Gender imbalance in STEM fields
Studies suggest that many factors contribute to the attitudes towards the achievement of young men inEffects of underrepresentation of women in STEM careers
In Scotland, a large number of women graduate in STEM subjects but fail to move onto a STEM career compared to men. TheMen's and women's earnings
Female college graduates earned less on average than male college graduates, even though they shared the earnings growth of all college graduates in the 1980s. Some of the differences in salary are related to the differences in occupations entered by women and men. Among recent science and engineering bachelor's degree recipients, women were less likely than men to be employed in science and engineering occupations. There remains a wage gap between men and women in comparable scientific positions. Among more experienced scientists and engineers, the gender gap in salaries is greater than for recent graduates. Salaries are highest in mathematics, computer science, and engineering, which are fields in which women are not highly represented. InEducation and perception
The percentage of PhDs in STEM fields in the U.S. earned by women is about 42%, whereas the percentage of PhDs in all fields earned by women is about 52%. Stereotypes and educational differences can lead to the decline of women in STEM fields. These differences start as early as the third grade according toRepresentation of women worldwide
UNESCO, among other agencies including the European Commission and The Association of Academies and Societies of Sciences in Asia (AASSA), have been outspoken about the underrepresentation of women in STEM fields globally. Despite their efforts to compile and interpret comparative statistics, it is necessary to exercise caution.Africa
According to UNESCO statistics, 30% of the Sub-Saharan tech workforce are women; this share rose to 33.5 percent in 2018. South Africa features among the top 20 countries in the world for the share of professionals with skills in artificial intelligence and machine learning, with women representing 28 percent of these South African professionals.Asia
A fact sheet published by UNESCO in March 2015 presented worldwide statistics of women in the STEM fields, with a focus on Asia and the Pacific region. It reports that, worldwide, 30 percent of researchers are women; as of 2018, this share had increased to 33 percent. In these areas, East Asia, the Pacific, South Asia and West Asia had the most uneven balance, with 20 percent of researchers being women in each of those sub-regions. Meanwhile, Central Asia had the most equal balance in the region, with women comprising 46 percent of its researchers. The Central Asian countries Azerbaijan and Kazakhstan were the only countries in Asia with women as the majority of their researchers, though in both cases it was by a very small margin.Cambodia
As at 2004, 13.9% of students enrolled in science programs in Cambodia were female and 21% of researchers in science, technology, and innovation fields were female as of 2002. These statistics are significantly lower than those of other Asian countries such as Malaysia, Mongolia, and South Korea. According to a UNESCO report on women in STEM in Asian countries, Cambodia's education system has a long history of male dominance stemming from its male-only Buddhist teaching practices. Starting in 1924, girls were allowed to enroll in school. Bias against women, not only in education but in other aspects of life as well, exists in the form of traditional views of men as more powerful and dignified than women, especially in the home and in the workplace, according to UNESCO's ''A Complex Formula''.Indonesia
UNESCO's ''A Complex Formula'' states that Indonesia's government has been working towards gender equality, especially through theJapan
According to OECD data, about 25 percent of enrollment in STEM-related programs at the tertiary education level in Japan are women.Kazakhstan
According to OECD data, about 66 percent of enrollment in STEM-related programs at the tertiary education level in Kazakhstan are women.Malaysia
According to UNESCO, 48.19% of students enrolled in science programs in Malaysia were female as of 2011. This number has grown significantly in the past three decades, during which the country's employment of women has increased by 95%. In Malaysia, over 50% of employees in the computer industry, which is generally a male-dominated field within STEM, are women. Of students enrolled in pharmacy, more than 70% are female, while in engineering only 36% of students are female. Women held 49% of research positions in science, technology, and innovation as of 2011.Mongolia
According to UNESCO's data from 2012 and 2018 respectively, 40.2% of students enrolled in science programs and 49% of researchers in science, technology, and innovation in Mongolia are female. Traditionally, nomadic Mongol culture was fairly egalitarian, with both women and men raising children, tending livestock, and fighting in battle, which mirrors the relative equality of women and men in Mongolia's modern-day workforce. More females than males pursue higher education and 65% of college graduates in Mongolia are women. However, women earn about 19–30% less than their male counterparts and are perceived by society to be less suited to engineering than men. Thirty percent or less of employees in computer science, construction architecture, and engineering are female while three in four biology students are female.Nepal
As of 2011, 26.17% of Nepal's science students were women and 19% of their engineering students were also women. In research, women held 7.8% of positions in 2010. These low percentages correspond with Nepal's patriarchal societal values. In Nepal, women that enter STEM fields most often enter forestry or medicine, specifically nursing, which is perceived as a predominantly female occupation in most countries.South Korea
In 2012, 30.63% of students who enrolled in science programs in South Korea were female, a number that has been increasing since the digital revolution. Numbers of male and female students enrolled at most levels of education are comparable as well, though the gender difference is larger in higher education. Confucian beliefs in the lower societal value of women as well as other cultural factors could influence South Korea's STEM gender gap. In South Korea, as in other countries, the percentage of women in medicine (61.6%) is much higher than the percentage ofThailand
According to OECD data, about 53 percent of enrollment in STEM-related programs at the tertiary education level in Thailand are women.Gulf Cooperation Council States
Central and South America
Nearly half of PhD degrees pursued in Central and South America are completed by women (2018). However, only a small minority is represented at decision-making levels. A 2018 study gathered 6,849 articles published in Latin America and found that women researchers were 31% of published researchers in 2018, an increase from 27% in 2002. The same study also found that when women lead the research group, women contributors were published 60%, compared to when men are the leaders and the women contributors were published 20%. When looking at over 1,500 articles related to Botany published in Latin America, a study found that participation from both women and men were equal, whether it be in publications or leading roles in scientific organizations. Also women had higher rates of publication in Argentina, Brazil, and Mexico when compared to other Latin American countries despite participation being nearly the same throughout the region. Although women have higher publications in Botany, men still out publish women and are often the ones cited in research papers and studies relating to the sciences. The study concluded that according to the data (shown in the table above), women in Chile that are enrolled in STEM have higher enrollment in the sciences closely related to Biology and Medicine than other sciences in the technological field. After graduation women made up 67.70% of the workers in Engineering in Health and 59.80% of workers in Biomedical Engineering. While in other fields, such as Mechanical Engineering or Electrical Engineering (the more technical fields), men dominated the workforce with over 90% of workers being male.Europe
In the European Union only 16.7% on average of ICT (Information and communication technology) specialists are women. Only in Romania and Bulgaria do women hold more that 25 percent of these roles. The gender distribution is more balanced, particularly inNorth America
United States
According to the National Science Foundation, women comprise 43 percent of the U.S. workforce for scientists and engineers (S&E) under 75 years old. For those under 29 years old, women comprise 56% of the science and engineering workforce. Of scientists and engineers seeking employment, 50% under 75 are women, and 49% under 29 are women. About one in seven engineers are female. However, women comprise 28% of workers in S&E occupations - not all women who are trained as S&E are employed as scientists or engineers. Women hold 58% of S&E related occupations. Women in STEM fields earn considerably less than men, even after controlling for a wide set of characteristics such as education and age. On average, men in STEM jobs earn $36.34 per hour while women in STEM jobs earn $31.11 per hour. There are many reasons why gender pay gaps in STEM fields continue to exist which include women choosing STEM majors that pay less. However, even with the same degree, women still earned less. A research study on starting pay with an engineering degree found that women earned less than $61,000 while men earned more than $65,000. Women dominate the total number of persons with bachelor's degrees, as well as those in STEM fields defined by theAfrican American women
According to Kimberly Jackson, prejudice and assumed stereotypes keep women of color, especially black women from studying in STEM fields. Psychologically, stereotypes on black women's intellect, cognitive abilities, and work ethic contribute to their lack of confidence in STEM. Some schools, such as Spelman College, have made attempts to change perceptions of African-American women and improve their rates of becoming involved and technically proficient in STEM. Students of color, especially Black students, face difficulty in STEM majors as they face hostile climates, microaggressions, and a lack of support and mentorship.Latin American women
A 2015Canada
A Statistics Canada study from 2019 found that first-year women make up 44% of STEM students, compared with 64% of non-STEM students. Those women who transfer out of STEM courses usually go to a related field, such as health care or finance. A study conducted by the University of British Columbia discovered that only 20–25% of computer science students from all Canadian colleges and universities are women. As well, only about 1 in 5 of that percentage will graduate from those programs. Statistically, women are less likely to choose a STEM program, regardless of mathematical ability. Young men with lower marks in mathematics are more likely to pursue STEM fields than their women-identified peers with higher marks in mathematics.Oceania
Australia
Australia has only recently made significant attempts to promote participation of women in STEMM disciplines, including the formation of Women in STEMM Australia in 2014, a non-profit organisation that aims at connecting women in STEMM disciplines in a coherent network. Similarly, the STEM Women directory has been established to promote gender equity by showcasing the diversity of talent in Australian women in STEM fields. In 2015, the SAGE (Science in Australia Gender Equity) was started as a joint venture of the Australian Academy of Science and the Australian Academy of Technology and Engineering. The program is tasked with implementing a pilot of theUnderrepresentation in STEM-related awards and competitions
In terms of the most prestigious awards in STEM fields, fewer have been awarded to women than to men. Between 1901 and 2017 the female:total ratio of Nobel Prizes were 2:207 for physics, 4:178 for chemistry, 12:214 for physiology/medicine, and 1:79 for economic sciences. The ratios for other fields were 14:114 in literature and 16:104 for peace.Recent advances in technology
Abbiss states that "the ubiquity of computers in everyday life has seen the breaking down of gender distinctions in preferences for and the use of different applications, particularly in the use of the internet and email." Both genders have acquired skills, competencies and confidence in using a variety of technological, mobile and application tools for personal, educational and professional use at high school level, but the gap still remains when it comes to enrollment of girls in computer science classes, which declines from grades 10 to 12. For higher education programs in information and communications technology, women make up only 3% of graduates globally. A review of UK patent applications, in 2016, found that the proportion of new inventions registered by women was rising, but that most female inventors were active in stereotypically female fields such as "designing bras and make-up". 94% of inventions in the field of computing, 96% in automotive applications and mining, and 99% in explosives and munitions, were by men. In 2016 Russia had the highest percentage of patents filed by women, at about 16%.Explanations for low representation of women
There are a variety of proposed reasons for the relatively low numbers of women in STEM fields. These can be broadly classified into societal, psychological, and innate explanations. However, explanations are not necessarily restricted to just one of these categories.Societal
Discrimination
This leakage may be due to discrimination, both overt and covert, faced by women in STEM fields. According to Schiebinger, women are twice as likely to leave jobs in science and engineering than men are. In the 1980s, researchers demonstrated a general evaluative bias against women. In a 2012 study, email requests were sent to meet to professors in doctoral programs at the top 260 U.S. universities. It was impossible to determine whether any particular individual in this study was exhibiting discrimination, since each participant only viewed a request from one potential graduate student. However, researchers found evidence for discrimination against ethnic minorities and women relative to Caucasian men. In another study, science faculty were sent the materials of students who were applying for a lab manager position at their university. The materials were the same for each participant, but each application was randomly assigned either a male or a female name. The researchers found that faculty members rated the male candidates as both more competent and more hirable than the female candidates, despite applications being otherwise identical. If individuals are given information about a prospective student's gender, they may infer that he or she possesses traits consistent with stereotypes for that gender. A study in 2014 found that men are favored in some domains, such as tenure rates in biology, but that the majority of domains were gender-fair. The authors interpreted this to suggest that the underrepresentation of women in the professorial ranks was not solely caused by sexist hiring, promotion, and remuneration. Audery Azoulay, UNESCO Chief, stated that even in, "21st century, women and girls are sidelined in science-related fields due to their gender." A 2017 survey showed that women working in the STEM fields are more likely to experience workplace discrimination than men. Around half of the women in the STEM profession have experienced gender-based discrimination, such as the man being paid more for the same job, being treated like they do not qualify for the job, or being mocked or insulted. Some women also stated that in a workplace where most employees were male, they felt that being a woman was a barrier to their success.Stereotypes
Stereotypes about what someone in a STEM field should look and act like may cause established members of these fields to overlook individuals who are highly competent. The stereotypical scientist or individual in another STEM profession is usually thought to be male. Women in STEM fields may not fit individuals' conception of what a scientist, engineer, or mathematician "should" look like and may thus be overlooked or penalized. The Role Congruity Theory of Prejudice states that perceived incongruity between gender and a particular role or occupation can result in negative evaluations. In addition, negative stereotypes about women's quantitative abilities may lead people to devalue their work or discourage these women from continuing in STEM fields. Both men and women who work in "nontraditional" occupations may encounter discrimination, but the forms and consequences of this discrimination are different. Individuals of a particular gender are often perceived to be better suited to particular careers or areas of study than those of the other gender. A study found that job advertisements for male-dominated careers tended to use more agentic words (or words denoting agency, such as "leader" and "goal-oriented") associated with male stereotypes. Social Role Theory, proposed in 1991, states that men are expected to display agentic qualities and women to display communal qualities. These expectations can influence hiring decisions. A 2009 study found that women tended to be described in more communal terms and men in more agentic terms in letters of recommendation. These researchers also found that communal characteristics were negatively related to hiring decisions in academia. Although women entering traditionally male professions face negative stereotypes suggesting that they are not "real" women, these stereotypes do not seem to deter women to the same degree that similar stereotypes may deter men from pursuing nontraditional professions. There is historical evidence that women flock to male-identified occupations once opportunities are available. On the other hand, examples of occupations changing from predominantly female to predominantly male are very rare in human history. The few existing cases—such as medicine—suggest that redefinition of the occupations as appropriately masculine is necessary before men will consider joining them. Although men in female-dominated occupations may contend with negative stereotypes about their masculinity, they may also experience certain benefits. In 1992 it was suggested that women in male-dominated occupations tended to hit a glass ceiling; while men in female-dominated occupations may hit a "glass escalator". While the glass ceiling can make it difficult for women and minorities to reach the top of an occupation, the "glass escalator" allows men to excel in a profession that is female dominated.Black Sheep effect
The Black Sheep effect occurs when individuals are likely to evaluate members of their in-group more favorably than members of their out-group when those members are highly qualified. However, when an individual's in-group members have average or below average qualities, they are likely to evaluate them much lower than out-group members with equivalent qualifications. This suggests that established women in STEM fields will be more likely than established men to help early career women who display sufficient qualifications. However, established women will be less likely than men to help early career women who display insufficient qualifications.Queen Bee effect
The Queen Bee effect is similar to the Black Sheep effect but applies only to women. It explains why higher-status women, particularly in male-dominated professions, may actually be far less likely to help other women than their male colleagues might be. A 2004 study found that while doctoral students in a number of different disciplines did not exhibit any gender differences in work commitment or work satisfaction, faculty members at the same university believed that female students were less committed to their work than male students. What was particularly surprising was that these beliefs by faculty members were most strongly endorsed by female faculty members, rather than male faculty members. One potential explanation for this finding is that individual mobility for a member of a negatively stereotyped group is often accompanied by a social and psychological distancing of oneself from the group. This implies that successful women in traditionally male-dominated careers do not see their success as evidence that negative stereotypes about women's quantitative and analytical abilities are wrong, but rather as proof that they personally are exceptions to the rule. Thus, such women may actually play a role in perpetuating, rather than abolishing, these negative stereotypes.Mentorship
In STEM fields, the support and encouragement of a mentor can make a lot of difference in women's decisions of whether or not to continue pursuing a career in their discipline. This may be particularly true for younger individuals who may face many obstacles early on in their careers. Since these younger individuals often look to those who are more established in their discipline for help and guidance, the responsiveness and helpfulness of potential mentors is incredibly important. There are many emerging mentorship programs. However, many women experience harassment from their mentors which can cause them to be unable to finish the program among many other issues. A 2020 study surveyed women who are working inLack of support
Women in STEM may leave due to not being invited to professional meetings, the use of sexually discriminating standards against women, inflexible working conditions, the perceived need to hide pregnancies, and the struggle to balance family and work. Women in STEM fields that have children either need child care or to take a long leave of absence. When aHarassment
In 1993, '' The New England Journal of Medicine'' indicated that three-quarters of women students and residents were harassed at least once during their medical training. The 2020 Tribeca Film Festival documentary, "Lack of role models
In engineering and science education, women made up almost 50 percent of non-tenure track lecturer and instructor jobs, but only 10 percent of tenured or tenure-track professors in 1996. In addition, the number of female department chairs in medical schools did not change from 1976 to 1996. Moreover, women who do make it to tenured or tenure-track positions may face the difficulties associated with holding a token status. They may lack support from colleagues and may face antagonism from peers and supervisors. Research has suggested that women's lack of interest may in part stem from stereotypes about employees and workplaces in STEM fields, to which stereotypes women are disproportionately responsive.Clustering and leaky pipeline
In the early 1980s, Rossiter put forth the concept of "territorial segregation" or occupational segregation, which is the idea that women "cluster" in certain fields of study. For example, "women are more likely to teach and do research in the humanities and social sciences than in the natural sciences and engineering", and the majority of college women tend to choose majors such as psychology, education, English, performing arts, and nursing. Rossiter also used "hierarchical segregation" as an explanation for the low number of women in STEM fields. She describes "hierarchical segregation" as a decrease in the number of women as one "moves up the ladder of power and prestige." This is related to the leaky STEM pipeline concept. The metaphor of the leaky pipeline has been used to describe how women drop out of STEM fields at all stages of their careers. In the U.S., out of 2,000 high school aged persons, 1944 were enrolled in high school fall 2014. Assuming equal enrollment for boys and girls, 60 boys and 62 girls are considered "gifted." By comparing enrollment to the population of persons 20–24 years old, 880 of the 1000 original women, and 654 of the original 1000 men will enroll in college (2014). In freshman year 330 women and 320 men will express an intent to study science or engineering. Of these only 142 women and 135 men will actually obtain a bachelor's degree in science or engineering, and only 7 women and 10 men will obtain a PhD in science or engineering.Psychological
Lack of interest
A meta-analysis concluded that men prefer working with things and women prefer working with people. When interests were classified by RIASEC type (Realistic, Investigative, Artistic, Social, Enterprising, Conventional), men showed stronger Realistic and Investigative interests, and women showed stronger Artistic, Social, and Conventional interests. Sex differences favoring men were also found for more specific measures of engineering, science, and mathematics interests. In a 3-year interview study, Seymour and Hewitt (1997) found that perceptions that non-STEM academic majors offered better education options and better matched their interests was the most common (46%) reason provided by female students for switching majors from STEM areas to non-STEM areas. The second most frequently cited reason given for switching to non-STEM areas was a reported loss of interest in the women's chosen STEM majors. Additionally, 38% of female students who remained in STEM majors expressed concerns that there were other academic areas that might be a better fit for their interests. Preston's (2004) survey of 1,688 individuals who had left sciences also showed that 30 percent of the women endorsed "other fields more interesting" as their reason for leaving. Advanced math skills do not often lead women to be interested in a STEM career. ALack of confidence
According to A. N. Pell, the pipeline has several major leaks spanning the time from elementary school to retirement. One of the most important periods is adolescence. One of the factors behind girls' lack of confidence might be unqualified or ineffective teachers. Teachers' gendered perceptions on their students' capabilities can create an unbalanced learning environment and deter girls from pursuing further STEM education. They can also pass these stereotyped beliefs onto their students. Studies have also shown that student-teacher interactions affect girls' engagement with STEM. Teachers often give boys more opportunity to figure out the solution to a problem by themselves while telling the girls to follow the rules. Teachers are also more likely to accept questions from boys while telling girls to wait for their turns. This is partly due to gender expectations that boys will be active but that girls will be quiet and obedient. Prior to 1985, girls were provided fewer laboratory opportunities than boys. In middle and high school, science, mathematics, mechanics and computers courses are mainly taken by male students and also tend to be taught by male teachers. A lack of opportunities in STEM fields could lead to a loss of self-esteem in math and science abilities, and low self-esteem could prevent people from entering science and math fields. One study found that women steer away from STEM fields because they believe they are not qualified for them; the study suggested that this could be fixed by encouraging girls to participate in more mathematics classes. Out of STEM-intending students, 35% of women stated that their reason for leaving calculus was due to lack of understanding the material, while only 14% of men stated the same. The study reports that this difference in reason for leaving calculus is thought to develop from women's low level of confidence in their ability, and not actual skill. This study continues to establish that women and men have different levels of confidence in their ability and that confidence is related to how individual's performance in STEM fields. It was seen in another study that when men and women of equal math ability were asked to rate their own ability, women will rate their own ability at a much lower level. Programs with the purpose to reduce anxiety in math or increase confidence have a positive impact on women continuing their pursuit of a career in the STEM field. Not only can the issue of confidence keep women from even entering STEM fields, but even women in upper-level courses with higher skill are more strongly affected by the stereotype that they (by nature) do not possess innate ability to succeed. This can cause a negative effect on confidence for women despite making it through courses designed to filter students out of the field. Being chronically outnumbered and underestimated can fuel feelings ofStereotype threat
Stereotype threat arises from the fear that one's actions will confirm a negative stereotype about one's in-group. This fear creates additional stress, consuming valuable cognitive resources and lowering task performance in the threatened domain. Individuals are susceptible to stereotype threat whenever they are assessed in a domain for which there is a perceived negative stereotype about a group to which they belong. Stereotype threat undermines the academic performance of women and girls in math and science, which leads to an underestimation of abilities in these subjects by standard measures of academic achievement. Individuals who identify strongly with a certain area (e.g., math) are more likely to have their performance in that area hampered by stereotype threat than those who identify less strongly with the area. This means that even highly motivated students from negatively stereotyped groups are likely to be adversely affected by stereotype threat and thus may come to disengage from the stereotyped domain. Negative stereotypes about girls’ capabilities in mathematics and science drastically lower their performance in mathematics and science courses as well as their interest in pursuing a STEM career. Studies have found that gender differences in performance disappear if students are told that there are no gender differences on a particular mathematics test. This indicates that the learning environment can greatly impact success in a course. Stereotype threat has been criticized on a theoretical basis.Arthur Robert Jensen "The g factor: the science of mental ability" 1998 , Praeger Publishers, 88 Post Road West, Westport, CT 06881, pages 513–515: "the phenomenon of stereotype threat can be explained in terms of a more general construct, test anxiety, which has been studied since the early days of psychometrics. Test anxiety tends to lower performance levels on tests in proportion to the degree of complexity and the amount of mental effort they require of the subject. The relatively greater effect of test anxiety in the black samples, who had somewhat lower SAT scores, than the white subjects in the Stanford experiments constitutes an example of the Yerkes-Dodson law ... by conducting the same type of experiment using exclusively white (or black) subjects, divided into lower- and higher-ability groups, it might be shown that the phenomenon attributed to stereotype threat has nothing to do with race as such, but results from the interaction of ability level with test anxiety as a function of test complexity."Pdf.Innate versus learned skill
Some studies propose the explanation that STEM fields (and especially fields like physics, math and philosophy) are considered by both teachers and students to require more innate talent than skills that can be learned. Combined with a tendency to view women as having less of the required innate abilities, researchers proposed that this can result in assessing women as less qualified for STEM positions. In a study done by Ellis, Fosdick and Rasmussen, it was concluded that without strong skills in calculus, women cannot perform as well as their male counterparts in any field of STEM, which leads to the fewer women pursuing a career in these fields. A high percentage of women that do pursue a career in STEM do not continue on this pathway after taking Calculus I, which was found to be a class that weeds out students from the STEM pathway. There have been several controversial statements about innate ability and success in STEM. A few notable examples include Lawrence Summers, former president of Harvard University who suggested cognitive ability at high end positions could cause a population difference. Summers later stepped down as president.. January 14, 2005. Former Google engineer, James Damore, wrote a memo entitledComparative advantage
A 2019 study by two Paris economists suggests that women's under-representation in STEM fields could be the result of comparative advantage, caused not by girls' 10% lower performance on math tests, but rather their far superior reading performance, which, when taken together with their math performance, results in almost one standard deviation better overall performance than boys, which is theorized to make women more likely to study humanities-related subjects than math-related ones. The current gender gap, however, is widely considered to be economically inefficient overall.Strategies for increasing representation of women
There are a multitude of factors that may explain the low representation of women in STEM careers. Anne-Marie Slaughter, the first woman to hold the position ofSocial-psychological interventions
A number of researchers have tested interventions to alleviate stereotype threat for women in situations where their math and science skills are being evaluated. The hope is that by combating stereotype threat, these interventions will boost women's performance, encouraging a greater number of them to persist in STEM careers. One simple intervention is simply educating individuals about the existence of stereotype threat. Researchers found that women who were taught about stereotype threat and how it could negatively impact women's performance in math performed as well as men on a math test, even when stereotype threat was induced. These women also performed better than women who were not taught about stereotype threat before they took the math test.Role models
One of the proposed methods for alleviating stereotype threat is through introducing role models. One study found that women who took a math test that was administered by a female experimenter did not suffer a drop in performance when compared to women whose test was administered by a male experimenter. Additionally, these researchers found that it was not the physical presence of the female experimenter but rather learning about her apparent competence in math that buffered participants against stereotype threat. The findings of another study suggest that role models do not necessarily have to be individuals with authority or high status, but can also be drawn from peer groups. This study found that girls in same-gender groups performed better on a task that measured math skills than girls in mixed-gender groups. This was due to the fact that girls in the same-gender groups had greater access to positive role models, in the form of their female classmates who excelled in math, than girls in mixed-gender groups. Similarly, another experiment showed that making groups achievements salient helped buffer women against stereotype threat. Female participants who read about successful women, even though these successes were not directly related to performance in math, performed better on a subsequent math test than participants who read about successful corporations rather than successful women. A study investigating the role of textbook images on science performance found that women demonstrated better comprehension of a passage from a chemistry lesson when the text was accompanied by a counter-stereotypic image (i.e., of a female scientist) than when the text was accompanied by a stereotypic image (i.e., of a male scientist). Other scholars distinguish between the challenges of both recruitment and retention in increasing women's participation in STEM fields. These researchers suggest that although both female and male role models can be effective in recruiting women to STEM fields, female role models are more effective at promoting the retention of women in these fields. Female teachers can also act as role models for young girls. Reports have shown that the presence of female teachers positively influences girls' perceptions of STEM and increases their interest in STEM careers.Self-affirmation
Researchers have investigated the usefulness of self-affirmation in alleviating stereotype threat. One study found that women who affirmed a personal value prior to experiencing stereotype threat performed as well on a math test as men and as women who did not experience stereotype threat. A subsequent study found that a short writing exercise in which college students, who were enrolled in an introductory physics course, wrote about their most important values substantially decreased the gender performance gap and boosted women's grades. Scholars believe that the effectiveness of such values-affirmation exercises is their ability to help individuals view themselves as complex individuals, rather than through the lens of a harmful stereotype. Supporting this hypothesis, another study found that women who were encouraged to draw self-concept maps with many nodes did not experience a performance decrease on a math test. However, women who did not draw self-concept maps or only drew maps with a few nodes did perform significantly worse than men on the math test. The effect of these maps with many nodes was to remind women of their "multiple roles and identities," that were unrelated to, and would thus not be harmed by, their performance on the math test.Organized efforts
To increase women's enrollment in the STEM field, researchers believe that it should occur in elementary and middle schools. Gender differences are evident by kindergarten, and many children have developed an attitude towards math and their career. According to a study about high school and middle school students, there is evidence of a gender gap in science and math test scores. Another method to reduce the gender gap is to create communities and opportunities apart from school. For instance, creating a residential program, women's only college, and affiliation between high school and college for STEM programs will help eliminate the gender gap. The research has shown that gender gap in STEM might be because of unsupportive culture that hurts woman's advancement in their career. Therefore, women all over the United States are underrepresented in tenure faculty and leadership positions. Organizations such as Girls Who Code, StemBox, Blossom, Engineer GirlSee also
*References
Notes
Sources
* * *Further reading
* American Association of University Women (2010).