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| Paper: |
Engaging Girls in STEM: A Discussion of Foundational and Current Research on What Works |
| Volume: |
457, Connecting People to Science |
| Page: |
7 |
| Authors: |
Peterson, K.; Jesse, J.; Migus, L. H. |
| Abstract: |
Diversity in science, technology, engineering, and
mathematics (STEM) education and careers occupies center stage in national discussions on U.S. competitiveness in the
21st century. Women constitute roughly half the total workforce in the U.S., but they hold just 25% of mathematical and
science jobs and 11% of engineering jobs. Women earn nearly 60% of all bachelors and masters degrees, except in physics,
computer science, and engineering, where the percentages are 20–25%. This disparity is even more pronounced at the
doctoral level, where women earn fewer than 20% of awarded Ph.D.'s in physics or engineering. However, at the high school
level, there is far less gender disparity: both female and male students take comparable advanced physical science and math
courses. What, then, accounts for the lack of gender diversity in STEM advanced education and career paths? In fact, there
is no consensus even among experts. So, what information and strategies do the EPO community need to know and
include as part of designing and implementing programs to encourage more girls and women to engage in STEM for the
long term?
The panelists will discuss foundational and current research on pressing questions on why these trends exist and what can
be done to change them. They will highlight research and evaluation results from programs that are successfully engaging
girls in STEM. |
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