Title IX and STEM

The STEM fields are rapidly becoming the most in-demand and lucrative in the world. Workforce projections confirm STEM occupations are predicted to grow faster from 2020-2030, requiring at least a bachelor’s degree will need significant science or math training.

The supply of new workers in STEM fields is struggling to match demand, and women remain severely underrepresented.  Women are particularly underrepresented in the computing and engineering fields, where they represent 26% and 12% of workers, respectively. Women of color and Hispanic women face an even greater lack of representation.

Despite this demand, at almost every step of the STEM education path, women and girls walk away.

HIGHER EDUCATION IN SCIENCE AND ENGINEERING

Women earned almost two-thirds of the degrees awarded in psychology, biological sciences, and social sciences in 2019 but received only about a quarter of those in engineering and computer sciences. In other science and engineering (S&E) fields, they earned almost half of the degrees awarded.  On average, women earn half or more of overall higher education degrees at each level. However, for S&E fields overall, their representation was lower. By middle school many girls are ambivalent toward these fields, and by the end of high school fewer girls than boys plan to pursue STEM studies in college.

Education and enforcement of Title IX rights in the classroom can help end the influence that stereotypes have on teachers and guidance counselors — stereotypes that keep these mentors from helping girls make the connection between their dreams and STEM fields of study.  Unconscious gender bias is a significant barrier to girls’ progress in STEM. Early education plays a critical role for girls’ development, setting the stage for their level of interest, confidence, and achievements, particularly in STEM.  AAUW research found that school climate plays a significant role in women’s decisions to stay in STEM studies.

AAUW supports promoting and strengthening science, technology, engineering, and math (STEM) education, especially for girls and underrepresented populations.  AAUW’s research report Why So Few? Women in Science, Technology, Engineering, and Mathematics details the reasons why women drop out of — or never enter — the STEM pipeline. After-school programs, summer camps, activities, encouragement by parents, and role models are crucial for fixing the STEM pipeline for women and girls.

Here are some ways to increase women’s and girls’ engagement in STEM:

  • Emphasize STEM skills in early education, K–12, and higher education.
  • Cultivate girls’ achievement by exposing them to female role models in STEM and encouraging high school girls to take calculus, physics, chemistry, computer science, and engineering classes.
  • Teacher training must include recognition and avoidance of implicit gender bias, awareness of stereotype threat, techniques to improve spatial skills, and ways to promote a growth mind-set.
  • Measure student achievement in STEM disaggregated and cross-tabulated by gender.
  • Actively recruit women into STEM majors.
  • Enforce Title IX to improve school climates for women and girls.