The Gap Between Women And Men On A Socioeconomic Level Are Not Equal

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

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

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.

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

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)

Eileen Pollack was one of the first two women to earn a bachelor of science degree in physics from Yale in 1978, and graduated summa cum laude with honors. However, she didn’t go on to become a physicist; she is a writer for the New York Times. Like so many other women, she was turned away from STEM (science, technology, engineering, and mathematics). Bias, stereotypes, lack of encouragement, and a priority of home life contribute to the significant imbalance between women and men in STEM fields; men outnumber women in most careers and receive better treatment, which results in the loss of invaluable minds and ideas. *

7% of the STEM workforce during 1970 were women  (science, technology, engineering, mathematics). in 1990 this number raised to 23%, however, after this increase, progress was stalled. In 2011 26% of STEM jobs belonged to women, only a 3% increase over two decades.

Traditionally, men take on the manufacturing, engineering, science occupations in society. Since the 1970’s women’s representation in science, engineering, mathematics, and technology, a group of subjects known as STEM, occupations has increased; but younger girls, under 40, remain underrepresented in these occupations (Census). Furthermore, within the group of few but strong females a part of STEM lies a huge discrepancy between employment of whites and Asians, compared to Africans, Hispanics, and native Americans. Although it is hard to identify the reason for the limited amount of girls in these subject areas, some specialist speculate lack of girls is due to stereotyping threat, stigmas of females lacking the intelligence to comprehend

Men are the people who have the most rank in technical skills. There has not been any growth in jobs in STEM since 2000 for women. It has been said that the pattern may begin in early education. Females may not be encouraged to study math and science as much as males are encouraged to do so. Very few of females who earn bachelor’s degree do so in the area of STEM. However, slightly over half of bachelor’s degrees are earned by women. Many people believe that females lack the intelligence to be successful in STEM. Others believe women do better in skills such as education, and humanitarian roles such as doctor’s an lawyers. Sometimes women themselves believe that men have what it takes to be successful in STEM. Sometimes females have “self-esteem”

Because most STEM workers have a bachelor's degree or higher level of education, few STEM workers are younger than 25. Workers between the ages of 35 and 44 make up the largest share of the STEM workforce, while workers between the ages of 45 and 54 make up the largest share of non-STEM employment. The aging of the STEM workforce may have a disproportionate impact on women’s share of the STEM workforce. Some research indicates that younger women today are more likely to pursue training in a STEM field, and this may contribute to their larger share of employment in STEM compared with older women. This perspective would be consistent with a cohort effect, where we would expect higher shares of female employment in STEM in the future, as young women who are in STEM occupations age and retain STEM employment. On the other hand, these estimates could be consistent with an age effect. This is, when women are young, they are more likely to be employed in STEM, but as they age, they move out of STEM employment. also , among STEM workers, women were less likely than men to have children at home. About 62% of women had no children at home, compared with 57% of men. About 43% of women in STEM-related employment had children at home, compared with the 39% of women in non-STEM occupations, and 38% of women in

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.

The U.S. Department of Education recently reported that even though relatively more female high school graduates took advanced STEM (Science, Technology, Engineering, and Mathematics) courses than male counterparts, their interests in STEM subjects were significantly low regardless of race/ethnicity (U.S. Department of Education, 2015). Furthermore, there are significantly less women who completed STEM degrees compared to men (Lee, Alston, & Kahn, 2015). This gender discrepancy has been the key goal for the researchers for the last decades, and many studies have examined how to promote gender parity in STEM fields.

The supply for women and minority students in STEM is in high demand seeing as diversity is the key factor that drives and promotes innovation in the workforce. Many

In past many generations, men and women had distinct roles. In ancient times, the stereotype of a woman was working as a housewife, taking care of children and doing housekeeping jobs, while man were responsible for hunting or farming. As human civilization goes on, woman are no longer restricted in household routines and have been widely accepted as an indispensable source of labor force in a variety of occupations. However disparity of career preference between male and female are fairly pronounced, particular in computer science. An undeniable fact is that employees of tech companies that are typically related to computer science in Silicon Valley are overwhelming male. 17 percent of Google tech workers are women, according to the diversity data released by Google itself (Diversity at Google, 2014). In 2014, female tech workers make up 15 percent of Facebook’s workforce (Constine, 2014). Also in 2014, Yahoo reports ratio of female technical workers is 15 percent and Twitter reports only 10 percent of technical workforce is female (CNNMoney, 2014). According to an evaluation published in 2014 by Anita Borg Institute for women and technology, average ratio for female workers in bay area is approximate 20 percent (Weise, 2014). We can trace the gender imbalance in workplace back to the shortage of female computer science students in college. It is not a new topic that women are scarce in science and engineering

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,