Final Essay: Why there are Few Women Becoming Scientists and Engineers

Final Essay: Why there are Few women becoming scientists and engineers
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Introduction
There is growing demand for scientists and engineers, but the number of people enrolling in these fields has not narrowed the gap. Young women are underrepresented in science-oriented majors, especially when there are no mentors and role models. The role of socialization cannot be ignored in influencing the choices and attitudes about sciences. There are few women becoming scientists and engineers, where interest, expectations, social norms, achievement, disparities in income pay, cultural differences and gender stereotypes are factors that influence the choice of women to pursue science and engineering courses, and work in these fields.
Impact of social norm
There are various reasons for the low representation of women in technology, science and engineering fields. One of the challenges is to change the socialization process, since teachers and counselors guide girls away from being scientists and engineers believing that boys are better suited to these fields. The teachers, counselors, and parents are role models that influence the decisions of students to choose the sciences. Most science teachers and instructors are male, and this discourages some women from pursuing science and engineering courses. This has a long lasting effect on the pool of workers available, and as fewer women graduate from these programs their representation in the workforce is also low.
Stereotypes about scientists and engineers focus on the male dominated fields overly represented by geeky guys. This turns away young women who may believe this perception despite being good in science and mathematics (Bieri Buschor et al., 2014). The perception that the STEM (science, technology, engineering and mathematics) fields are like the old-boys club, and women have to adjust to fit in with the male coworkers makes it uncomfortable for women to pursue science and engineering education. This potentially turns off interested female scientists and engineers, who are also likely to receive less pay for the same type of jobs. For women to graduate and get jobs as scientists and engineers there is a need to address barriers to their participation. This includes changes in attitudes among faculties and employers to make it more conducive for female learners to achieve their education goals in STEM subjects.
Interest in science and engineering
Developing interest in sciences and engineering influences the education and career choice of female learners and workers. Those who have been previously exposed to advanced scientific and mathematical studies are more likely to choose the STEM majors (Bieri Buschor et al., 2014). This highlights that young women need to be well informed about their choices while in high school, as this affects their career choice. In some instances, they are ill-informed and fail to identify science subjects relevant for science majors that they inadvertently eliminate courses and career options in the sciences. Women have mathematical and scientific abilities like their male counterparts, and they are more likely to choose medicine, biology or psychology while fewer of them choose IT, engineering, physics or mathematics (Bieri Buschor., 2014).
Academic achievement in science & engineering
The role of the academia in shaping opinion about women in science and engineering has also played a role in perceptions. Right from the faculty’s mainly choosing curriculum that are suitable for men, to having few role models to look up to in STEM areas. This is further compounded by the inflexible work schedules that women are likely to face when employed in the science related jobs. Hence, even as more4 women are encouraged to be work as scientists and engineering they face numerous challenges, with the education system and workplaces that largely ignore the input of women. The lack of mentors also means that fewer women than men are open to work in these fields.
The disparities in performance and the participation of men and women in science and engineering still persistent even after efforts to close this gap. Men are not only employed in higher numbers, but they also hold high positions in the workplace, research institutes and universities (Sonnert, & Fox, 2012). The creativity of women in science and engineering is not felt or seen for there is underrepresentation of female workers. Since careers and education attainment are shaped over time. Having few numbers of women enrolling at the undergraduate level indicates that, addressing the disparity would require time. In other fields, people may enroll later beyond the undergraduate level, where there are fewer barriers, especially in the arts and humanities. Even when women are increasingly enrolling at the undergraduate and postgraduate level, they are mostly concentrated in behavioral, life and social sciences.
Another factor that likely influences the number of women working in science and engineering is interest in these subjects. This may be shaped by their surrounding, socialization and learning environment right from an early age. Male and female learners may have similar interests in pursuing math and science related courses in high school. However, men are more likely to be interested as they choose math and science track. Since there are education-related variables that influence the choice of science and engineering, effort, the teachers’ rating and interest in these subjects all cause disparities in the number of male and females pursuing working in the science and engineering courses. Interest in math and sciences is associated with higher grades, and this is especially for men who are encouraged to pursue their interests.
Salary and compensation
The disparity in pay for women working in science and engineering fields indicates that women still face challenges because of a glass ceiling. Even when women attain undergraduate degrees in the sciences, they are less likely to advance. This implies they that need to have worked for longer time, to attain top positions (Bieri Buschor, et al., 2014). Additionally, women are more likely to leave employment for extended periods of time compared to male workers, and this affects their career progression. Given that women are paid less than men for similar positions, while they leave the workforce especially when starting families, there are fewer incentives for them to work as scientists and engineers.
The gender pay gap exist across the industry, and even in the high-paying jobs in science and engineering, this is common. Since the STEM fields tend to require intense learning and dedication compared to social sciences, women may be discouraged to pursue the courses when they face numerous barriers are receive lower compensation despite their efforts. Potential employers are also likely to favor male applicants and place them in a higher job position, since there is a belief that the science and engineering fields are male domains. Even though, women may fail to use negotiation skills when asking for a pay rise and incomes, there is discrimination against women even when they have the skills and knowledge to work compete...