The National Center for Science and Engineering Statistics (NCSES) recently released its 2017 Women, Minorities, and Persons with Disabilities in Science and Engineering (WMPD) report. It shows the degree to which women, people with disabilities and minorities are underrepresented in science and engineering.
Although the number of women earning degrees in engineering has increased in the past 20 years, women’s participation remains well below that of men at all degree levels and in all fine fields of engineering.
These levels of participation vary by field, with a higher participation in social sciences and biosciences and a lower participation in areas like computer science and engineering.
This mirrors a different set of data from Change the Equation that shows since 2007, of the female high school students who concentrate in STEM CTE, most study health science, and few pursue the areas of science and engineering, IT, and manufacturing.
While it’s good to see the uptick in health sciences, it’s disheartening to see that girls and women are still underrepresented in the areas of science and engineering, and manufacturing.
So what can be done? Mentorship, inclusiveness, and opportunity are all ways educators can help encourage girls’ interest in STEM fields.
Especially in light what we’ve seen with young girls having gendered beliefs about intelligence as young as 6, our primary focus should be changing perceptions while girls are young.
Redesign STEM and CTE curricula to create learning environments that welcome all genders fairly and equally. Part of this new environment means encouraging a diverse range of STEM and CTE areas, promoting the areas of engineering and manufacturing for girls so that they understand these fields are not boys-only. Shop class should never be taboo for girls.
Help girls envision their futures. Highlight success stories of women in history (Hidden Figures anyone?) and bring in local women engineers, scientists and manufacturers to speak to your classes.
Get parents involved. Girls’ perception of STEM and CTE don’t stop in the classroom. Encourage parents to be active participants in their child’s education by having open conversations about their dreams and normalizing all areas of STEM and CTE for girls.
What are you doing to change your students’ perceptions of STEM and CTE?
