Women in STEM fields

Many scholars and policy makers have noted that the fields of science, technology, engineering, and mathematics (STEM fields) have been predominantly male occupations, with historically low participation among women, from their origin in the Age of Enlightenment to the present time.

STEM professions, like medicine and law, require higher education or training—especially in mathematics—in nearly all cases. From the time of Isaac Newton, whose formulation of calculus set the ball rolling, to the late 20th century, women were forbidden or discouraged from entering higher education, often under the rubric that "a woman's place is in the home"—abetted by considerable formal backing from church and state.

Since the feminist revolution of the 1970s, the opportunities available to men and women in higher education have become broadly similar in most advanced economies (with some countries, such as Canada, now having more women than men enrolled in post-secondary education). This has not yet translated to equal representation for women in the STEM professions on the ground.

Scholars are exploring the various reasons for the continued existence of this gender disparity in STEM fields. Those who view this disparity as resulting from discriminatory forces are also seeking ways to redress this disparity within STEM fields (these typically construed as well-compensated, high-status professions with universal career appeal). Some proponents view diversity as an inherent human good, and wish to increase diversity for its own sake, regardless of its historical origin or present cause.

Studies suggest that many factors contribute to the attitudes towards and achievement of young women in mathematics and science, including encouragement from parents, interactions with mathematics and science teachers, curriculum content, hands-on laboratory experiences, high school achievement in mathematics and science, and resources available at home. In the United States, research findings are mixed concerning when boys' and girls' attitudes about mathematics and science diverge. Analyzing several nationally representative longitudinal studies, one researcher found few differences in girls' and boys' attitudes towards science in the early secondary school years.

...
Wikipedia