Why So Few? Women in Science, Technology, Engineering,

Why So Few? Women in Science, Technology, Engineering,

Why So Few? Women in Science, Technology, Engineering, and Mathematics This report was made possible by the generous contributions of The National Science Foundation Research on Gender in Science and Engineering Award HRD-0832982 The Letitia Corum Memorial Fund The Mooneen Lecce Giving Circle The Eleanor Roosevelt Fund

AAUW Presenters Linda Hallman AAUW Executive Director Co-Authors of Why So Few? Dr. Catherine Hill AAUW Director of Research Christianne Corbett AAUW Research Associate Dr. Andresse St. Rose AAUW Research Associate Girls performance and participation in

math and science subjects in high school has improved over time and, in some cases, has surpassed that of boys. In high school, both boys and girls are earning more credits in math and science over time, and girls earn more credits than boys do. High School Credits Earned in Math and Science, by Gender, 19902005 Source: U.S. Department of Education, National Center for Education Statistics, 2007, The Nation's Report Card: America's high school graduates. Results from the 2005 NAEP High School Transcript Study, by C. Shettle et al. (NCES 2007-467) (Washington, DC: Government Printing Office). Female high school graduates now also earn higher GPAs, on average, in math and science, than their male peers do. Grade Point Average in High School Mathematics and Science (Combined), by Gender, 19902005

Source: U.S. Department of Education, National Center for Education Statistics, 2007, The Nation's Report Card: America's high school graduates: Results from the 2005 NAEP High School Transcript Study, by C. Shettle et al. (NCES 2007-467) (Washington, DC: Government Printing Office). High school girls are more likely to take biology, chemistry, and pre-calculus than boys are, but girls are less likely to take physics. Percentage of High School Graduates Who Took Selected Math and Science Courses in High School, by Gender, 2005 90.8 Girls 93.7 Boys Biology

62.5 Chemistry 69.7 34.8 Physics 30.8 28 Precalculus

30.8 14 Calculus 13.2 4.6 Engineering 4 0

10 20 30 40 50 60 70

Source: National Center for Education Statistics. (2007). Digest of Education Statistics. 80 90 100 Girls participation and performance on high-stakes tests in math and science in high school are also improving over time, although boys perform better on average. On average, boys perform better than girls do on Advanced Placement (AP) tests in math and science.

Average Scores on Advanced Placement Tests in Mathematics and Science Subjects, by Gender, 2009 Source: Retrieved November 11, 2009, from the College Board website at www.collegeboard.com . Despite positive trends in high school, far fewer girls than boys enter college intending to major in a STEM field Women are less likely than men are to declare a STEM major in college. Intent of First-Year College Students to Major in Science and Engineering Fields, by Gender, 2006 Physical sciences Mathematics/

statistics Engineering 35 30 Percentage 25 20 15 10 5 0

Female Male Source: Commission on Professionals in Science and Technology. Data derived from Cooperative Institutional Research Program, Higher Education Research Institute, Graduate School of Education and Information Studies, University of California, Los Angeles, The American Freshman: National Norms for Fall 1990 through Fall 2006, www.gseis.ucla.edu/heri/heri.htm. Women are earning increasing proportions of STEM bachelors degrees but remain underrepresented in certain STEM fields Bachelors Degrees Earned by Women in Selected Fields, 19662006 Source: National Science Foundation, Division of Science Resources Statistics, 2008, Science and engineering degrees: 19662006 (Detailed Statistical Tables) (NSF 08-321) (Arlington, VA), Table 11, Author's analysis of Tables 34, 35, 38, & 39.

Womens representation in the STEM workforce is also uneven with certain STEM occupations remaining overwhelmingly male. Percentage of W om en Women are underrepresented in many science and engineering occupations. Percentage of Employed STEM Professionals Who Are Women, Selected Professions, 2008 60 50 40 30

20 10 0 Source: U.S. Department of Labor, Bureau of Labor Statistics, 2009, Women in the labor force: A databook (Report 1018) (Washington, DC), Table 11. Why So Few? presents evidence that social and environmental factors contribute to the underrepresentation of women and girls in STEM. Eight research findings in three areas: How social and environmental factors shape girls achievements and interests in math and science

The climate of college and university science and engineering departments Continuing influence of bias Girls achievements and interests in math and science are shaped by the environment around them.

Finding 1 Believing in the potential for intellectual growth, in and of itself, improves outcomes. In math and science, a growth mindset benefits girls. Fixed Mindset Growth Mindset Intelligence is static. Intelligence can be developed.

Leads to a desire to look smart and therefore a tendency to Leads to a desire to learn and therefore a tendency to avoid challenges embrace challenges give up easily due to obstacles

persist despite obstacles see effort as fruitless see effort as path to mastery ignore useful feedback learn from criticism be threatened by others success

be inspired by others success Teach children that intellectual skills can be acquired. Praise children for effort. Highlight the struggle. Gifted and talented programs should send the message that they value growth and learning. Finding 2

Girls are harder on themselves when assessing their abilities in male fields like science and math. Gender differences in self-assessment Does this rectangle have more black or more white? Set clear performance standards Help girls recognize their career-relevant skills Finding 3

Spatial skills are not innate and can be improved with training. Spatial skills are not innate and can be improved with training. This is a sample question on mental rotation. Do you know the right answer? Encourage girls to play with building toys and to draw to develop their spatial skills. Finding 4

Negative stereotypes about girls and womens abilities in math and science persist despite girls and womens considerable gains in these areas in the last few decades. Negative stereotypes about girls and womens abilities in math and science adversely affect their performance in these fields. Performance on a Challenging Math Test, by Stereotype Threat Condition and Gender Expose girls to successful female role models in math and science. Teach students about

stereotype threat. Source: Spencer, S. J., Steele, C. M., & Quinn, D. M., 1999, "Stereotype threat and women's math performance," Journal of Experimental Social Psychology, 35(1), p. 13. Finding 5 The climate of science and engineering departments at colleges and universities is especially important for female students. At colleges and universities, small changes can make a big difference in attracting and retaining women in STEM. Intent of First-Year College Students to Major in Science and Engineering Fields, by Gender, 2006 Physical sciences

Mathematics/ statistics Engineering 35 30 25 Percentage 20 15 10 5 0 Female

Male Actively recruit female students. Emphasize broad applications of science and engineering in introductory courses.

Review admissions policies to ensure that departments are not unintentionally weeding out potentially successful students. Source: Higher Education Research Institute, 2007, Survey of the American freshman: Special tabulations (Los Angeles, CA), cited in National Science Foundation, Division of Science Resources Statistics, 2009, Women, minorities, and persons with disabilities in science and engineering: 2009 (NSF 09-305) (Arlington, VA), Table B-8. Finding 6 Even people who consciously reject negative stereotypes about women in

science can still hold those beliefs at an unconscious level. Our unconscious beliefs may be more powerful than our explicitly held beliefs simply because we are not aware of them. Most people associate science and math fields with male and humanities and arts fields with female. Take a test to learn about your unconscious bias at https://implicit.harvard.edu. Take steps to address your biases. Summary of recommendations to increase girls achievement and interest in STEM fields

Encourage girls to play with building toys and draw to develop their spatial skills. Science and engineering departments should actively recruit students. Gifted and talented programs should send the message that they value growth and learning.

Emphasize broad applications of science and engineering in introductory courses. Expose girls to successful role models in math and science. Review admissions policies

Teach students about stereotype threat. Take the gender-science implicit association test at https://implicit.harvard.edu. Set clear performance standards.

Take steps to address your biases. Help girls recognize their careerrelevant skills. Teach children that intellectual skills can be acquired.

Praise children for effort. Highlight the struggle. Why So Few? Women in Science, Technology, Engineering, and Mathematics To download the report www.aauw.org To contact the researchers [email protected]

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