Despite the fact that the number of women working in science and technology is growing, men continue to have an advantage, particularly at the top levels of the industry. Girls and boys take similar numbers of math and science courses in elementary, middle, and high school. Many girls and boys graduate from high school with the intention of enrolling in science or engineering courses in university. Still, women are less likely than males to major in science, technology, engineering, or math (STEM) as first-year university students.
Surprisingly, according to Hill and Corbett (2010), barely 20% of women graduate with bachelor’s degrees in science and technology. Women’s representation in science and engineering continues to dwindle at the graduate level, and it transitions to the workplace.
Many young women abandon STEM careers during their transition from school to higher education. Women are less likely than their male counterparts to consider a STEM discipline. Per the National Science Foundation (2009), over a third (29%) of all male first-year students plan to major in STEM fields, compared to only 15% of female first-year students.
The number of women in tech becomes even more concerning after graduation. Only 38% of women who majored in computer science are employed in the sector, compared to 53% of men, according to data from the National Science and Foundation. This is also true in the world of engineering. This is a persistent tendency termed as a “leaky pipeline,” in which, it is difficult to keep women in STEM employment after they graduate.
Negative preconceptions regarding girls’ and women’s competence in math and science are another issue leading to women’s lack of interest in technology. There are two common stereotypes: girls aren’t as good at math as boys are, and boys are better at scientific work than girls. Children are aware of these preconceptions from an early age, which discourages girls from pursuing science degrees.
Through a phenomenon known as “stereotype threat,” a substantial body of experimental research discovered that unfavorable preconceptions influenced women’s and girls’ interest in math and science. A circumstance in which people are at risk of conforming to stereotypes about their social group is referred to as a “stereotype threat.” It’s thought to be a factor in long-standing academic achievement discrepancies between men and women. The presence of a negative stereotype related to performance evaluation creates a threat from stereotypes.
Several reasons contribute to women and girls’ underrepresentation in STEM fields, necessitating multiple approaches to remedy the imbalance. Fortunately, there are some ways to encourage women to advance in tech. They include:
- Encourage STEM education from a young age: Women have traditionally been drawn toward humanities, life sciences, and social sciences rather than math, computer science, engineering, or physical sciences. Early on, girls must be taught that the door to science is open to them as well.
- Mentoring: Mentoring is an important source of assistance. Professional groups can provide this by creating initiatives to encourage and assist women to pursue careers in science, technology, engineering, and mathematics (STEM).
- Dispelling negative stereotypes: Research demonstrates that unfavorable stereotypes about females’ aptitude for mathematics and scientific work are harmful in a variety of ways. Actively combating this preconception will undoubtedly boost girls’ math and science achievement.
- Educate students about stereotype threats and encourage a growth mindset: Educating students about stereotype dangers can help girls and women perform better. In addition, stereotype risks in science and math are less of an issue for girls in a growth mindset environment. Creating a growth-mindset atmosphere allows students to focus on their interests rather than stereotype threats.
It is important to remember that programming/tech is not only for men, and keeping this in mind is crucial to closing the gender gap in the tech industry.