Why So Few? Women in Science, Technology, Engineering and Mathematics
a 2010 Report released by the
American Association of University Women (AAUW)
http://aauw.org/learn/research/whysofew.cfm
The Why So Few? report summarizes the existing research and data about women and girls in scientific fields. The reason
for this study is that while women are becoming increasingly prominent in medicine, law, and business, they are still very
underrepresented in the STEM fields. Print the 3 MB pdf version of the report here.
It is important as teachers to also recognize the similar underrepresentation of many other groups in the STEM fields,
towards applying the same approaches to supporting male and female members of all underrepresented or marginalized
groups. These groups include, but are not limited to: African Americans, Hispanic/Latino(a), Asian, Native American, and
those of all races who have low socio-economic status (SES).
Key Messages and Teaching Tips

Girls and boys achieve equally well in math and science, despite a persistent bias that assumes that science and math
are “male” fields. Extensive studies (cited in the report) prove without a doubt this is NOT true. At the top level of
math abilities, where boys are overrepresented, the gender gap is rapidly shrinking. For example, among
mathematically precocious youth — sixth and seventh graders who score more than 700 on the math SAT — 30 years
ago boys outnumbered girls 13 to 1, but only about 3 to 1 now. “That’s not biology at play, it doesn’t change so fast.”
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It has been proven effective on tests for science or math to either write on the test, or announce before the students
take the test that boys and girls are equally capable in your subject area. You might discuss this at start of year or
start of term, rather than during test period. However, if you notice performance differences in your class, a single
reminder that everyone present is equally capable can have immediate results.

The single area where males tend to test slightly higher in natural ability is the domain of spatial skills. However,
these skills improve quickly with training/education and this erases any differences in comprehension or achievement
between male and female students. These skills are an essential part of college engineering/STEM curriculum, so
work from elementary levels onward to give students opportunities for spatial skill development, via use of models,
hands-on lessons, visual simulation programs, etc.

There is a big difference in achievement for students and adults who develop a “fixed” mindset versus a “growth”
mindset. Being praised for acting or showing you are smart establishes a fixed mindset in the person who is praised.
Those with such a fixed mindset will tend to work cautiously, take less risks, and spend effort to avoid “looking
dumb” or in any way jeopardizing their status as a member of “those who are smart.” Instead, praise students for the
qualities of knowledge, skill, or learning that were involved in their achievements. Point out or ask them to describe
what they learned in the experience, and have them openly discuss things that they tried before discovering the
solution. Emphasize the importance of experimenting, investigating, researching, and using creativity to solve
problems. This is especially important for women and other underrepresented groups.

There are significant differences in how males and females evaluate their own performance, across all domains but
clearly seen in the STEM disciplines. Females tend to (1) assess themselves lower and (2) have higher internal
standards for demonstrating competence. For example, a girl student may get the same test score or GPA in classes as
a male classmate, but still not think that she has aptitude for the subject matter.

This has a major influence by high school, when female students are far less likely to describe themselves as
having aptitudes in math or science, while those same female students received comparable grades to male peers.
You can help in the classroom setting clear performance standards, discussing expectations or markers for
achievement, and by giving positive praise and reinforcement for improvement/success on assignments.

In 2006, almost one-third of all male freshmen (29 percent) planned to major in a STEM field, compared with
only 15 percent of all female freshmen (data source: National Science Foundation). The gender gap widens when
the biological sciences are removed from these numbers: 20% of male freshmen planned to major in engineering,
computer science, or the physical sciences, as compared with only about 5 percent of female freshmen.

Career impact: Girls have less confidence in their math abilities than boys with equivalent achievement levels.
Because most people choose careers where they believe they can do well, girls’ lesser belief in their skills may partly
explain why fewer young women go into scientific careers. Help female students recognize their own career-relevant
skills: physics, calculus, and computer science are all areas where girls are making greater gains in taking high school
(and AP) courses, while we are not yet seeing more undergraduate women majoring in these fields in college.
Showing ALL students positive images and role models of diverse college students, graduate students, faculty,
teachers, and working professionals in the STEM fields has an extremely positive effect. Outreach with guests to the
classrooms, field trips, or summer/vacation experiences that provide such exposure are highly valuable. It is also
helpful to discuss how science, math and technology skills will provide a foundation for them to major in engineering
or other STEM fields in college (or community college, or technical training programs) and in the workforce.
Additional Research Data Supporting these Tips

As part of the 2010 National Engineers Week (March 4-9), a group called E-Poll conducted a national survey of girls’
attitudes towards science and engineering (877 respondents). I will attach the full article about this survey to your
materials. Here are a few major findings:
1. 75% of girls think they will use math in a future job and 61% thought they would use science in a future job.
2. 38% of girls plan to pursue a career in the sciences, but 39%, feel they are not getting a proper STEM education.
3. Only 8% of girls from this survey plan to pursue a career in engineering, largely because they don’t know much
about it or don’t understand it. 42% of those surveyed felt it would be ‘very difficult’ to pursue a career in
engineering. Many said they thought engineering was boring or too difficult, yet they also said they might
consider an engineering career “if I knew more about it.”
4. “When you consider that math and science are simply the tools that engineers use, yet engineering scored much
lower in terms of interest and aptitude, it becomes obvious that a lot of this comes down to how these girls
perceive themselves and their abilities.”
 In a separate survey of 1,200 female and minority chemists and chemical engineers by Campos Inc., two-thirds cited
the persistent stereotype that STEM fields are not for girls or minorities as a leading contributor to their
underrepresentation. 60% of the women surveyed said they had been discouraged from going into their field during
college, most often by a professor. 41% of those surveyed cited discouragement occurring during high school,
although others also strongly reported the encouragement of grade school teachers (and family members) as positive
factors as well. The results of this Campos survey are consistent with other research: teachers and professors
throughout students’ education have a huge impact on student persistence and confidence levels.
1. “My professors were not that excited to see me in their classes,” said Mae C. Jemison, a chemical engineer and the
first African-American female astronaut, who now works for science literacy. “When I would ask a question, they
would just look at me like, ‘Why are you asking that?’ But when a white boy down the row would ask the very
same question, they’d say ‘astute observation.’ ”
2. Graph shows the breakdown of results: