The+Gender+Gap+in+STEM+Fields

=Introduction =

toc The gender d isparity in STEM topics is and has been a serious problem. Women hold a total of 24 percent of STEM career jobs, as [|the data]  shows [Fig.1]. This is a worldwide issue, with all countries experiencing the same phenomenon of women not choosing STEM as their career. This has become of public interest because with the gender equality movement came a great deal of encouragement for women, from voting to owning property to closing the wage gap. However, STEM, particularly engineering and computer science, still lacks equality. Figuring out why is of interest because our society is working towards a goal of equality for women in STEM. The areas of research to discuss include women feeling as though they do not belong in STEM, lack of role models and mentors for girls in STEM, mathematics anxiety, parental influence on decisions to join STEM, and stereotypes of the STEM field.

=Lack of Sense of Belonging =

Several studies have been conducted on how much girls and women feel they belong in STEM. In these studies, there have been findings that girls often drop out of the STEM field because they feel they do not belong or that boys should be the ones in STEM. Girls as young as six years old felt that engineering and computer science are male-dominated fields and showed less interest in joining [19]. Race also has an effect on the sense of belonging of individuals. White males report feeling the most like they belong in STEM, with [|women of color] reporting the least. Sense of belonging is affected by interpersonal relationships, and when girls and women are the minority, they feel rejected by the field. Personal interest drops quickly when interpersonal relationships are not strong [10].

These studies show us that girls and women being a minority in STEM self-perpetuates. We know that girls feel a lack of sense of belonging in STEM, and it may be one of the reasons they drop out. This is an accepted theory for why there are less girls and women in STEM, however once college hits, it is no longer a large proponent of why girls drop out. Because girls that choose STEM as their major graduate at the same rates as their male counterparts [16], sense of belonging is affecting women in STEM throughout their journey from elementary school to career, but only young girls drop out. Still to be discovered in this topic is how to help girls feel more like they belong to change this phenomenon. Researchers have suggested solutions such as more role models and mentors, girls-only STEM activities, and more encouragement for girls from teachers. However, effects of these strategies are difficult to measure and quantify. As of now, there is not an answer for how to best help girls feel included and like they belong.

=Role Models and Mentors =

Studies on role model and mentor effects on girls in STEM show positive results. With a woman in STEM to guide girls, they feel more positive about the field and like they belong there. Some studies show that girls in college with mentors tend to stay in the program more than girls without [20]. Another study shows that girls in elementary school who are introduced to an aerospace club with a female leader tended to continue STEM into middle school [14]. However, these girls were not tracked beyond middle school and there was no control of a group led by a man. In any case, girls with mentors (male or female) are more likely to succeed and continue in STEM.

=Mathematics Anxiety =

Mathematics anxiety causes a student to fear not performing as well as their classmates in math. Many girls suffer from this, and it affects their decision to join STEM or not [8]. [|Standardized test]s shows that girls are as capable in mathematics than boys their age [1]. It would follow that girls think of themselves as capable, but that is not the case. Mathematics anxiety is a problem, since the data shows girls can succeed in STEM, but the test scores do not affect their opinions on it. Girls with self-doubt about their mathematic abilities have less peer support, feel less like they belong, and have a higher rate of dropping out [13].

Many studies on mathematics anxiety show that it is a problem, and without some sort of confidence boost, many girls decide they hate math or do not want to do STEM because they feel like they cannot, even though they can. Boys feel less pressure to be correct all the time and learn from their mistakes instead. Girls will not take risks for fear of being wrong.

The unknown is how to stop mathematics anxiety and encourage girls to be confident in their mathematics abilities. The tests already tell them that they are doing fine, so logic is not the answer. It is a cultural way of thinking that must be addressed if the goal is to eradicate math anxiety in girls.

=<span style="font-family: Arial,Helvetica,sans-serif;">Parental Influence =

<span style="font-family: Arial,Helvetica,sans-serif;">Studies show that girls and boys are influenced by their [|parents’ perceptions] of STEM, especially their mothers [18]. Girls are less likely to join STEM if their mothers disapprove [17]. Stereotypes that STEM is reserved for men are perpetuated mostly through parents. Parental belief in their children has more bearing on the child’s success than any other factor [4]. Without parental support, girls will have lower confidence, sometimes developing mathematics anxiety, and feel like they do not belong in STEM. Parents, especially mothers, are the most influential when determining whether a child joins STEM. Boys are encouraged to do so, and girls are encouraged to go into the arts or service, as stereotypes suggest.

<span style="font-family: Arial,Helvetica,sans-serif;">While we do know that parental influence holds weight over the decision to join STEM, we do not know how many parents believe their girls should not. There have not been studies conducted on actual parental input or their thoughts on the matter. Studies to date target children considering STEM, asking them questions and not their parents.

=<span style="font-family: Arial,Helvetica,sans-serif;">Stereotypes =

<span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">The stereotypes of the STEM field are a factor in girls not showing interest in STEM. [|First graders] are found to hold stereotypes that robotics is for men [5]. Stereotypes of work environment dissuade girls from joining [2], as shown in a study about classrooms. When shown stereotypical STEM classrooms [Fig.2], girls were less likely to be interested in going into STEM than girls shown a non-stereotypical classroom [3]. Studies show that a majority of people know about the gender disparity and beli <span style="font-family: Arial,Helvetica,sans-serif;">eve the stereotypes [7].

<span style="font-family: Arial,Helvetica,sans-serif;">These studies concur that stereotypes are prevalent from a very young age, and girls are less likely to choose STEM because of them. Girls are encouraged to go into art or service and boys are encouraged to join STEM. Studies to date have not found the extent of everyone who believes these stereotypes, but since they are still being perpetuated, it is a reason that the gender gap persists in STEM.

=<span style="font-family: Arial,Helvetica,sans-serif;">Conclusion =

<span style="font-family: Arial,Helvetica,sans-serif;">There have been many studies on why the gender disparity in STEM takes place, and the information found condenses to the five topics reviewed. The reasons why girls are dropping out of STEM before reaching a career can be understood through this research. However, there is little information on what can be done to stop these phenomena from continuing. There is still only 24% women in STEM careers [Fig.1]. There are policies being put in place to try and boost this, from mentorship programs to girls-only clubs, but the effectiveness of such efforts is still to be determined. It may take more time and more vigilant study to find these answers so that the gender gap can be closed, and a true gender equal field can be achieved.

=<span style="font-family: Arial,Helvetica,sans-serif;">Bibliography =

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=<span style="font-family: Arial,Helvetica,sans-serif;"> Hyperlinks =

<span style="font-family: Arial,Helvetica,sans-serif;">[1][|Statistics] of Women in STEM <span style="font-family: Arial,Helvetica,sans-serif;">[2] [|Stereotypes] about STEM found in first graders <span style="font-family: Arial,Helvetica,sans-serif;">[3] An interesting [|book] to read to learn more <span style="font-family: Arial,Helvetica,sans-serif;">[4] [|Article] on public opinions about the STEM gender gap <span style="font-family: Arial,Helvetica,sans-serif;">[5] [|Article] about parental influences and mathematics anxiety