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Women in STEM fields
Many scholars and policy makers have noted that women have historically been underrepresented in the fields of Science, Technology, Engineering, and Mathematics (STEM fields). Scholars are exploring the various reasons for the existence of this gender gap in STEM fields and are also seeking ways to increase diversity within STEM fields.〔Gürer, Denise and Camp, Tracy (2001). (Investigating the Incredible Shrinking Pipeline for Women in Computer Science. Final Report – NSF Project 9812016. )〕
== Gender imbalance in STEM fields ==
Studies suggest that many factors contribute to the attitudes and achievement of young women in mathematics and science including encouragement from parents, interaction with mathematics and science teachers, curriculum content, hands-on laboratory experiences, high school achievement in mathematics and science, and resources available at home.〔S.L. Hanson, "Lost Talent, Women in the Sciences", Philadelphia, PA.: Temple University Press, 1996.〕 In the United States, research findings are mixed concerning the grade in which 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.〔
Students’ aspirations to pursue careers in mathematics and science influence both the courses they choose to take in those areas as well as the level of effort put forth in these courses. A report by the U.S. Department of Education found that the gap in the career aspirations of boys and girls in science or engineering fields exists as early as eighth grade. Among the eighth grade class of 1988, boys were more than twice as likely as girls to aspire to be scientists or engineers (9 and 3 percent, respectively), although girls were more likely than boys to aspire to professional, business, or managerial occupations (38 and 20 percent respectively). While male and female high school seniors are equally likely to expect a career in science or mathematics, male seniors are much more likely than their female counterparts to expect a career in engineering.〔U.S. Department of Education, National Center for Education Statistics, A Profile of the American Eighth-Grader: NELS:88 Student Descriptive Summary, Washington, D.C.: 1990, table 4.6〕
A 1996 study of college freshmen by the Higher Education Research Institute shows that men and women differ greatly in their intended fields of study. Of first-time college freshmen in 1996, 20 percent of men and 4 percent of women planned to major in computer science and engineering, while similar percentages of men and women planned to major in biology or physical sciences. The differences in the intended majors between male and female first-time freshmen directly relate to the differences in the fields in which men and women earn their degree. At the post-secondary level, women are less likely than men to earn a degree in mathematics, physical sciences, and computer sciences and engineering. The exception to this gender imbalance is in the life sciences.〔Higher Education Research Institute, Graduate School of Education and Information Studies, The American Freshman: National Norms for Fall 1996, University of California, Los Angeles, 1996.〕
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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