Women in STEM fields

By Ishika Khatri

"To succeed, we must recognize that the gender gap in STEM is not just a women's issue, it is an issue and we all have a role to play."

- Sheryl Sandberg

The acronym STEM was introduced in 2001 by scientific administrators in the U.S. National Science Foundation (NSF). It stands for science, technology, engineering, and mathematics. The organization used the term while referring to the career fields in these disciplines or a curriculum that integrated knowledge and skills from these fields. They thus pointed to an interdisciplinary and applied approach.

However, what becomes crucial to note here is the gender gap in STEM careers. For years women have been underrepresented in these fields and the problem persists and it thus becomes a pressing issue globally. Some figures to substantiate the argument are cited as follows:

Women make up only 28% of the workforce in STEM despite 52% of women being enrolled in these courses for their graduation. Furthermore, women are typically given smaller research grants than their male colleagues, and, while they represent 33.3% of all researchers, only 12% of members of national science academies are women. Even at the C-suite level, only 3% of women hold the post of CEO in the STEM Industry. In cutting-edge fields such as artificial intelligence, only one in five professionals (22%) is a woman. Also, in the healthcare industry, Nearly 80% of the workforce is women, but they constitute only about 21% of health executives and board members and only about a third of doctors. 

The data about the gender pay gap in STEM careers is even more disappointing to look at. In 2022, the gap between women’s and men’s pay in STEM industries was $27,012, or 17% which was slightly larger than that in 2021, when the pay gap was $26,568.

Now looking at the Indian context, according to a World Bank report, women make up nearly 43% of the total graduates in STEM- one of the highest in the world, as opposed to other developed nations like the United States, Canada, and the UK, where there are fewer women - 34%, 31%, and 38%, respectively but they constitute just 14% of scientists, engineers, and technologists in research development institutions and universities.

The roots of the problem lie in the traditional conception wherein women are expected to take on roles that are deemed ‘appropriate’ for their gender. These have often been roles in the home or in fields considered to be ‘soft sciences’ like education or nursing. These stereotypical beliefs play a crucial role in shaping the interests and achievements of both genders which further lead to unconscious biases and discourage women from pursuing STEM careers. Apart from this, the lack of visible female role models in STEM fields makes it difficult for girls and young women to envision themselves in these careers and thus pursue them. Lastly, it is important to note that persistent institutional gender biases, strictly defined gender norms, and a patriarchal culture deeply ingrained in our minds as well as our communities, definitely play a pivotal role in creating an unwelcoming environment for women in STEM. 

However, both Indian as well as world history are replete with examples of numerous women who have contributed immensely to this field. Rajeshwari Chatterjee,  Kalpana Chawla, Tessy Thomas, Marie Curie, Beatrice Shilling, and Katherine Johnson are some such personalities. Hence, the past itself bears evidence of the fact that women have and can excel in any field if given the apt opportunities and a chance to thrive in STEM careers. This would help in narrowing the gender pay gap, enhancing women’s economic security, ensuring a diverse and talented STEM workforce, and preventing biases in these fields and the products and services they produce.

The problem, therefore, needs to be addressed at two levels – at a societal level which requires long-term effort and the policy, and also at an institutional level, which can be started with immediate effect i.e. investing in supporting infrastructure, providing incentives to institutions to promote gender equity as well as transparency in decision making to bridge the persisting gender imbalance in STEM majors. These steps would help not only women being able to chase their dreams but science itself would benefit from other points of view thereby ensuring an all-around development.

It can thus be extrapolated that the issue at hand is a multifaceted one and requires a comprehensive approach to deal with it. Society as a whole should promote the creation of inclusive cultures to move towards a more equitable and inclusive STEM community because no one can deny the fact that a robust STEM education creates critical thinkers, problem-solvers, and next-generation innovators. 

References - 

https://www.drishtiias.com/daily-news-analysis/women-participation-in-stem

https://www.bqprime.com/business/dear-india-inc-lets-talk-about-the-missing-women-in-stem#:~:text=for%20boys%20%26%20men.-,Data%20from%20the%20National%20Science%20Foundation%20shows%20that%20while%2052. CEOs%20in%20the%20STEM%20Industry

https://www.stemwomen.com/women-in-stem-percentages-of-women-in-stem-statistics

https://uis.unesco.org/en/topic/women-science

https://www.aauw.org/resources/research/the-stem-gap/

https://www.clearias.com/women-in-stem/