The Portrait Indicator
Roxbury's Academic Newsletter
Drawing Non-Majority Groups into STEM
By: Mina Kelaid
In celebrating women’s history month the narrative of girls into STEM (science, technology, engineering, and mathematics) will be articulated in education, media, and career pathways. Women are part of the non-majority in the field and as a way of opening up STEM as a meaningful education and career pathway, an explorative approach will be taken into this analysis. Evaluation of survey data, implication statistics and the impact of individuals on the pursuit of STEM with all students are discussed. Now we will dive into specific data in regards to girls and women in STEM, who may be systematically tracked away from science and math throughout their education, limiting their access, preparation, and opportunities to go into these fields (Alexander et al., 2012). Women make up only 28% of the workforce in science, technology, engineering, and math (STEM), and men vastly outnumber women majoring in most STEM fields in college (Bedee et al., 2011). The gender gaps are particularly high in some of the fastest-growing and highest-paid jobs of the future, like computer science and engineering (US Bureau of Labor Statistics, 2021).
Nowhere is this phenomenon more apparent than in the Science, Technology, Engineering, and Math (STEM) fields, where only one-quarter of scientists and engineers in the United States are female (Sadler et al., 2012). A study in which approximately 1000 girls and women were surveyed, related to an absence of women in STEM-related media and Hollywood productions as a possible cause, specifically with teenage girls. With the absence of female characters on screen as biochemists, software developers, engineers, or statisticians, girls are less likely to imagine or pursue those career paths for themselves. Women constitute half (48%) of the college-educated workforce in the U.S. but hold only a quarter (24%) of jobs in STEM (AAUW, 2010).
Additionally, the survey discussed the implications and support of STEM pursuits as instilled in the figure below. When analyzing the survey results girls are more likely to pursue this educational or career path with a bit of a push. Whether it is family, a friend, or a teacher all play an important role. In fact, according to the survey of the 40% of women in STEM education or careers, indicate it was due to their teacher's persuasion (If/Then Portray her article, 2018). This is a shared belief here within our Roxbury community educators.
Branching from the statistical analysis of the field, there are many famous women in STEM, such as Nettie Stevens, whose investigations into biological cytology preceded her discovery of X and Y chromosomes, and later discovery of DNA with the works of Rosie Franklin. Another notable scientist was Florence Seibert, whose work at Yale and UPenn, discovered the protein to detect Tuberculosis, and is still the basis of TB testing done today. Moreover, Grace Hopper, mathematician, computer scientist, and Military leader, whose work in programming served the Navy during WWII. Another famous woman in STEM was Sally Ride, who earned a doctorate in physics, joined NASA, and was the first American woman to travel to space in 1983 (CSS, 2021).
There are additional resources that will highlight historical women and the positive aspects of Women in STEM, including how to encourage and increase the pursuit of STEM education and careers of the future. Moreover, we will highlight the success of women in science and engineering currently in our very own district and community. Roxbury’s very own secondary science and engineering programs are made up of 52% women. In fact, some of your children’s teachers had previously held careers in the STEM workforce. Mechanical and civil engineers, research scientists, mathematicians, and environmental scientists are just some of the backgrounds our wonderful staff experienced. With that being said, it is that experience that can enlighten our students and provide them those opportunities for insight into STEM post-secondary education and careers.
Roxbury school district has taken multiple approaches to continue to support all students and highlight the positive roles of STEM in education, community, and future careers. This includes initiatives surrounding our curricula that are geared towards an inclusive model for all students. STEM-infused activities are embedded in our curricula K-12. Events surrounding the STEAM expo for and in collaboration within the Roxbury community including vendors and professionals. These events will allow us to highlight student achievements and pathways in Roxbury. Other aspects to support STEM include elective fairs, student-driven activities, and celebration events. Our district also has articulation agreements with Morris Vocational Tech in our non-majority enrollment sports medicine program at RHS. However, currently, the sports medicine program consists of 67% girls, while the incoming class of 2026 will be 66% girls. Finally, we must continue to improve media representations of STEM characters when it comes to gender and race. Cultivating girls’ interest in math and science from an early age through parents, educators, and the community is essential. Having supportive mentors, teachers, friends, and family members improve girls’ interest in and intention to pursue STEM can positively impact many lives.
Below are some resources to learn more about STEM careers projections, education, and a more detailed outlook on historical women figures in STEM.
Women's History Month (Newsela): Newsela has published content and resources to support in implementing lessons for Women's History Month. Our curated text sets which feature articles on trailblazing female scientists, inventors, politicians, athletes, and more highlight the impact that women have made in our society.
Work Citation
Alexander, J.M., Johnson, K.E., & Kelley, K. (2012). Longitudinal Analysis of the Relations between Opportunities to Learn about Science and the Development of Interests Related to Science. Science Education, 96(5): 763–786.
American Association of University Women (2010). Why So Few? Women in Science, Technology, Engineering, and Mathematics, accessed March 3, 2022, https:/www.aauw.org/research/why-so-few/.
Beede, D., Julian, T., Langdon, D., McKittrick, G., Khan, B., & Doms, M. (2011). Women in STEM: A Gender Gap to Innovation (ESA Issue Brief No. #04–11). U.S. Department of Commerce, Economics and Statistics Administration.
Sadler, P.M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and Volatility of STEM Career Interest in High School: A gender study. Science Education, 96(3): 411–427.
U.S. Bureau of Labor Statistics (2021). Employment Projections 2020-2030. (Bls.gov)