Women 's Rights Of Women

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

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

While this bill undoubtedly aligned with the mission and purpose of women’s colleges, there remains an unbalanced amount of representation of women in STEM programs and careers. “Globally, women remain particularly behind in participation at elite institutions and in traditional ‘male’ fields of study including science, technology, engineering, and mathematics, or STEM” (Renn, 2014, p. 3). While the very existence of women’s colleges asserts their right to belong within realms of higher education, the work towards equity and inclusion must take place in all facets of life. “Even where women outnumber men in undergraduate enrollments and enjoy full access to higher education, women’s institutions act symbolically to remind society that in many other domains of public and private life, gender equality remains elusive” (Renn, 2014, p. 125).

During this day and age women in STEM is a very tough career. One question we bring to mind is does a female student having a female science teach motivate them to fill in those shoes? The answer to me is yes because women are starting to get rid of that stereotype about how they can’t feed off each other. Especially if the girl’s mom was a science teacher that would help a lot because women tend to look at their mother’s footsteps first. Also the pioneer’s women in STEM need to be brought upon more in history class. In order to get more women into the Science Technology Engineering and Mathematics field, women and young girls need these type of people to be brought upon in order to spark inspiration?.

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. *

Many institutions nowadays are trying to hire more female scientists and engineers. But it isn't as simple as that, cultural and religious misogynist beliefs stand in the way of women in STEM professions. Society can benefit greatly from a larger percent of women in STEM fields, it can increase the safety of civilians; therefore including more women in STEM is not only important to women, but the general public as

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.

The number of female scientist in most developed countries is better than it was a few decades ago — a time that forged the thinking and attitudes of many of today’s senior scientists. But such attitudes continue to prevent equality. It is right to highlight and protest against examples of explicit and implicit bias in research. And it is essential that all those who are involved, strive for a better

Another barrier that halts young women's interests in STEM fields is the workplace environment which comes with male dominated fields. Women can get the same qualifications and achieve the same requirements in any field, but once they get that "dream job" they continue on average to make only eighty percent of a man in the same position. Even if they can reach near the top, women are oftentimes seen as the receptionist or assistant rather than the authority figure inside the workplace. Think about it. In schools, who do you see as the elementary school teachers? Who is the principal? And who is working at the front desk? Men are oftentimes seen as the principals or higher-level teachers, even when they have the same achievements as women. This

STEM, also known as Science, Technology, Engineering, and Mathematics, is the field that is advancing at a rapid rate. Within STEM, there are many occupations across the four fields. As the years go on, more and more people start to have a growing interest in STEM, but this can’t be said for women. Women almost take up half of the workforce, but when it comes to STEM, women only take about 24%, almost half of the women aren’t participating in STEM. The numbers continue to get worse. From 2000 - 2009, the numbers have remained at a constant 24%. At this rate, employers could potentially see a decline in women, but there have been efforts to change this rate (Beede et al par. 6). This could mean big problems for the world as more problems will arise and there’s nothing to be done because of companies are non-diverse and underemployed. The main problem employers are seeing is gender inequality. Gender inequality is when a group of people, in this case women, are existing with an unequal amount of opportunities and rewards. It’s a big issue and it specifically shows in STEM. Women are underpaid; even though the hourly wage is high, women aren’t present enough in STEM. To address the gender inequality gap, employers and schools should introduce women at a young age. Introducing women early is key because women are being underrepresented, not introducing STEM activities in school and women not being paid as much as men.

Believe it or not, the old phrase, “A woman’s place is in the home” is still alive and well in the scientific community, as the dramatic gender-bias study published last September in the Proceedings of the National Academy of the Sciences shows. Today, it’s “A woman’s place is not in the lab.” The path I have taken over the past four years has proven to me that women can be just as comfortable in STEM careers as they were 75 years ago as housewives. My place – where I feel most content – is definitely in the lab.

Pollack explains that there are still so few women in science because of stereotypes and the effect they have on female students. She talked to many young women who were majoring in STEM programs and they all had similar stories of discrimination starting in the k-12 level. Many girls mentioned they were the only girls in the high level science and math classes in high school. One girl mentioned she was graded different than her male peers because the teacher believed she could not be judged as harshly as a boy. While Universities may brag about the high level of women studying STEM fields at their institutions, most of the professors and fellow students do not encourage the women to continue studying in the STEM fields. Women go into University

The issue of men having a higher percentage of STEM field workers is not new news. The percentage of women in engineering has not been dramatically impacted in years. A study conducted by Rachel Dzombak, in 2016 at Penn State University describes why. Throughout the study, the ratio of women to men was one in five. The ratio of tenured or tenured tracked faculty of women to men was about one in eight (2). Showing the disproportionate amount of men. In the study, there is a lack of consensus on a single reason for women to be underrepresented in these fields do to the differing nature of the variables. Some recurring themes seem to be a “lack of academic confidence, unsatisfactory guidance by faculty, and a diminished ability to create a community within engineering” (4). These factors all contribute to the absence of women in a variety of ways. Lack of academic confidence