Why So Few?

This photo was taken about four years ago as I looked out over a lake at Katmai National Park in Alaska. Quiet moments like this have given me the opportunity to reflect over the directions that my life has taken. If someone had told me in college that I would one day grow up to be a science teacher that worked with scientists in the field, I would have been shocked. Since science wasn’t a favorite subject for me as I went through school, and since I wasn’t pulled into integrated science until 1997, I would have never envisioned that I would one day go to Washington DC to work to help diffuse gender equity into K-12 STEM (Science, Technology, Engineering, and Math) Education. I feel so fortunate to be in DC at a time when the STEM initiative is working to move education forward in our country, especially as our nation works to build a strong domestic workforce.

On September 27, 2010, I had the opportunity to attend a meeting at the White House Conference Center concerning the 2010 AAUW (American Association of University Women) report, Why So Few? This report was funded by one of the grants awarded by our GSE (Research on Gender in Science and Engineering) program. I identified with this report and with the GSE program from the beginning. When I first read the report, Why So Few?, it gave me a better understanding of barriers that kept me from pursuing or even understanding why I would need to have science in my life.

The presentation and discussion at this meeting was led by two of the AAUW ‘s “Why So Few” report co-authors, Drs. Catherine Hill and Christianne Corbett, and the AAUW Government Relations Manager, Tracey Sherman. The discussion focused on the findings as to why there are so few women in STEM fields (Science, Technology, Engineering, and Mathematics) at a time when women are entering the fields of medicine, business, and law. To learn more about the eight key research findings, download the full report:

www.aauw.org/learn/research/whysofew.cfm

The report focuses on evidence of gender gaps, as well as strategies to help break through social and environmental barriers for girls and women. Gender also includes boys and men of color that have also been affected by gender-related issues that impact their interest in science, educational experiences, self esteem, and an interest to pursue STEM courses in school or to pursue STEM careers. The barriers and lack of understanding are not always conscious- stereotypes, gender bias, and the climate of learning and working environments from birth through K-12 and beyond to colleges, universities, and the workforce continue to block pathways and create barriers for participation in STEM fields.

(If interested in taking an Implicit bias test: “Project Implicit”: https://implicit.harvard.edu/implicit/).

Barriers can be noted and changed. It begins by gaining an understanding and an awareness concerning gender-related differences and issues. The next step is working together (i.e., home, schools, workforce, government agencies, and legislators) to make the needed changes to address the issues. Our future depends on educating all of our students to become critical thinkers and problem solvers. It’s imperative that our nation works to build a strong domestic STEM workforce and economy to compete globally. Instead of feeling overwhelmed by the challenge, I feel that our nation is moving in the right direction by focusing energy and time in thinking about critical issues such as gender issues that are impairing students and blocking progress. It can’t be done overnight, but the commitment to make changes is a positive step toward our future.