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Encouraging Women in STEM fields

Introduction and Background information

There is no doubt that the future development of the world is dependent on STEM

(Science, Technology, Engineering, and Mathematics) education and careers. The subjects are

important because they permeate every aspect of modern life. Experts have established that more

and more economic opportunities will emerge from the STEM-related fields as the world get

deeper into the digital age of the 21st century. The world economy and general well-being of

humanity are all backed by Stem education, knowledge and skills. Therefore, countries need to

develop and invest heavily in STEM capabilities among their students, irrespective of gender.

There is a need to inculcate STEM education in the education system and curriculum and

encourage all students to enroll.

STEM fields are among the best paying careers. People working in these fields earn

higher salaries and wages compared to people working in other fields. However, historically, the

STEM fields have been attracting men than females. In other words, the field has been

predominantly male-dominated (Blackburn 235). One of the key reasons behind the historical

underrepresentation of women in the field is stereotypes. The notion that STEM fields are for

men has created a gender gap that needs to be addressed from now going forward. Research

shows that the population of women pursuing or working in Science, Technology, Engineering,

and Mathematics related courses is quite low compared to the number of men.
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According to a research study conducted by College Factual in America, not more than

7% of women who graduated in 2016 were in STEM degrees (Stockwell). In the same year,

Factual College established that 15% of men who graduated earned STEM degrees. In the same,

47% of the labor force is made up of women. However, only 26% of them are in Science,

Technology, Engineering and Mathematics career (Stockwell). This disparity affects the entire

world. In almost all global societies, women are represented in STEM fields.

Cause of gender disparities in STEM Careers

Why Are there fewer women in STEM careers yet research shows that STEM fields are

the best paying compared to other fields? Research on this issue provides multiple answers. The

growing gaps are not because of the lesser intellectual ability of girls (Reinking & Martin n.d.).

In other words, girls do not enroll in STEM subjects because they do not have the same

intellectual ability as men but because of factors related to stereotypes, at least. A negative

stereotype is a threat to Girls’ participation in STEM fields (Dasgupta & Stouts 22). There is a

conventional negative stereotype about the intellectual ability of Girls as well as a stereotype for

people who work in STEM careers.

Research shows that during childhood and adolescence, parents do not hide about their

career expectations of their children. They show support for STEM education for male children

and very few parents would encourage their daughters to pursue a career in a STEM field

(Gallazzi). Because of peer norms, girls keep moving away from STEM fields. The feminine

gender roles have continuously oriented girls to become communal beings and directed their

focus much on children and family and increase their gravitation to activities that emphasize

interpersonal relationships (Dasgupta & Stouts 22). On the other hand, masculine gender role

stereotypes orient the male gender to be agentic and explore the physical world and figure out
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how things work and gravitate them to activities related to problem-solving, financial gain and

status Dasgupta & Stout 22). In most societies, masculine gender roles have always oriented

them to popular cultural representations of science and math. In America, cultural messages

associating mathematics and sciences to girls are everywhere and as early as the age of six to

seven years, American children absorb the stereotype. By age 10, girls like math less than boys

and prefer reading course.

The fact that fewer women continue to enroll for STEM-related courses, that act as

discouragement or repelling factors for other women to enroll. Evidential research shows that

the existence of fewer women population STEM careers acts as a demotivating factor for young

girls in middle and high school to think about their possibility of pursuing a STEM career in

college (Blackburn 235). Gender bias in employment in the field require STEM employees is

another major problem. In established organizations, research shows that subtle gender bias in

hiring and promotion, juggling between family and work responsibilities, biased evaluation of

scientific work, and difficulty in returning to work after family-related pause tends to undermine

the retention of women in STEM (Dasgupta & Stout 21). Women do not receive the same

priority as men. Some organizations would prefer hiring male engineers than females. In an

engineering organization, it would be hard for a female to a promotion when there are men in the

same organization. Last but the least, the pay gap in STEM careers is a distractor. Research

shows that women in the STEM field earn less than their male counterparts. Although females

tend to earn less than males in most careers, this factor is a bother and could influence the

decisions made by women in choosing a career to pursue in college.

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Addressing the Problem

Early socialization to combat stereotypes about gender careers is necessary. As

mentioned earlier, the role of parents and teachers in the life of the children is imperative. At the

early stages of life, when children are at the primary level, their destiny is always in the hands of

their teachers and parents (Gallazzi). Kids listen so much to what they are told by the older

persons as well as what they see around them. Therefore, encouraging young girls to develop an

interest in STEM subjects should begin at these lower levels. The idea of favorite subjects starts

developing very early in the school life, which means that encouraging passion and interest in

STEM s subjects at the early time can help the young girls take them up even in later education

levels (Dasgupta & Stouts 23). Research shows that Stereotypes stereotype that children are

exposed to when growing up in the elementary level remains a major threat to the consumption

of STEM subjects by girls. As mentioned earlier, some parents always have predetermined

career choices for their children. They want their daughters to enroll in courses that are

‘feminine’ as defined by social norms and values (Reinking & Martin n.d.). Therefore, to

increase the number of women in the STEM field, there is a need to put to an end the negative

stereotypes, which have shaped the destiny of girls in aforesaid careers.

Positive socialization is needed as early as possible and shows girls that there no careers

which belong to men and women. Addressing the problem as early as childhood and adolescent

level will yield positive results. The objective is to change the mindset and let everyone accept

that STEM subjects are not masculine (Reinking & Martin n.d.). The encouragement should

mention the benefits that come with STEM careers compared to other fields. Where necessary,

cite successful women in society who are in STEM careers. The stereotypes about female careers

can be challenged by citing and exposing girls to successful women in STEM fields. The
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exposure and examples will make girls change their attitude and envision themselves talking a

similar path.

Put women in the executive circle- Because women just make a small portion of the

overall workforce in STEM careers, inclusive in the top-level management remains a big issue

(Rincon). Research shows that women who have left the engineering profession cite poor

organization climate (bias and exclusion) as the main reason. It is obvious that when an industry

is run and governed by a male boardroom, it is impossible to have the interests of women

addressed. Males cannot think like females and therefore, they will much less advocate for their

interests. In order for women to feel they are welcome in STEM workplaces, they should be put

at leadership seats to fill the gender gap that organizations have created (Rincon). If at all even in

other organizations and industries that attract women it is hard to find women in leadership, what

about in STEM where their presence is numbered? The STEM field should create and provide

growth opportunities to attract and retain women. Having women in senior positions serves as a

motivation and a pull factor for young girls in high school where students make their career

decisions. At least, they will have role models to look up to and admire. However, when there no

women who drive such big fields, attracting women to pursue the same careers will be extremely

difficult.

Another major issue that needs to be addressed to encourage women to join STEM

careers is addressing the question of female pay and benefits. Over the years, the debate about

equal pay has been discussed and the reality is that issues still persist. Research shows that

women earn less than their male counterparts in the same field and position. Research shows that

female engineers earn at least 10% less than their male colleagues (Keller). Addressing this issue

by embracing equal pay practices in the workplace can be a big source of motivation and pull
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and push factors. Further, organizations should provide benefits that support working women.

Women need to balance job and family matters. Therefore, from this perspective, STEM

organizations can offer better leave policies and stop putting women dilemma situation to choose

between families and work (Forbes). They should offer work benefits that encourage and retain

women at career points work and life balance is complex. The benefits should not be about

maternity leaves only. The industry should also prioritize on continued learning and

developmental programs to help the female employees diversify their skills and break the career

plateaus.

Form STEM Women Movements- As much the figure of women in STEM fields is

quite low, there are women who have made an edge and established themselves as successful

role models (Reinking & Martin n.d.). These women are in a greater position to change the status

quo that has long be held about the position of women in technical careers. They should mobilize

young girls at primary and high school levels to stand up defile the stereotypic logics that are

holding them back into choosing engineering, mathematics and technology careers. They should

begin a movement that will engage girls in STEM subjects and instill knowledge that the fields

are not for men only. These movements will serve the role of the role model. By interacting with

these girls, they (girls) will come to view the STEM careers as exciting and realistic for them.

As of now, there are few movements and organizations that are geared to the said

objectives. For example, Girls, Inc., is an organization established in 2016 and focuses on

exposing girls to a pool of professional women in STEM fields to help change their mindset

about the industry and related careers (Reinking & Martin n.d.). The organization seeks to break

the stereotypic chains about gendered careers. It attempts to combat the popular message that

girls are exposed to: engineering, math and science subjects are not for girls. Engineer Girl is
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doing it well. The movement operates online and it is focused on bringing to light the successful

history and stories of women engineers. The Engineer Girl recognizes the underrepresentation of

women in engineering careers and focuses on changing the story by exposing girls to female

engineers who are doing it or who have succeeded (Reinking & Martin n.d.). The objective is to

spark interests among young girls that engineering is not a cause for males alone.

Provide experiences- Girls need experience that can help change the existing stereotypes

about careers. Girls should be exposed to activities that involve building, trial, and error, figuring

out problems that relate to the real world. Andrea Guendelman, a co-founder of Developer, is

quoted in an article published by CNN saying that girls are not entering into STEM careers

because they lack experience (Reinking & Martin n.d.). The field is more said to them than it is

done. There is a need for a hands-on introduction. Lack of hands-on experiences is a factor that

has made most girls ignore STEM careers. Dasgupta and Stout (23) state that girls are more

interested in mathematics instructions that are taught from an applied hands-on perspective.

therefore, providing these experiences remains critical to keeping girls' interest high in stem

subjects.

Research shows that the interests of girls in STEM subjects and careers increase when

girls are exposed to a positive role model that looks like them. When girls see women working

as scientists, engineers, computer programmers, astrophysicists, and more such careers, they are

motivated and ignited to be in the field. Educators should find the right role models and expose

young girls to them. Whether meeting with them physically or letting know of these role models

from research, articles, or websites, the exposure is important. At school, particularly at the high

school level, “academic departments should recruit senior women in STEM fields to present their

work as part of department colloquia, brown-bags and other special events” (Dasgupta & Stout
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25). When these activities are done by women, there are high chances that girls will like the stem

field.

Embrace equality and fairness in hiring and promotion- When conducting recruitments

for STEM jobs and fields, merit and equal opportunities should be prioritized. Research shows

that there is a lot of biases in hiring and promotion of employees in STEM research jobs

(Dasgupta & Stout 25). It has been identified that where female and male job applicants tie in all

other qualifications, employers make a determination using their gender; they go for the first

name. There is a false notion that male candidates are more intelligent or will do better than their

female counterparts. In a research study that analyzed the recommendation letters for 312

candidates (males and females) who had applied for certain faculty positions in medical schools,

researchers noted that recommendation letters for both men and women differed significantly

(Dasgupta & Stout 25).

The letters portrayed males as dedicated researchers than female applicants. In men's

letters, research skills, career aspirations, and publications appeared regularly in male letters. In

female letters, teaching skills, personal attributes, and clinical skills appeared in letters for female

applicants. Since the job hiring was in biomedical research, the male candidates appeared the

ideal options. These stereotypes and demeaning attitudes affect the hiring and promotion of men

in stem careers. The recommendation letters appeared as they did because of the conventional

gender stereotypes that link ideal scientists with maleness. These issues should be addressed so

that women can find interests in these careers.

Conclusion

Women's participation in STEM careers remains below par. Research shows that the

percentage of women in these careers is not competitive for reason related to stereotypes, poor
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recognition, pay bias as well as unequal treatment during promotion and recruitments. In order to

encourage women in STEM fields, there is a need to tackle these issues. Women have constantly

lost interest in STEM careers and if nothing is done, the situation will remain as so despite the

fact that STEM has emerged as the game-changer in future employment and economic

improvement.
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Works Cited
Blackburn, Heidi. "The status of women in STEM in higher education: A review of the literature

2007–2017." Science & Technology Libraries 36.3 (2017): 235-273.

Dasgupta, Nilanjana, and Jane G. Stout. "Girls and women in science, technology, engineering,

and mathematics: STEMing the tide and broadening participation in STEM careers."

Policy Insights from the Behavioral and Brain Sciences 1.1 (2014): 21-29.

Forbes, Moira. "How To Inspire More Young Women To Enter STEM In 2018". Forbes.Com,

2018, https://www.forbes.com/sites/moiraforbes/2018/01/04/how-to-inspire-more-young-

women-to-enter-stem-in-2018/#746a39091cd7.

Gallazzi, Jacqueline. "How Can We Encourage More Women Into STEM Positions? -

Minutehack". Minutehack, 2019, https://minutehack.com/guides/how-can-we-encourage-

more-women-into-stem-positions.

Keller, Angie. "Ways To Encourage More Women To Enter STEM". Machine Design, 2019,

https://www.machinedesign.com/community/article/21837847/4-ways-to-encourage-

more-women-to-enter-stem.

Reinking, Anni, and Barbara Martin. "The gender gap in STEM fields: Theories, movements,

and ideas to engage girls in STEM." (2018).

Rincon, Roberta. "SWE Research Update: Women In Engineering By The Numbers".

Altogether, 2018, https://alltogether.swe.org/2018/09/swe-research-update-women-in-

engineering-by-the-numbers/.

Stockwell, Carly. "Women Vs. Men In STEM Degrees: Do We Have A Problem? — Inside

College Factual". Inside College Factual, 2017,

https://inside.collegefactual.com/stories/women-vs-men-in-stem-degrees.