DEI Collab: Women in STEM

The disciplines of STEM (science, technology, engineering,and math) concern the very foundations of society, the building blocks on which civilization rests. As such, advances in these fields contribute to the improvement of the human condition, whether it be through developments in cancer research, technological innovations that facilitate the more equitable distribution of resources, or the creation of buildings that are more equipped to withstand natural disasters.

Those who study and work in STEM are at the forefront of societal progression, determining the direction of civilization and solving problems that were insurmountable a mere decade ago. As these individuals have such an enormous influence on society, it is ethically imperative that those working in STEM accurately reflect the broad spectrum of the human experience, so that the world that their work is representative of those who will be living in it. Therefore, the fact that half of the world’s population is vastly underrepresented in STEM fields is an issue that must be actively addressed through efforts at the earliest stages of education through the highest levels of academic achievement.

The statistical representation of women in STEM is dismal, with the percentage of women earning undergraduate degrees in fields such as computer science and engineering as low as 18-19%. From a young age, women are discouraged from focusing on STEM, as gender stereotypes, marketing, and an educational focus on male scientists throughout early curriculums lead to female students deviating from previous interests in STEM. This early societal conditioning, combined with the existence of the “glass ceiling,” leads to avast underrepresentation of women in STEM fields.

The ethical imperative of women representation in STEM is illustrated at every level. In terms of the jobs themselves, jobs in STEM are often some of the highest paying careers. It is ethically necessary that women are allowed equal access to these jobs and not barred by societal stereotypes. Additionally, and perhaps more importantly, the female experience is unique and involves myriad, distinct problems, both biologically and socially. Without women in STEM fields, these many issues (breast cancer, fertility,and workplace discrimination, to name an obvious few of the vast magnitude) are deprioritized and misunderstood by those who have never experienced the issue firsthand.

The lack of women in STEM is a unfortunate result of thousands of years of societal discrimination against women, yet with the conscious and deliberate address of the resulting stereotypes in schools, this issue can be resolved and societal representation in STEM fields can become more equitable. Scientific research is at the forefront of the construction of society, and through educational reforms and active encouragement of young girls, those creating the future can be more representative of those who will live in it.

References:

Kahn, S., & Ginther, D. (2017, June). Women and STEM. National Bureau of Economic Research. https://www.nber.org/papers/w23525

Manning, M. L. (2019, February). Commentary: Underscoring the Importance of Women in Science. US News; US News and World Report. https://www.usnews.com/news/stem-solutions/articles/2019-02-11/commentary-the-moral-imperative-of-womens-participation-in-stem-fields

Settles, I. H. (2014, October). Women in STEM: Challenge sand determinants of success and well-being. Psychological Science Agenda. http://www.apa.org/science/about/psa/2014/10/women-stem