are a minority in all STEM careers. The ratio of men to women in scientific fields has never been one to one. For some unknown reason very few women are choosing to become chemists, physicists, engineers, computer technicians, or mathematicians. There are many proposed theories for why women are extremely outnumbered in these scientific

The force of societal stereotypes is a large part of this gap. Instead of joining STEM careers, the most common careers among women are secretaries, nurses, and elementary and middle school teachers (Mandell). This truly illustrates that when well-rounded, talented women have the choice, they are inclined to delve into the field in which society expects them to belong. In this way, the stereotype of women not being involved in STEM is forcing less women to be involved in these fields. The deficiency of women in technical fields, despite their well-roundedness and ability, can be directly related to unyielding cultural stereotypes that stigmatize women in supposedly masculine fields.

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)

So you read about the challenges that women are going through. You read the stereotypical aspect about women and the STEM field. Women make up approximately 47% of a hundred of the us work force, they represent only 26 parts of a hundred of people who work in STEM (science, technology, designing and making, or mathematics). further, only 12 parts of a hundred of female college students will person with a degree with an unmarried men degree in science, and just 3 parts of a hundred will go on to work in a STEM field 10 years after becoming a person with a degree. While women make up 47% of the US work force, they represent only 26 % of people who work in STEM according to college raptor.com. Here are some more numbers. Only 12 % of female college students will person with a degree with an unmarried men degree in science, and just 3 % will go on to work in a STEM field 10 years after becoming a person with a degree.

In the study presented by Wang, Eccles, and Kenny (2013), they indicated that prior researchers (Ceci, Williams, & Barnett, 2009; Eccles, 2009; Eccles, Barber, & Jozefowicz, 1999; Ferriman, Lubinski, & Benbow, 2009) provided an alternative explanation of the gender gap in STEM fields. They indicated that this is related to females not being interested in STEM fields, life choices, and mathematical aptitude. Their findings indicated that math aptitude is not the decisive reason for the underrepresentation of females in STEM

Andresse St. Rose, Christianne Corbett, and Catherine Hill, are actively involved in the field of female studies in education and researchers for The American Association of University Women. In their 2010 book titled Why so Few? Women in Science, Technology, Engineering, and Mathematics, the first chapter is the book’s namesake and contains a wide depth of information, from statistics regarding a smaller female presence in STEM careers, differences across gender in students pursuing STEM related AP courses, and a comparison of the gender divide in earlier years with the present time.

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.

Throughout the years, males have dominated the academic disciplines of science, technology, engineering, and mathematics (STEM) with very few females finding their way in the mix (Steinberg, Okun, & Aiken, 2012). Those females enrolling in the STEM majors soon find themselves questioning why they have, and many quickly change their majors to more female-accepting professions (Steele, James, & Barnett, 2002). The view that women lack the intellect to succeeded in STEM disciplines has been a prevailing one for much of history (Cadinu, Maass, Rosabianca, & Kiesner, 2005). Many researchers have questioned whether it is social stigma impeding female success or indeed basic biological differences that make males are more successful

Jill Williams, director of Women in Science and Engineering at the University of Arizona says that “boys are encouraged to be interested in math and science-based activities to a greater degree than girls”

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,

According to the Australian Bureau of Statistics, since 2001, women have consistently outnumbered men in higher education studies, however females are still significantly underrepresented in the STEM fields. In 2015, 40% of women aged between 25-29 had attained a bachelor’s degree or higher, compared to 30% of men. (Australian Bureau of Statistics 2015), but of the total for STEM degrees, women’s representation was a low 16% in Engineering, Mathematics and 18% in Information Technology and Science (Australian Government, Depart of Education 2015). This phenomenon is not unique to just Australia, but similar findings have been shown in the Netherlands, US, UK, NZ and

In the past decade, women seemed underrepresented in the academy – especially in science, technology, engineering and mathematics (STEM) fields, according to Jennifer Rigby (2015). One of the significant evidences mentioned in his report is that “According to the National Household Survey (NHS), in the academy, less than 40% of women graduates aged 25-34 with a STEM degree in 2011, compared with 66% of university graduates in non-STEM programs.” Focusing on the STEM disciplines seem to play crucial roles in the future. The recent research (Rosser 2008) revealed that many initiatives tend to direct toward women’s underrepresentation in STEM careers, according to global demands of recruitment.

Despite the fact that half of the college educated workforce is made up of women, they make up only 29% of the science and engineering workforce (“Statistics”). Some believe this could be due to the fact the boys are naturally better than girls in science related subjects. However, a recent test conducted in over 65 countries compared the science scores of teen boys and girls. The study showed that in most countries the girls led the boys; In the United States, however, the girls lagged behind (Fairfield and McLean). This demonstrates that the gender gap in science scores is not natural, but cultural. The most prominent place to see gender

Gender gaps exists all around us, for example, The STEM fields or Science, Technology, Engineering and Math education fields have been predominately dominated by men, and the number of women in these fields is not growing. A 2011 report from the Economics & Statistics Administration found only one in seven engineers is a women. The US Department of Commerce found, women today hold only twenty seven percent of all computer science jobs, which means men hold seventy three percent of all