The STEM Gap

By Rasya Ramakrishnan

According to modern research, women make up approximately 28 percent of science and technology workforces. As young elementary, middle, and high schoolers, boys and girls are roughly equally likely to take STEM-related courses. However, a huge gap is created after students graduate from grade school. This gap is known as the STEM gap.

30 years ago, The ratio of men to women who got a 700 or above on their standardized test scores was 17:1. Now, that number has decreased to 3:1. Women representation throughout the STEM field is growing, but men still outnumber them in every field of science. In addition, some fields (such as physics) even show a drastic difference, where women only obtain 20 percent of bachelor’s degrees. What might cause this?

Recent studies have shown that social and environmental factors may have a large impact on why women representation is scarce in the STEM field. Research shows that when teachers and parents tell girls that their intelligence can expand with experience and learning, girls do better on math tests and are more likely to say they want to continue to study math in the future.

Common stereotypes have caused women to rely on other people to show them their potential. This is primarily caused by gender discrimination. Negative stereotypes about girls’ abilities in math can result in lower test performances. Researchers also believe that stereotypes can lower their desire for science and engineering careers over time. When test administrators tell students that girls and boys are equally capable in math, the difference in performance essentially disappears. This proves that the learning environment can improve girls’ achievement in math.

Self worth has impacted girls’ STEM-related careers. It is scientifically proven that girls strictly criticize and undermine their mathematical and scientific abilities more than boys do with similar mathematical achievements. Girls have a natural instinct to be insecure, which automatically makes it less likely for them to aspire to be part of the STEM field in comparison to a typical male. However, girls also are more determined because they are motivated to perform exceptionally well in a “masculine field”.

Many people associate the STEM fields with “males” and humanities and arts fields with “females”. This bias influences girls’ and women’s likelihood of developing their own interests in math and science. In addition to bias, people also often hold negative opinions of women in “masculine” fields, such as scientists or mathematicians. Many individuals judge women to be less competent than men in “male” jobs.

The difference between the representation of men and women in science, technology, engineering, and mathematics is driven by the idea of gender differences in abilities or interests. Many believe that men naturally excel in mathematics, whereas women naturally excel in humanities, art, literature, among many others. However, recent gains in girls’ mathematical achievements demonstrate the importance of social life and learning environments in the creation of abilities and interests. In order to normalize diversity in the STEM field, we must break the barrier and look beyond biases and stereotypes. If we achieve this, we can close the STEM gap together, man or woman.