Opinion: STEM and the unequal gender ratio
Sharon Walker in her lab at UCR, where she does research on water filtration on Thursday, December 6, 2012. A new study show that women battle bias in hiring in STEM fields.
Ever since I can remember I wanted to be a teacher. In high school most of my friends hated mathematics, but I loved it. When the other kids were trying to decide what they wanted to be, I already knew â" a mathematics teacher.
As a student I couldnât help but notice that each successive mathematics class included fewer and fewer females. Today, much of our female population underperforms, dislikes or avoids this important subject, risking their personal success and jeopardizing the economic vitality and international competitiveness of the greatest country on earth.
Why should we care? As much as 85 percent of measured growth in U.S. per capita income is due to scientific discovery and technological innovation. Our quality of life depends on the productivity of skilled citizens and a steady stream of products that can be marketed worldwide. These products come from integrating ideas in science, technology, engineering and mathematics [STEM].
Women from the past with expertise in STEM subjects have made such key discoveries as radium, insulin and recognized the structure of B-12 as a cure for pernicious anemia. They invented a number of useful items â" car mufflers, washing machines, umbrellas, can openers and Kevlar found in bulletproof vests.
Today, females represent 59 percent of the nationâs college population, yet less than one-third major in STEM subjects. They often have the ability but they lack the interest and the self-confidence. This is a disconnect as the fastest-growing and best-paying jobs require knowledge in these fields. In addition, women represent 51 percent of U.S. labor force growth and this will continue to be the case through 2018. Lower representation of women in STEM means a lower economic productivity for them personally and for the nation.
STEM is a step toward pay equity. Women with a college degree earn more than women without one, and women with a college degree in science, technology, engineering or mathematics earn 33 percent more than comparable women in non-STEM jobs â" considerably higher than the wage premium for men. As a result, the gender wage gap is smaller in STEM jobs than in non-STEM jobs.
A major roadblock for women is a fear of algebra. Those students without algebra proficiency have fewer career options and miss out on one of the greatest things a good education has to offer â" stretching the mind in ways that expands the ability to think innovatively, creatively and analytically. Algebra reaches into a plethora of professions, including engineering, architecture, medicine, marketing, multi-media communications and agriculture. Sixty-six percent of all jobs require post-secondary education. Entrance into any two- or four-year college/career program requires algebra.
We need to address challenges that cause females to disconnect or drop out of STEM study. We know most girls begin school with a good attitude, but it declines with age. Role models and mentors are especially influential with girls pursing these fields, while parents and teachers play a crucial role in determining success. Stereotypes, gender bias and the hostile environment of some departments in institutions of higher learning continue to block womenâs participation and progress.
As I looked around the community and in my own classroom, I knew I needed to do something to help make the changes I wanted to see. So I pulled together the research on improving the numbers of women in these fields and created programs that would tackle the problem from different angles. Girls Excelling in Mathematics (GEMS) and the Mathematics Academy for Teaching Excellence (MATE) are just two examples. GEMS helps middle school girls build their mathematics skills and confidence, and teaches them the importance of community service. MATE works with regional teachers providing them with the skills to work with students to create a fun and relevant avenue to mathematics learning. As a result of MATE, teachers developed stronger content knowledge and learned fresh ideas for making learning relevant. GEMS participants took more mathematics courses in high school and developed a stronger self confidence.
The Inland Empire recognizes that females need a pipeline of STEM opportunity from kindergarten through college that stimulates creativity and supportive adults who help increase interest and confidence. We have one-day events, summer academies, before and after school activities, female-only classes, gender-based professional development for teachers and college/university programs that help women graduate with a STEM degree. GEMS, Tech-Trek, Soroptomist International Live the Dream Conference, AAUW Middle School Conferences, She4Me, and Celebrating Women in Mathematics and Science Day are examples of stellar efforts.
Pamela S. Clute is assistant vice chancellor for Educational and Community Engagement and a mathematics professor at UC Riverside.