As our society grows more tech-savvy, STEM areas are in high demand. The representation of gender equality in terms of women in STEM, indicating the origins of the gender gap in STEM dating back to the 1960s (Rossi, 1965). According to academic publications, the gender gap is caused in part by societal norms that favor male dominance over female submissiveness. Despite substantial efforts, the gender gap in STEM participation has persisted for years as known (Stoet and Geary, 2018).
Herrera et al. (2012) and Master et al. (2016) models, which used Bandura's general social cognition theory, found that an individual's academic and career-related interests, particularly in STEM, are influenced by a combination of personal, environmental, and behavioral factors (Figure 1) (V. Trandayen and colleagues, 2021). One of the primary drivers of this imbalance, according to new studies, is the low rate of admission of women to STEM programs at universities.
Figure 1. General Social Cognition Theory
Women and Girls in STEM by numbers
The STEM sectors develop an immense need for jobs, with over 1.75 million positions projected by 2030, and programming or digital skills will be the most desirable talents. According to a 2019 EC survey, 53% of businesses had serious difficulty attracting STEM professionals. In terms of the gender gap, an EU study (European Commission, 2020) showed that men hold three times more technology and engineering degrees than women, that just 17% of specialists are women, and that women earn 20% less than men.
Globally, young women and girls aged 15 to 29 are twice as likely as young males to be unemployed or enrolled in school or training programs. Only 18% of female students at higher education institutions globally pursue STEM fields of study, compared to 35% of male students. Gender disparities in STEM disciplines are especially visible in engineering, manufacturing, and construction (7 percent of girls vs. 21 percent of boys) and information and communication technology (3 percent of girls vs. 6 percent of boys).39 This corresponds to the work ambitions of secondary-age females; girls' desire for health vocations drives gender parity in natural sciences in postsecondary education.
Women's undergraduate participation in science and engineering varies significantly depending on the field of study. Women dominate bachelor's degrees in psychology, biological sciences, and social sciences, but just 24% of engineering degrees, 21% of computer science degrees, and 24% of physics degrees are held by women. Between 2011 and 2020, the number of women earning S&E degrees increased by 63% at the associate's level, 34% at the bachelor's level, 45% at the master's level, and 18% at the doctorate level. In the social and behavioral sciences, women earned 66% of bachelor's degrees, 67% of master's degrees, and 60% of doctorate degrees in 2020, while they were underrepresented at all degree levels in physical and earth sciences, mathematics, and computer sciences engineering.
Women represent about half of the total college-educated workforce in the United States, but just 34% of the science and engineering workforce. Female scientists and engineers are concentrated in different vocations than males, with relatively high female percentages in the social sciences (65%) and biological sciences (48%) and relatively low female percentages in physical sciences (25%), computer and mathematical sciences (26%), and engineering (15%).
Although women outnumber males in STEM jobs, their proportion of the STEM workforce has grown at a higher rate over the last decade. Between 2011 and 2021, the number of women in STEM occupations grew by 31%. In 2020, women earned less than males in STEM jobs overall. The 2023 latest report on the state of girl and women in STEM are shown below
Despite changes in women's education over the past few years, with women now outnumbering men in college matriculation and graduation rates across the country, women continue to be underrepresented in numerous scientific, technological, engineering, and math fields. This mismatch leads to further injustice, such as occupational segregation and discrepancies in income and status between men and women. According to studies, women are equally as bright and qualified in these fields as men, but barriers such as gender bias, stereotypes, and a lack of support and encouragement persist. To overcome these barriers, it is vital to promote gender equality in STEM education beginning at a young age. This includes providing young women with equal access to resources, opportunities, and mentorship, as well as fostering a welcoming and inclusive learning environment.
Disparities and inequalities are not caused by chance. Many girls are prevented from pursuing STEM occupations due to direct discrimination, cultural structures, and social orientations. Our identity roles split each social group's interests and impulses and may preclude them from certain professional endeavors. These perceptions, which are primarily responsible for women's low participation in STEM-related fields, are socially driven and may be socially decreased or even eradicated; this is precisely what the endeavor science and engineering as Feminine wants to solve (Davila et al, 2021).
To address the gender gap in STEM fields, it is necessary to look into the root reasons of the problem. Cultural and socioeconomic factors influence women's perceptions and attitudes in STEM.
Gender biases and prejudices regarding gender roles and skills continue to exist discouraging girls and women from pursuing careers in these fields. Promoting early exposure and participation in science and math for girls is one approach to addressing the STEM gender gap. Encouraging females to investigate these topics at an early age can assist to establish confidence and enthusiasm in STEM, laying the road for future success. (Pedersen et al, 2022)
It is vital to show female students how STEM careers may help others and enhance society. On the other hand, it has been shown that males receive more or equal support from their immediate surrounds (family, teachers), yet studies suggest that supporting girls is more important because guys are more assured that they would perform better. It is also critical to provide training on real-world STEM applications, to highlight younger and more current female role models, and to include new channels of scientific-technological dissemination, such as youtubers or influencers. Females will feel closer to and discovered with female role models, eliminating the idea that STEM-related jobs are nerdy. May we all be able to observe, to grasp the perspective of every human being, because equality is for everyone.
References
Davila Dos Santos, Eliane, et al. ““Science and Technology as Feminine”: Raising Awareness about and Reducing the Gender Gap in STEM Careers.” Journal of Gender Studies, vol. 31, no. 4, 3 June 2021, pp. 1–14, https://doi.org/10.1080/09589236.2021.1922272.
Marcus, Bonnie. “Mentors Help Create a Sustainable Pipeline for Women in STEM.” Forbes, 28 Mar. 2014, www.forbes.com/sites/bonniemarcus/2014/03/28/mentors-help-create-a-sustainable-pipeline-for-women-in-stem/?sh=741fd44a53d3. Accessed 28 Sept. 2023.
Merayo, Noemí, and Alba Ayuso. “Analysis of Barriers, Supports and Gender Gap in the Choice of STEM Studies in Secondary Education.” International Journal of Technology and Design Education, 2 Nov. 2022, https://doi.org/10.1007/s10798-022-09776-9. Accessed 28 Nov. 2022.
NGCP. “State of Girls and Women in STEM | National Girls Collaborative Project.” Ngcproject.org, 28 Feb. 2023, ngcproject.org/resources/state-girls-and-women-stem.
Pedersen, Daphne E., et al. “Authenticity and Psychological Safety: Building and Encouraging Talent among Underrepresented Students in STEM.” Teaching and Learning Inquiry, vol. 10, 12 Sept. 2022, https://doi.org/10.20343/teachlearninqu.10.31.
Rossi, A. S. “Women in Science: Why so Few?: Social and Psychological Influences Restrict Women’s Choice and Pursuit of Careers in Science.” Science, vol. 148, no. 3674, 28 May 1965, pp. 1196–1202, https://doi.org/10.1126/science.148.3674.1196.
Stoet, Gijsbert, and David C. Geary. “The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education.” Psychological Science, vol. 29, no. 4, 14 Feb. 2018, pp. 581–593, https://doi.org/10.1177/0956797617741719.
Tandrayen-Ragoobur, Verena, and Deepa Gokulsing. “Gender Gap in STEM Education and Career Choices: What Matters?” ResearchGate, unknown, 25 May 2021, www.researchgate.net/publication/351850630_Gender_gap_in_STEM_education_and_career_choices_what_matters. Accessed 28 Sept. 2023.
UNICEF. (2020). Towards an equal future: Reimagining girls’ education through STEM.
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