A promising future wait for careers involving science, Technology, engineering, and mathematics. In 2020 STEM-related occupations paid more than double. Compared to non-STEM occupations, according to the US Bureau of labor statistics, rapid growth is expected through 2030.
However, in the field, women are vastly underrepresented. In 2019 73% of STEM workers were men. In addition, Hispanic and black workers constitute only 8% and 9% of the STEM field. Despite comprising 17% and 11% of the workforce in total, according to information from the Pew research center.
It seems the interest in STEM for girls declines as they get older. According to a report by Microsoft Philanthropies in 2018, 31% of middle school girls believe that careers requiring coding and programming are “not for them”. That percentage increased to 40% in high school, while 58 % of girls consider themselves out of a job in these fields beginning in college.
In elementary school, there is a sense of wondering how the world works, and the way that they do. Yet something changes later on, as they approach upper school, where sometimes that sense diminishes, and they don’t get the support to pursue STEM as a career.
Experts say, the lack of exposure to role models who share similar identities or backgrounds to students. Microsoft reports found 30% of girls and 40% of women say they envision scientists, engineers, mathematicians, or computer programmers as men. However, Women in a STEM profession are more likely to empower the girls who know them.
Katie McCormick, director of products at Promethean company says, STEM may be associated with being “nerdy” or “not interesting”. STEM does apply to all kinds of interests and hobbies, she says.
Providing role models and access to STEM-related activities or clubs can help especially for young girls and students of color, to see the possibilities and real-world applications of these subjects.
In recent years there have been ongoing efforts by certain school districts and organizations to put forward opportunities both inside and outside classrooms, for stem learning. However, challenges are presented especially for communities with limited resources, as additional technology and material are often required for STEM programming.
STEM teachers are more difficult to find, and districts may face teacher shortages, mainly in areas like math, science, foreign languages, and special education.
