The number of women working in the STEM fields is increasing. However, female workers are still unrepresented in some areas.
Women Are Underrepresented in the STEM Field
Science, Technology, Engineering, and Math (STEM) fields have always been the main contributors to the development of America in many aspects. STEM workers are also essential in building a dynamic, creative, and competitive working environment, although seem to lack diversity and inclusion principles. These workers include scientists, software engineers, physicians, or other positions related to STEM.
STEM fields are in demand and highly rewarding globally. STEM employees’ median earnings ($55,000) were higher than non-STEM employees ($33,000). Moreover, this workforce made up 23% of the overall U.S. workforce in 2019. According to estimates from the Census Bureau, there were around 10.8 million workers in STEM occupations in 2019.
Women accounted for 27% of STEM workers and 48% of all U.S. workers in 2019. However, there was an uneven distribution of women in STEM occupations. In 2019, the percentage of women was high in those of health care practitioners and technicians (74%), life sciences (48%), and math (47%), while it remained low in the fields of engineering (15%), computer (25%), and physical science (40%).
These numbers show that some diversity and inclusion barriers prevent women from joining and contributing to STEM. According to American Association of University Women (AAUW) research, stereotype threats and workplace bias impact women’s interest in and performance in STEM fields.
Stereotype Threats
According to some studies, 74% of middle school girls are interested in STEM fields. However, evidence from Microsoft indicates that when students enter high school, this interest declines. When women enter college, the national retention rate for them in engineering is under 60% from the time they declare their major to the time they graduate.
According to American Association of University Women (AAUW) research, children can exhibit assumptions about which scientific classes are appropriate for boys and females as early as an elementary school since they are aware of the negative stereotypes about women’s abilities in mathematics and science. There are two common misconceptions: men are better at arithmetic, and only they should do scientific work. It has been discovered that the traditional picture of a scientist as a male hurts young women.
Fewer girls than boys indicate interest in, and aspirations for careers in mathematically demanding subjects, which stereotype threat may also explain. Girls may try to lessen the possibility of being viewed negatively by claiming they are uninterested in certain professions and avoiding them.
Workplace Bias
According to Madeline Heilman, an organizational psychologist at New York University, people typically see women in “masculine” disciplines, such as most STEM fields, as either competent or likable but not both.
Some researchers discovered that, while being regarded as likable, a woman was rated less competent than an identically described guy when success in a male-type job was uncertain. However, women and men were assessed as equally skilled for those in visibly successful male-type positions. Still, women were rated as less likable and more interpersonally unfriendly.
Other studies suggest that having adverse effects at work can stem from being disliked. When competent, likable individuals received higher recommendations for unique opportunities than less likable ones. Moreover, no matter how good they were, managers recommended amicable employees for higher salaries than unlikable ones. As a result, women encounter many inequalities and boundaries when working in the STEM fields.
Women in STEM Are Making More Gains
Although the representation of women in STEM fields was unequal, there have been revolutionary changes in the percentage of women in these fields. Before 1970, male workers were the dominants in the STEM fields. However, all STEM fields have shown an increase in the participation of women since 1970.
Social science occupations, in particular, have seen tremendous growth, going from 19% in 1970 to 64% in 2019. Additionally, women’s employment in engineering-related fields has increased from 3% in 1970 to 15% in 2019.
More and more curriculums, programs, or camps support women in STEM fields, for example, Girls Who Code, Women in Analytics, and Girls in Engineering. The primary purpose of these organizations is to connect women in the same fields and offer help and support for them.
With the revolution in the learning environment and social beliefs, women are well-prepared to break down the boundaries and open their doors in the STEM fields.
See related article How Engineering Can Welcome BIPOC
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