AAUW study: Girls start well, lose ground in STEM degrees and careers

Thirty years ago, teen boys were 13 times more likely than girls to score above 700 on the SAT math exam; today that ratio has shrunk to about 3:1.

Since 1990, boys and girls have taken an almost identical number of high school math and science credits.

Why, then, are so few women pursuing degrees in science, technology, engineering and math (STEM) and moving on to careers in those fields? Why do young women tend to evaluate themselves as being less competent in science and math, all evidence to the contrary? Why do so many girls take science and math classes in high school, and so few take those courses in college?

The American Association has addressed those questions - and many more - in a new study, Why So Few? Women in Science, Technology, Engineering, and Mathematics, presented quite appropriately on Ada Lovelace Day. The event was established last year by a group of bloggers interested in celebrating the achievements of women in technology and science. In the mid-19th century, Mrs. Lovelace translated an article on inventor Charles Babbage's Analytical Machine, and her own notes include an algorithm widely regarded as the first computer program. (You can read more about her here and here and here.)

One of the most interesting parallels between Mrs. Lovelace and the AAUW's 2010 study lies in how she became such a devoted student of mathematics. While some natural ability may certainly have played a role, her mother made a devoted and concerted effort to see her daughter not follow in the footsteps of her father, the poet Lord Byron. Young Ada received tutoring in mathematics and music, and was strongly encouraged by the relationship she formed with Babbage, when she was just 17.

Imagine, at a time when women were still considered the property of their husbands, when families prepared their daughters for marriage, not careers, Ada Lovelace was a mathematician, largely because her mother insisted. That kind of dedicated encouragement and focus, the AAUW reports, can make a huge difference in whether girls pursue science and math:

"One finding shows that when teachers and parents tell girls that their intelligence can expand with experience and learning, girls do better on math tests and are more likely to say they want to continue to study math in the future. That is, believing in the potential for intellectual growth, in and of itself, improves outcomes (my emphasis)."

Environment also plays a role in secondary education. The report concludes universities and colleges can take steps - such as mentoring programs and a more supportive working environment for parents - to encourage women to enter STEM fields.

In addition, despite critical gains made in securing equal opportunities for women, implicit biases in education and the workplace deliver a mixed message: Women have the right to pursue any career, but some careers "belong" to men. Though challenged by studies explored in the report, common stereotypes persist about girls being less able in science and math. While the number of girls identified as "mathematically gifted" has skyrocketed, growth in women pursuing math careers has stalled.

Women add needed perspective

Why is it so important to move women into STEM careers? Besides tapping a wealth of natural talent that might previously gone undiscovered, women bring a female perspective to innovation, creativity and invention, ensuring that women's needs and wishes are represented. The study cites two inventions, a voice-recognition software and air bags, that excluded and even endangered women, because they were developed by predominantly male groups.

In addition, the study points out that STEM careers usually offer higher pay. If more women choose higher paying fields, we may see a reduction in America's persistent gender wage gap.

To me, though, creating a culture that welcomes women in STEM fields is about something far more important: Keeping a promise to our daughters, the promise of an unfettered and unlimited future.

The AAUW has packed an incredible amount of information, conducted by meticulous researchers, into this report. The organization will host a live Web cast at 10:30 a.m. on Wednesday, March 24, 2010, to discuss it. Register on their Web site. And you can download a PDF of the 134-page study by clicking here. Fair warning, they ask for your name and email address before the download.

Seems a small price to pay.