How often have we been told that our progress, our economy, and our future require the innovation and technology of applied math and science? How desperately are students recruited to these science, technology, engineering, and mathematics fields, collectively called “STEM” fields? In the words of President Obama, “Leadership tomorrow depends on how we educate our students today—especially in science, technology, engineering and math.” Growth in these fields has been promising- from 2000-2012, STEM careers grew 8% and are expected to grow even more in the next decade Yet, shockingly, less than 25% of current STEM jobs are held by women. With half the population underrepresented in these nation-defining fields, progress is not at full potential.
No, science and math are not for everyone. And no, you won’t get get economy-booming innovation from uninterested men or women who were forced into such fields. But there is a problem when people who are interested aren’t pursuing STEM careers. Unfortunately, evidence shows that girls who show interest and aptitude for math and science don’t pursue STEM degrees due in large part to negative gender stereotypes. This phenomenon of “stereotype threat” can affect girls as young those in elementary school. Stereotypes that depict boys as superior in math and invention, and girls as quiet and nurturing, can undermine girls’ performance in STEM fields even when women and girls have positive math attitudes.
Stereotypes can continue to affect impressionable minds, even in college. Introductory course work focussed on technical labs and constructive activities offer a narrow view of what can be achieved with a STEM degree, discouraging some girls’ interest in STEM majors. Even past the university setting, by maintaining certain fields as male-dominated, the culture within those fields continues to be established and maintained by men. A recent study, in which scientists were presented with application materials from a student applying to be a lab manager, and intending to go to grad school after this job. Half the scientists were given the application with a male name attached, and the other half received the exact same application with a female name instead. The scientists were then asked to rank on a scale from 1 to 7 the applicant on competence, hireability, and whether or not they’d be willing to mentor the student. In each category, the “male applicants” received an average rating of almost an entire point higher than the “female” applicants. In addition, the starting salary the scientists were willing to offer the male, $30,000 was significantly higher than the $26,000 that would be offered to the female. Interestingly, both male and female scientists showed this discrepancy among the boy and girl applicant, showing that gender stereotypes are often accepted by females as well.
Ultimately, gender stereotypes undermine the confidence of young girls that could be the bright minds leading our future society. STEM programs exist for college women, and professional societies for career women, but stereotypes can deeply affect young girls far before college. Girls and boys should be treated, educated, and encouraged equally to pursue their interests. Universities need broaden course work and show the variety of careers that a STEM degree can be used for, other than the traditional hard-hatted view of male engineers building stuff. Finally, all else equal, men and women who work the same job at the same company should be paid the same salary- there should be no pay gap, in any field. STEM fields need to catch up with the rest of the academic world- where men and women are mostly equally represented in other fields. Although traditionally dominated by men since the time of early math and science, men also need to adapt to a more inclusive atmosphere when their female counterparts are equally welcome.
