Gender matters: An examination of differential effects of the college experience on degree attainment in STEM

Abstract

Although more women than men are enrolled in college within the United States, women remain underrepresented in critical areas of study such as science, technology, engineering, and mathematics (STEM). This is particularly concerning given that STEM fi elds of study are vital to the economic growth and workforce development within the United States (Commission on Professionals in Science and Technology, 2006; National Science Board, 2006). In order for the United States to maintain its status as a competitor in addressing global issues, it will be imperative to increase and diversify the U.S. STEM workforce. The loss of women in STEM fi elds at critical junctures of the education pipeline has received national attention over the past few decades, and federal support has been earmarked for attracting and retaining women and other underrepresented populations in STEM fi elds. Although it is true that women have made gains in bachelor' s degree attainment in STEM over the past thirty years, a closer look at the data shows that they have not reached parity with their male counterparts. A critical issue of concern is the high number of women who enter college with an interest in STEM and the low number of women who actually complete a STEM bachelor' s degree six years later (Huang, Taddese, and Walter, 2000). Literature on Women in STEMThere is a vast amount of empirical literature on the status and experiences of women in STEM in response to the national attention directed toward

STEM Pathways: Do Men and Women Differ in Why They Enter and Exit?

“…Previous studies (e.g., Gayles & Ampaw, 2011;Sadler et al, 2012;Seymour & Hewitt, 1997;Shapiro & Sax, 2011;Tyson, Lee, Borman, & Hanson, 2007;Wang, 2013) demonstrated that taking more STEM courses, especially those at higher levels, in high school is positively associated with STEM degree completion. The positive and negative experiences that occur in those STEM courses may also play a crucial role in encouraging individuals to persist in STEM or to change their major (Cleaves, 2005;Seymour, 1995;Shapiro & Sax, 2011;Wyer, 2003).…”

The Nature of Experiences Responsible for the Generation and Maintenance of Interest in STEM

“…Teachers are reported to have varying types of influence, both positive and negative, on students’ academic and career choices. For women, in particular, the results are mixed with evidence of some teachers hindering interest development and others enhancing interest, both in and outside of the classroom (Gayles & Ampaw, ; Hall et al., ; Rask, ; Seymour & Hewitt, ; Shapiro & Sax, ). Women who look up to their teachers as role models or mentors are more likely to maintain their interest in STEM (Gayles & Ampaw, ; Shapiro & Sax, ; Rask, ), whereas women who encounter teachers who exclude them from science activities are likely to become turned off to science (Shapiro & Sax, ; Seymour & Hewitt, ).…”

“…For women, in particular, the results are mixed with evidence of some teachers hindering interest development and others enhancing interest, both in and outside of the classroom (Gayles & Ampaw, ; Hall et al., ; Rask, ; Seymour & Hewitt, ; Shapiro & Sax, ). Women who look up to their teachers as role models or mentors are more likely to maintain their interest in STEM (Gayles & Ampaw, ; Shapiro & Sax, ; Rask, ), whereas women who encounter teachers who exclude them from science activities are likely to become turned off to science (Shapiro & Sax, ; Seymour & Hewitt, ). However, teachers are frequently reported to have a positive effect on men's decisions to major in STEM, as teachers generally portray positive mannerisms toward males taking STEM courses (Maltese & Tai, ; Wyer, ).…”

“…This suggests that even though STEM courses do not always suit students’ learning preferences; those who are truly interested persist beyond obstacles. Other researchers, however, are discovering that the STEM course sequences students take in high school can determine whether they pursue and achieve a STEM degree in college (Gayles & Ampaw, ; Seymour & Hewitt, ; Shapiro & Sax, ; Sadler et al., ; Tyson, Lee, Borman, & Hanson, ).…”

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

“…O'Donnell and Cunningham (2015) recommend interactive engagement with students during class, psychological interventions, tutoring programs within the university or department, and a nation-wide online tutoring program to ensure women in STEM have the support they need to succeed. Retention efforts should also include encouraging faculty attitudes and support (Blair et al 2017, 14-43;Gayles and Ampaw 2011;Santiago 2012), the presence of more women faculty in the department, and undergraduate research experiences (Vieyra, Gilmore, and Timmerman 2011;Wilker 2017). Tutoring can also play a large role in retention, and Robinson (2007) found that firstyear women were more likely to achieve a mid-level or high-level mathematics-oriented major if they regularly made use of mathematics tutoring.…”