Women and Science, Technology, Engineering, and Mathematics (STEM)
Donna Ginther2017, The Oxford Handbook of Women and the Economy
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Abstract
Researchers from economics, sociology, psychology, and other disciplines have studied the persistent underrepresentation of women in science, technology, engineering, and mathematics (STEM). This chapter summarizes this research. It argues that women’s underrepresentation is concentrated in the math-intensive science fields of geosciences, engineering, economics, math/computer science, and physical science. Its analysis concentrates on the environmental factors that influence ability, preferences, and the rewards for those choices. The chapter examines how gendered stereotypes, culture, role models, competition, risk aversion, and interests contribute to the gender STEM gap, starting in childhood, solidifying by middle school, and affecting women and men as they progress through school and higher education and into the labor market. The results are consistent with preferences and psychological explanations for the underrepresentation of women in math-intensive STEM fields.
Key takeaways
- • Promote publication of regular information and statistics about achievements of girls and women in STEM, through their networks; This will raise the creation of role models in STEM and to make the contribution of women in this field more visible;
- • ensure access and give encouragement to a greater number of girls and women to pursue an education and careers in STEM; • increase the representation of girls and women in STEM;
- Promote publication of regular information and statistics about achievements of girls and women in STEM, through their networks; This will raise the creation of role models in STEM and to make the contribution of women in this field more visible; [N] [G] Urge governments to monitor research in these areas of STEM innovation for women and girls and communicate the results; [N]
- GWI promotes equal opportunities for education in STEM subjects for girls and women especially those leading to STEM professions that include decision-making positions.
- Academic STEM search committees regularly report that the absence of women in STEM fields is due to a lack of available women.
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Researchers from economics, sociology, psychology, and other disciplines have studied the persistent under-representation of women in science, technology, engineering, and mathematics (STEM). This chapter summarizes this research. We argue that women's under-representation is concentrated in the math-intensive science fields of geosciences, engineering, economics, math/ computer science and physical science. Our analysis concentrates on the environmental factors that influence ability, preferences, and the rewards for those choices. We examine how gendered stereotypes, culture, role models, competition, risk aversion, and interests contribute to gender STEM gap, starting at childhood, solidifying by middle school, and affecting women and men as they progress through school, higher education, and into the labor market. Our results are consistent with preferences and psychological explanations for the under-representation of women in math-intensive STEM fields.
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