women in science: high school
TRANSCRIPT
A N A C A R N A V A L W W W . C A R N A V A L L A B . O R G
Women in Science Numbers, challenges, and ways forward
March 20,2015 City College of New York
Young Women’s Leadership Conference
The Carnaval Lab, and CCNY’s WinS group
http://ccnywins.wix.com/womeninscience
CCNY WinS seeks to address one problem: the proportion of women in Science goes down as they advance in their careers. We want to change that.
Shen, Nature 2013
The proportion of women studying and practicing Science has risen over the last 10 years. Yet, women are disproportionally driven away from scientific careers.
And babies DO matter.
Shen, Nature 2013
Female representation among science and engineering job positions has lagged behind the gains in graduate education.
One of the reasons is that women are just not applying for
jobs!
Shen, Nature 2013
But those women who DO apply for jobs are more likely than men to receive interviews and
offers.
They are also more successful at getting promoted.
0
10
20
30
40
50
60
Biological scien3sts
Chemists and materials scien3sts
Environmental scien3sts and geoscien3sts
Computer scien3sts and
systems analysts
Computer programmers
Computer so?ware engineers
Chemical engineers
Civil engineers Electrical and electronics engineers
Mechanical engineers
Percen
tage of W
omen
Women are underrepresented in many science
and engineering occupations.
Percentage of Employed STEM Professionals Who Are Women, Selected Professions, 2008
Source: U.S. Department of Labor, Bureau of Labor Statistics, 2009, Women in the labor force: A databook (Report 1018) (Washington, DC), Table 11.
Shen, Nature 2013
AND MIND THE SALARY GAP! Female scientists in the United States earn much less than men, on average, with the
difference strongly varying by field.
This trend is seen in industry and many, many different fields.
We want YOU to help us change this.
Why So Few? Women in Science, Technology, Engineering, and Mathematics
To download the 2010 report www.aauw.org
To contact the researchers [email protected]
http://www.aauw.org/resource/why-so-few-women-in-stem-ppt-long/
It all starts with you!
Girls’ performance and participation in math and science subjects in high school
has improved over time and, in some cases, has surpassed that of boys.
AAUW 2010 Report and Slide
“Boys do not pursue mathematical activities at a higher rate than girls do because they
are better at math. They do so, at least partially, because they think they are better.”
—Shelley Correll, professor
AAUW 2010 Report and Slide
0
5
10
15
20
25
30
35
Female Male
Percen
tage
Intent of First-‐Year College Students to Major in Science and Engineering Fields, by Gender, 2006
Physical sciences Mathema3cs/ sta3s3cs Engineering Computer sciences Biological/ agricultural sciences
Women are less likely than men are to declare a STEM major in college.
Source: Commission on Professionals in Science and Technology. Data derived from Cooperative Institutional Research Program, Higher Education Research Institute, Graduate School of Education and Information Studies, University of California, Los Angeles, The American Freshman: National Norms for Fall 1990 through Fall 2006, www.gseis.ucla.edu/heri/heri.htm.
AAUW 2010 Report and Slide
AAUW drew on the large body of academic research on gender in science in a number of fields and
identified several research findings that help to explain the underrepresentation
of women and girls in STEM.
AAUW 2010 Report and Slide
Girls’ achievements and interests in math and science are shaped by
the environment around them.
AAUW 2010 Report and Slide
Believing in the potential for intellectual growth, in and of itself, improves
outcomes.
AAUW 2010 Report and Slide
In math and science, a growth mindset benefits girls.
Fixed Mindset Growth Mindset Intelligence is static. Intelligence can be
developed. Leads to a desire to look smart and therefore a tendency to
Leads to a desire to learn and therefore a tendency to
• avoid challenges • embrace challenges
• give up easily due to obstacles
• persist despite obstacles
• see effort as fruitless • see effort as path to mastery
• ignore useful feedback
• learn from criticism
• be threatened by others’ success
• be inspired by others’ success
� How can we, at City College, help high school girls have a growth mindset?
� What resources can you identify – at school or home – to enable this growth mindset?
AAUW 2010 Report and Slide
Negative stereotypes about girls’ and women’s abilities in math
and science persist despite girls’ and women’s considerable gains in these areas in the last few decades.
What can we do?
AAUW 2010 Report and Slide
Even people who consciously reject negative stereotypes about women in science can still
hold those beliefs at an unconscious level.
• Women in “male” jobs are viewed as less competent than their male peers.
• When women are clearly competent, they are often considered less “likable.”
AAUW 2010 Report and Slide
What I have learned (slide by Monique Morrow, CISCO)