Women: Their Underrepresentation and Career Differentials in Science and Engineering Proceedings of a Conference (1987) / Chapter Skim
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DISCUSSION: EQUITABLE SCIENCE AND MATHEMATICS EDUCATION
DISCUSSION: EQUITABLE SCIENCE AND MATHEMATICS EDUCATION
Pages 43-58
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From page 43... ...
If we are to either gain real understanding or have a basis for deciding where leverage can be placed in order to effect change, we need to organize all of this information with a dynamic theoretical model of the processes determining individual lives. That is, we need to approach this problem as a scientific problem in its own right.
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School Policies & Practices Figure l Core of the model. Prior Achievements/ Difficulties Social Stereotypes of Capacity Figure 2 Influences on expectancy.
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g ro OJ 45
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For individuals, it is clear that cognitive ability is an important predictor of persistence in mathematical, scientific, and technical fields, but it is rather unlikely that sex differences in ability contribute significantly to the observed sex differences in participation. In contrast, basic interest patterns -- such as the relative interest in things versus people -- are also significant predictors for individuals and provide a possible account for much of the observed sex differences in participation.
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Unpublished paper commissioned by the Committee on Research in Mathematics, Science, and Technology Education of the National Research Council's Commission on Behavioral and Social Sciences and Education (revision to be published in the Review of Research in Education, vol.
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Tyler, L
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are presented but are not the primary focus of this document. This paper focuses on these major objectives: • To identify the areas of engineering and science in which women are underrepresented in undergraduate education; • To identify the factors contributing to that underrepresentation; • To identify and to compare the factors associated with attrition and retention rates of men and women in undergraduate science and engineering education programs; • To examine the factors influencing women's decisions to attend graduate school in engineering and science, including the impact of financial aid and other sources of support; • To examine policies and practices that may influence the differential enrollment of women and men in undergraduate and graduate engineering and science programs; and • To identify areas of future research needed to better understand the factors associated with the underrepresentation of women in science and engineering.
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Estimates of the numbers of scientists and engineers in the United States vary considerably, depending on the data sources used and the definitions employed. Estimates for l984 vary from almost 4 million (NSF, l986a)
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Those holding doctoral degrees in engineering, physical sciences, and mathematics are most likely to have major responsibility for basic and applied research in academic institutions, for key research and development roles in high technology industries, and for public works projects supported with federal funds. To provide a more detailed perspective by disciplines within fields, a variety of data sources are available, including those supported by the National Science Foundation, U.S.
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From page 53... ...
Near parity exists in biological sciences and most business-related fields, but women beginning college continue to be more interested than men in pursuing undergraduate education and later careers in the arts. Physical science, mathematics, computer science, and engineering continue to appeal to about three times as many beginning college men as women, with engineering representing ratios of about 6-l in l985 (a significant change from the over 50-l ratios of l97l)
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Mathematics/statistics Computer science Physical sciences Premedical, Predentistry, Preveterinary Social sciences* Other fields (technical)
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Norms, Los Angeles: Office of Research and Cooperative Institutional is available from the College Entrance Examination Board. indicate that women in engineering are most likely to be underrepresented in aeronautical, electrical, mechanical, and mining engineering, where about l in l0 B.S.
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Degrees Awarded to Women in Computer Science, Mathematics, and Statistics Year Computer Science Mathematics Statistics l97l l4.6 38.2 25.3 l972 l3.5 39.2 27.9 l973 l4.9 40.3 34.8 l974 l6.4 4l.0 36.6 l975 l8.9 42.l 3l.9 l976 l9.8 40.9 35.7 l977 23.9 4l.5 43.4 l978 25.8 4l.4 39.2 l979 28.l 4l.7 38.3 l980 30.3 42.3 42.l l98l 32.5 42.8 47.0 l982 34.8 43.2 4l.l l983 36.3 45.7 48.7 SOURCE: See Table 3.
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