Underrepresentation Of Women

Women are severely underrepresented in STEM careers. Whether it is due to biased opinions or lack of representation, it has become a problem in all parts of the world. As Nnachi and his colleagues said in their published article, “In our society today, most people attribute science and technology fields with ‘males’ and humanities and arts fields with ‘females’”. These endless biases negatively affect women and put an unfair stereotype on them. These
(Newmark) women are expected to work in more laid-back and less grueling careers. It is known that women worldwide are not being represented enough in physical sciences and traditionally male-dominated jobs (McCullough).The issue of women's underrepresentation in these careers is poorly affecting
the prospects for future women in these fields. Younger women do not have anyone to look up to and are turning away from STEM (science, technology, engineering, and mathematics) careers due to these numerous factors. The participation of young women in science, technology, engineering, and math in the past few years has improved, but only briefly and only in certain more “girly” fields.
Although men still overpower women in the involvement of STEM, women have become overrepresented in the life sciences such as biology and social sciences like psychology. Yet, on the other hand, the gap between women and men in physics, engineering, and computer science is growing and becoming more prominent (McCullough). According to Martin, “the percentage of women choosing math and science courses dropped by four percent from 1993 to 1999”. This goes to prove that more taxing and demanding courses of study such as math or physics are being disregarded by women more and more. To elaborate, women make up more than half of the college-educated populace, but only
(Gentry) make up 24% of the STEM workforce (Gentry). Overall, forty percent of women are represented in the life sciences and sixty percent have a career in social sciences. These two fields have been adequately represented in our society (Martin). However, the most concerning part is the lack of women in engineering, computer and mathematical sciences. With only fifteen percent of women, engineering is by far the least represented STEM career. Computer and mathematical sciences are next with only twenty-five percent of the female populace involved
(“Statistics”). Women are turning away from these fields as a result of a number of different elements, the largest being the lack of encouragement shown to younger girls. To illustrate, modern classrooms are set up in a prejudiced way, even if it is not on purpose. Girls are shown at a young age what careers they should be looking forward to having. They are unintentionally taught that females should be softer and elegant, something that STEM careers are usually not. Seventeen percent of girls said that teachers do not think it is important for them to excel in math (“Improve”). Although that number is relatively low, it is still much too high in our society. Young girls should be taught that all subjects are important, and that girls are allowed to choose whichever they think is best without these set biases to unintentionally hold them back. Furthermore, without representation and older women to look up to, girls are shying away from STEM even more. According to Davis, “Women and girls need to see female role models in the workplace that look like them over and over and over again. They need to receive the message that women can work in STEM careers and be successful and fulfilled in their work.”. A study of children ages eight to seventeen in 2009 showed that more than four times as many boys showed an interest in STEM as females (“Improve”). This even carries on to college-aged women. Thirty-eight percent of women who entered college in STEM fields demonstrated concerns that different areas of study may have been a better fit (Nnachi). These women are intimidated by the chance of failure due to not having watched other women like themselves succeed. Another study showed women who had a successful female role model were more likely to be positive, were more self-efficient, and have a better connection to their field of study (McCullough). When people think of a ‘boss’ they usually picture a man in a suit who they look up to; they do not picture a female in the position.
This standing stereotype is a result of years and years of a male-dominated society. Women were looked upon as an object of men, and it has been tough trying to break that outlook (Martin). Women are subject to multiple different biases and stereotypes that they must fight on a day-to-day basis. The expectations that surround women are abundantly sexist and still common. Although women have achieved their rights and are allowed to work wherever they please, women in society are still expected to stay home and raise children in some places (Nnachi). What is more, a substantial obstacle in any working women’s life is the choice between children or career. A great deal believe that they cannot possibly do both (McCullough). Albeit not true, this is a vast turn-off for women looking into these careers who desire a family. Additionally, women who are in jobs of STEM are often perceived as ‘masculine’ or ‘unladylike’ and this accounts for some of the avoidance of these careers (Nnachi). Women are not expected to be assertive or aggressive in their careers (McCullough). Stereotypes in the minds of many have created an image of women that has shaped how people think of them and what they think they should be doing. Namely, women have always been depicted as docile and obedient, and being anything other than that is a put-off. Moreover, women with the
lack of support are more likely to leave STEM (McCullough). These stereotypes can become overbearing and some women worry that they will not be seen as a female or feminine enough if they are in jobs that have always been perceived as more masculine. Although many companies involved in STEM around the globe hold a long standing prejudice against their female employees, there are also many companies and organizations that work to end the gap between men and women. Some examples of these companies are the National Girls Collaborative Project; the mission of this organization is to insure girls have all of the resources they need to advance in STEM education. This organization helps promote STEM fields and raise the interest within the younger age groups (Gentry). Some of the goals of this organization include
(“AWIS”) increasing resources, increase the amount of young girls involved in STEM, and improve upon the gender equity in STEM fields. Another example of an organization that is designed to help women in STEM is AWIS or otherwise known as the Association for Women in Science. AWIS’s purpose is to help women in STEM reach their potential by eliminating any obstacles that may come in their way. They advocate change within the STEM fields and work hard to decrease the gap between women and men. Their visions include women earning a fair amount of pay, eliminating biases in the workplace, and offering the ability to achieve optimal success (“AWIS”). These organizations plus many more help us eliminate the inequality in STEM fields. In conclusion, women continue to be subjected to harsh stereotypes and biases that reduce the amount of participation in STEM fields. The involvement of women in STEM is greatly needed, yet the percentage of women entering these fields is decreasing. Support and role models are crucial in increasing the hiring and recruitment of women in math and science. With work on our society, women can have a foothold in these careers and excel tremendously.

Works Cited
“AWIS.” AWIS.org, www.awis.org/. Accessed 4 May 2017.
Davis, Rebecca. “Women in STEM and Human Information Behavior: Implications for LIS Educators.” Journal of Education for Library and Information Science, Association for Library and Information Science Education. 2150 N 107th Street Suite 205, Seattle, WA 98133. Tel: [phone]; Fax: [phone]; e-Mail: [e-mail]; Web Site: Http://Www.alise.org/Jelis-2, 30 Nov. 2013, eric.ed.gov/?id=EJ1074281. Accessed 15 Mar. 2017.
Gentry, Nicole. “Society Is Not Pressuring Women Away from STEM.” The Dragon Spirit, chsdragonspirit.com/3226/arts-entertainment/society-is-not-pressuring-women-away-from-stem/. Accessed 13 Apr. 2017.
“Improve Girls' and Women's Opportunities in Science, Technology, Engineering, and Math.” American Association of University Women, American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036. Tel: [phone]; Tel: [phone]; Fax: [phone]; e-Mail: [e-mail]; Web Site: Http://Www.aauw.org, 30 Apr. 2010, eric.ed.gov/?id=ED509652. Accessed 29 Mar. 2017.
Martin, David C. “It's Not My Party: A Critical Analysis of Women and Minority Opposition towards STEM.” Critical Questions in Education, Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: [phone]; e-Mail: [e-mail]; Web Site: Http://Academyforeducationalstudies.org, 30 Nov. 2015, eric.ed.gov/?id=EJ1104684. Accessed 15 Mar. 2017.
McCullough, Laura. “Women's Leadership in Science, Technology, Engineering and Mathematics: Barriers to Participation.” Forum on Public Policy Online, Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: [phone]; Fax: [phone]; e-Mail: [e-mail]; Web Site: Http://Www.forumonpublicpolicy.com, 30 Nov. 2010, eric.ed.gov/?id=EJ944199. Accessed 29 Mar. 2017.
Newmark, Craig. “Women Doing STEM Right.” Craigconnects, 23 July 2015, craigconnects.org/2014/09/women-doing-stem-right.html. Accessed 13 Apr. 2017.
Nnachi, N. O.|Okpube M. N. “Psycho-Social Determinants of Gender Prejudice in Science, Technology, Engineering and Mathematics.” Journal of Education and Practice, IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: [phone]; e-Mail: [e-mail]; Web Site: Http://Iiste.org/Journals/Index.php/JEP, 30 Nov. 2014, eric.ed.gov/?id=EJ1079772. Accessed 29 Mar. 2017.