Why are Women and Minorities Still Underrepresented in STEM Careers?
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Transcript of Why are Women and Minorities Still Underrepresented in STEM Careers?
Copyright © 2007 Stevens Institute of TechnologyCenter for Innovation in Engineering and Science Education
Why are Women and Minorities Still
Underrepresented in STEM Careers?
Susan MetzFounder and Past President
Women in Engineering Proactive Network (WEPAN)
Copyright © 2010 Stevens Institute of TechnologyCenter for Innovation in Engineering and Science Education
Greatest Engineering Achievements of the 20th Century
Electrification Automobile Airplane Water Supply and
Distribution Electronics Radio and Television Agricultural Mechanization Computers Telephone Air Conditioning and
Refrigeration
Electrification Automobile Airplane Water Supply and
Distribution Electronics Radio and Television Agricultural Mechanization Computers Telephone Air Conditioning and
Refrigeration
Highways Spacecraft Internet Imaging Household Appliances Health Technologies Petroleum and Petrochemical
Technologies Laser and Fiber Optics Nuclear Technologies High Performance Materials
Highways Spacecraft Internet Imaging Household Appliances Health Technologies Petroleum and Petrochemical
Technologies Laser and Fiber Optics Nuclear Technologies High Performance Materials
Copyright © 2010 Stevens Institute of TechnologyCenter for Innovation in Engineering and Science Education
Why do we need to encourage students to study engineering and science?
In the last 50 years, more than half of America’s sustained economic growth was fueled by engineers, scientists and advanced-degree technologists, a mere 5% of America’s 132 million-person workforce.
Twenty-five percent of our scientists and engineers will reach retirement age this year.
Copyright © 2010 Stevens Institute of TechnologyCenter for Innovation in Engineering and Science Education
Why do we care if women & minorities become engineers and scientists?
As a consequence of a lack of diversity we pay an opportunity cost, a cost in designs not thought of, in solutions not produced.
Dr. William Wulf, Past President, National Academy of Engineering
By the year 2050, 85% of the entrants into the workforce will be people of color and women. In 2006, women were 26%, African Americans 3.9% and Hispanics 4.4% of all STEM occupations.
If we do not engage women and minorities in the engineering enterprise, we are ignoring more than 52% of America’s intellectual talent.
Copyright © 2010 Stevens Institute of TechnologyCenter for Innovation in Engineering and Science Education
The Changing Domestic Talent Pool
1980
Native American, 0.6%
Asian, 1.5%
Hispanic, 6.4%
Black, non-Hispanic,
11.7%
White, non-Hispanic,
83.1%
2000
White, non-Hispanic,
69.1%
Black, non-Hispanic,
12.1%
Hispanic, 12.5%
Asian, 3.6%
Native American, 0.9%
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What mathematics courses are U.S. high school students taking? 2005
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What science courses are U.S. high school students taking? 2005
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Intended College Major of High School SAT Test-Takers
0.00% 2.00% 4.00% 6.00% 8.00% 10.00%
Computer Science
Math/Statistics
Physical Science
Engineering
Source: CPST, data derived from the College Board
Precent Chosen Major of SAT Test-Takers, 2008
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Little Change in Mathematics SAT Scores by Sex
460
470
480
490
500
510
520
530
540
550
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Male
Total
Female
Source: CPST, data derived from the College Board
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Mathematics SAT Scores Increased for Most Minority Groups
0 100 200 300 400 500 600 700
Total
White
African American
Asian/Pacific Islander
Native American
Mexican American
Puerto Rican
Other Hispanic
2008
1996
Source: CPST, data derived from The College Board
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Women and Girls in IT
Girls comprise fewer than 17% of AP computer science exam-takers.
(Physics 35%, Chem 47%, Calc 42 & 49%, Bio 59%)
Between 1985-2008, the share of computer science bachelor’s degrees awarded to women dropped from 37 to 18 percent.
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Males Far More Likely to Plan to Major in Technical Fields Than are Females
Source: CPST, data derived from Higher Education Research Institute
0.0
5.0
10.0
15.0
20.0
25.0
30.0
1994 1996 1998 2000 2002 2004 2006 2007
Males
0.0
5.0
10.0
15.0
20.0
25.0
30.0
1994 1996 1998 2000 2002 2004 2006
Computer Science
Physical Sciences
Engineering
Females
2007
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Freshman Engineering Enrollments: No Progress for Women
0
20,000
40,000
60,000
80,000
100,000
120,0001
98
4
19
86
19
88
19
90
19
92
19
94
19
96
19
98
20
00
20
02
20
04
20
06
Women Men Total
Freshman Engineering Enrollment by Sex
Source: CPST, data derived from Engineering Workforce Commission
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Progress Slows for Underrepresented Minority Freshmen in Engineering
0
10,000
20,000
30,000
40,000
50,000
60,000
19
86
19
88
19
90
19
92
19
94
19
96
19
98
20
00
20
02
20
04
20
06
African Americans Hispanics Native Americans
Asians Foreign Nationals
Source: CPST, data derived from Engineering Workforce Commission
Freshman Engineering Enrollment by Race/ Ethnicity
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The Decline of Women in Engineering Evident for all Races/Ethnicities
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006
Total
African American
Latina
Native American
Source: CPST, data derived from Engineering Workforce Commission
Enrollments of Women in Engineering by Race/ Ethnicity
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U.S. Undergraduate Engineering Enrollment by Sex & Race/Ethnicity
0.0
2.0
4.0
6.0
8.0
10.0
12.0
14.0
16.0
18.0
20.0
1994 1996 1998 2000 2002 2004 2006
Perc
en
t
Women
African American
Hispanic
Asian
Native American
Source: CPST, data derived from Engineering Workforce Commission
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Women Still Earn Few Bachelor’s Degrees in Some Engineering Disciplines
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Women in Selected Occupations 2007
0.3
0.073
0.086
0.115
0.212
0.256
0.282
0.326
0.388
0.408
0.426
0.462
0.619
0.644
0% 10% 20% 30% 40% 50% 60% 70%
Psychologists
Accountants/Auditors
Postsecondary Teachers
Biological Scientists
Chemists
Marketing & Sales Mgrs.
Lawyers
Physicians/Surgeons
Dentists
Chief Executives
Chemical Engineers
Civil Engineers
Electrical Engineers
Mechanical Engineers
Source: CPST, data derived from Bureau of Labor Statistics (Women in the Labor Force: Databook, 2007)
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Minorities in Selected Occupations 2007
0% 2% 4% 6% 8% 10% 12% 14% 16% 18%
Accountants/Auditors
Chemical Engineers
Chemists
Electrical Engineers
Marketing & Sales Mgrs.
Physicians/Surgeons
Postsecondary Teachers
Lawyers
Civil Engineers
Dentists
Psychologists
Chief Executives
Mechanical Engineers
Biological Scientists
Black
Hispanic
Source: CPST, data derived from Bureau of Labor Statistics (from the CPS, 2007)
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Role of Community Colleges
A 2004 report from the National Science Foundation found that almost half of the more than 740,000 science and engineering graduates with bachelor’s degrees in 1999 and 2000 attended a community college at some point.
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What impacts student interest in STEM and IT?
Engineering courses are not integrated into K-12 education.
Cultural and individual stereotypes persist.
A lack of awareness about what engineers and scientists contribute to the world.
Influential people in students’ lives are unfamiliar or uneasy with math, science and STEM fields.
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Are girls disproportionately affected by issues relating to interest in STEM?
Study: Female Teachers’ Math Anxiety Affects Girls’ Math Achievement. (Beilock et. al., 2009) Finding: By end of school year, the more anxious 1st
and 2nd grade teachers were about math, the more likely girls (not boys) were to endorse commonly held stereotypes (boys are good at math, girls are good at reading). And, these girls’ exhibited lower math achievement .
Copyright © 2010 Stevens Institute of TechnologyCenter for Innovation in Engineering and Science Education
Are girls disproportionately affected by issues relating to interest in STEM?
Study: National Differences in Gender-Science Stereotypes Predict National Sex Differences in Science and Math Achievement. (Noseka et al.,2009)
Finding: 70% of more than half million Implicit Association Tests completed by people in 34 countries revealed expected implicit stereotypes associating science with males more than females. Nation-level implicit stereotypes predicted nation level sex differences in 8th grade science and math achievement.
Copyright © 2010 Stevens Institute of TechnologyCenter for Innovation in Engineering and Science Education
Are girls disproportionately affected by issues relating to interest in STEM?
Study: Gender, Culture, and Mathematics Performance. (Hydea and Mertz, 2009) Finding: In US, girls and boys have reached parity in math
performance at all grade levels. Among mathematically gifted, boys favor girls 4 to 2 but gap is closing and differences correlate with countries gender equity, indicating that the gap is due in large part to socio-cultural not biological issues.
Copyright © 2010 Stevens Institute of TechnologyCenter for Innovation in Engineering and Science Education
The Challenge: Convert Perceptions of Students, Parents, Educators
FROM THIS… Nerd Math and science geek Must be brilliant White male Primarily works with
machines Communicates poorly Boring/Rigid Irrelevant
TO THIS… Creative Enjoys and does well in
math and science Likes to solve problems Works in teams Improves people’s lives Curious Makes the world work
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What can we do to encourage students to consider STEM and IT careers?
Dispel the stereotypes that persist. Provide resources and information to students, parents and
educators. Urge educators who are uneasy with math and science to
encourage students to explore the field (and hide their discomfort!).
Broaden perspectives about the profile of students (male and female of all demographics) who might be interested in or benefit from studying these fields.
Suggest that students investigate programs at colleges designed to introduce students to these fields.
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Barbie’s 125th Career Computer Engineer
"As a computer engineer, Barbie will show girls that women can turn their ideas into realities that have a direct and positive impact on people's everyday lives in this exciting and rewarding career."
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What else can we do to encourage students to consider STEM and IT?
Remind students that taking math and science courses is important since so many careers in the 21st century require this knowledge.
Integrate engineering and IT activities into existing math and science courses.
Organize a career program at your school and invite students and professionals involved in these fields to talk about what they do.
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Career Challenges for the 21st Century
• Energy• Environment• Healthcare• Information Systems• Security• Communications• Transportation
Copyright © 2010 Stevens Institute of TechnologyCenter for Innovation in Engineering and Science Education
Resources to Help Students and their Parents to Explore Engineering
Center for Innovation in Engineering & Science Education: www.stevens.edu/ciese
ASEE Engineering K-12 Center: www.engineeringk12.org Engineer Girl!: www.engineergirl.org Sloan Career Cornerstone Center: www.careercornerstone.org Engineers Week: www.eweek.org Society of Women Engineers: www.swe.org National Alliance for Partnerships in Equity www.napeequity.org National Academies CASEE Virtual Support Network eees.nae.edu WEPAN: Making the Connection http://www.wepan.org