The Importance Of Women's Degree In STEM Field
Throughout history women have been seen as inferior to men. Women have had to fight for the right to vote, to own property, and to have a job, and it is time that women should no longer have to fight to be seen as equal to men. According to Landivar, from the US Census Burro, women make up about 50% of the workforce in the United States, but as of 2011, only 26% of the careers in Science, Engineering, Technology, and Mathematics (STEM) were held by women. While men do make up the majority of those who graduate with a degree in a STEM field, 31% are employed in STEM fields, while only 15% of women with a STEM related degree are employed in STEM fields (Landivar, 2013.) In the 21st Century, it is no longer acceptable for women to be underrepresented
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in STEM fields.
There are many reasons why women are underrepresented in STEM fields, both conscious and unconscious. From an early age, boys are more likely than girls to be engaged in scientific conversation by parents. According to Saucerman and Vasquez (2014), based on an experiment conducted in a children’s museum in California, an observation of the interactions between parents and children showed that 29% of interactions with boys involved a scientific explanation, while only 9% of interactions with girls involved a scientific explanation. The difference between boys (78%) and girls (74%) who initiate the interaction is not significant enough to explain the difference in parent to child interactions (Saucerman & Vasquez, 2014.) This study suggests that parents unconsciously expose their sons to more scientific and math concepts and ideas than their daughters, even before they enter school. The increase in science and mathematical related interactions between parents and their sons when compared with daughters also sends girls the messages that boys are more suited for careers in STEM fields. In high school, boys are more likely to take physics, 41% of boys will take physics, while only 36% of girls will take physics (Nord et al., 2011.) If in the community there is a significant number of females in a STEM field career, the gender gap between students taking high school physics decreases. The gender gap will likely decrease in communities where there is a large number of females STEM employees because stereotypical gender roles are challenged and younger girls have female role models in STEM fields to look up to (Riegle-Crumb & Moore, 2014.) Overall the gender gap between males and females in math and science courses is decreasing, with both taking an average of 7.4 math and science credits; however, females are still less likely to take upper level science courses (Nord et al., 2011.) The decrease the gender gap in math and science overall shows the gender gap in STEM fields has the potential to decrease. However, the gap in higher level science and math courses shows that there is more room for progress for gender equality in STEM fields. According to Herman (2015) women may be less likely to get jobs in STEM fields because they are seen as less employable. Women, especially mothers, are assumed to not be able to relocate, work extreme hours, and travel for work, because they have a family to take care of (Herman, 2015.) While women do tend to take more time off during the beginning of their career, men are more likely than women to take sick leave during the later years of their career (Tacsir, Grazzi, & Castillo, 2014.) Stereotypes and social norms tend to influence the qualities employers look for in potential employees. In male dominated careers, the traits where men had an advantage over women, those traits were favored (Saucerman & Vasquez, 2014.) For example if the male candidate had more education than the female candidate, education is considered more important, but if the male candidate has more experience, experience is considered more valuable. Once a woman is in a STEM field career, she is not out of the woods yet.
Women who do get jobs in STEM fields often have a different mindset than their male collogues. Because gender stereotypes may led females to believe are less likely to succeed in STEM related careers, the women may feel they have to approach their jobs differently than their male peers. Females will often approach careers with a prevention mindset, which prevents them from taking the risks required to advance and succeed in their careers (Saucerman & Vasquez, 2014.) According to Saucerman and Vasquez (2014) promotions to leadership positions are also influenced by social norms and gender based stereotypes. When female candidates have qualities that would be beneficial for leadership positions they are seen as negative qualities (Saucerman & Vasquez, 2014.) Girls are generally perceived as bossy, whereas boys are perceived as leaders and just “getting things done.” Gender inequality in STEM fields is not about placing blame on anyone, it is about both men and women working together to best advance society overall and ensure both men and women have an equal shot at higher level positions in STEM fields. Females are not asking for anything to be handed to them, a level playing field is all they are asking for. The issues of gender inequality in STEM fields will not be fixed overnight, but to begin to level the playing field, education of the issues is
key. Women have fought for equal rights throughout history, but the fight is not over yet. Stereotypes, social norms, and subconscious bias are all obstacles to equal representation of women in STEM fields. In the 21st century, it is time for women and men to work together to get rid of stereotypes and bias and allow male and female candidates to have equal opportunities to get jobs in STEM fields.
in STEM fields.
There are many reasons why women are underrepresented in STEM fields, both conscious and unconscious. From an early age, boys are more likely than girls to be engaged in scientific conversation by parents. According to Saucerman and Vasquez (2014), based on an experiment conducted in a children’s museum in California, an observation of the interactions between parents and children showed that 29% of interactions with boys involved a scientific explanation, while only 9% of interactions with girls involved a scientific explanation. The difference between boys (78%) and girls (74%) who initiate the interaction is not significant enough to explain the difference in parent to child interactions (Saucerman & Vasquez, 2014.) This study suggests that parents unconsciously expose their sons to more scientific and math concepts and ideas than their daughters, even before they enter school. The increase in science and mathematical related interactions between parents and their sons when compared with daughters also sends girls the messages that boys are more suited for careers in STEM fields. In high school, boys are more likely to take physics, 41% of boys will take physics, while only 36% of girls will take physics (Nord et al., 2011.) If in the community there is a significant number of females in a STEM field career, the gender gap between students taking high school physics decreases. The gender gap will likely decrease in communities where there is a large number of females STEM employees because stereotypical gender roles are challenged and younger girls have female role models in STEM fields to look up to (Riegle-Crumb & Moore, 2014.) Overall the gender gap between males and females in math and science courses is decreasing, with both taking an average of 7.4 math and science credits; however, females are still less likely to take upper level science courses (Nord et al., 2011.) The decrease the gender gap in math and science overall shows the gender gap in STEM fields has the potential to decrease. However, the gap in higher level science and math courses shows that there is more room for progress for gender equality in STEM fields. According to Herman (2015) women may be less likely to get jobs in STEM fields because they are seen as less employable. Women, especially mothers, are assumed to not be able to relocate, work extreme hours, and travel for work, because they have a family to take care of (Herman, 2015.) While women do tend to take more time off during the beginning of their career, men are more likely than women to take sick leave during the later years of their career (Tacsir, Grazzi, & Castillo, 2014.) Stereotypes and social norms tend to influence the qualities employers look for in potential employees. In male dominated careers, the traits where men had an advantage over women, those traits were favored (Saucerman & Vasquez, 2014.) For example if the male candidate had more education than the female candidate, education is considered more important, but if the male candidate has more experience, experience is considered more valuable. Once a woman is in a STEM field career, she is not out of the woods yet.
Women who do get jobs in STEM fields often have a different mindset than their male collogues. Because gender stereotypes may led females to believe are less likely to succeed in STEM related careers, the women may feel they have to approach their jobs differently than their male peers. Females will often approach careers with a prevention mindset, which prevents them from taking the risks required to advance and succeed in their careers (Saucerman & Vasquez, 2014.) According to Saucerman and Vasquez (2014) promotions to leadership positions are also influenced by social norms and gender based stereotypes. When female candidates have qualities that would be beneficial for leadership positions they are seen as negative qualities (Saucerman & Vasquez, 2014.) Girls are generally perceived as bossy, whereas boys are perceived as leaders and just “getting things done.” Gender inequality in STEM fields is not about placing blame on anyone, it is about both men and women working together to best advance society overall and ensure both men and women have an equal shot at higher level positions in STEM fields. Females are not asking for anything to be handed to them, a level playing field is all they are asking for. The issues of gender inequality in STEM fields will not be fixed overnight, but to begin to level the playing field, education of the issues is
key. Women have fought for equal rights throughout history, but the fight is not over yet. Stereotypes, social norms, and subconscious bias are all obstacles to equal representation of women in STEM fields. In the 21st century, it is time for women and men to work together to get rid of stereotypes and bias and allow male and female candidates to have equal opportunities to get jobs in STEM fields.