---
title: "Women in STEM"
chunk: 10/11
source: "https://en.wikipedia.org/wiki/Women_in_STEM"
category: "reference"
tags: "science, encyclopedia"
date_saved: "2026-05-05T04:22:08.521064+00:00"
instance: "kb-cron"
---

=== Innate versus learned skill ===
Some studies propose the explanation that STEM fields (and especially fields like physics, math and philosophy) are considered by both teachers and students to require more innate talent than skills that can be learned. Combined with a tendency to view women as having less of the required innate abilities, researchers proposed that this can result in assessing women as less qualified for STEM positions. In a study done by Ellis, Fosdick and Rasmussen, it was concluded that without strong skills in calculus, women cannot perform as well as their male counterparts in any field of STEM, which leads to the fewer women pursuing a career in these fields. A high percentage of women that do pursue a career in STEM do not continue on this pathway after taking Calculus I, which was found to be a class that weeds out students from the STEM pathway.
There have been several controversial statements about innate ability and success in STEM. A few notable examples include Lawrence Summers, former president of Harvard University who suggested cognitive ability at high end positions could cause a population difference. Summers later stepped down as president. Former Google engineer, James Damore, wrote a memo entitled Google's Ideological Echo Chamber suggesting that differences in trait distributions between men and women was a reason for gender imbalance in STEM. The memo stated that affirmative action to reduce the gap could discriminate against highly qualified male candidates. Damore was fired for sending out this memo.

=== Comparative advantage ===
A 2019 study by two Paris economists suggests that women's under-representation in STEM fields could be the result of comparative advantage, caused not by girls' 10% lower performance on math tests, but rather their far superior reading performance, which, when taken together with their math performance, results in almost one standard deviation better overall performance than boys, which is theorized to make women more likely to study humanities-related subjects than math-related ones.
The current gender gap, however, is widely considered to be economically inefficient overall.

== Strategies for increasing representation of women ==

There are a multitude of factors that may explain the low representation of women in STEM careers. Anne-Marie Slaughter, the first woman to hold the position of Director of Policy Planning for the United States Department of State, has recently suggested some strategies to the corporate and political environment to support women to fulfill to the best of their abilities the many roles and responsibilities that they undertake. The academic and research environment for women may benefit by applying some of the suggestions she has made to help women excel, while maintaining a work-life balance.

=== Social-psychological interventions ===
A number of researchers have tested interventions to alleviate stereotype threat for women in situations where their math and science skills are being evaluated. The hope is that by combating stereotype threat, these interventions will boost women's performance, encouraging a greater number of them to persist in STEM careers.
One simple intervention is simply educating individuals about the existence of stereotype threat. Researchers found that women who were taught about stereotype threat and how it could negatively impact women's performance in math performed as well as men on a math test, even when stereotype threat was induced. These women also performed better than women who were not taught about stereotype threat before they took the math test.

==== Role models ====
One of the proposed methods for alleviating stereotype threat is through introducing role models. One study found that women who took a math test that was administered by a female experimenter did not suffer a drop in performance when compared to women whose test was administered by a male experimenter. Additionally, these researchers found that it was not the physical presence of the female experimenter but rather learning about her apparent competence in math that buffered participants against stereotype threat. 
The findings of another study suggest that role models do not necessarily have to be individuals with authority or high status, but can also be drawn from peer groups. This study found that girls in same-gender groups performed better on a task that measured math skills than girls in mixed-gender groups. This was due to the fact that girls in the same-gender groups had greater access to positive role models, in the form of their female classmates who excelled in math, than girls in mixed-gender groups. 
Similarly, another experiment showed that making groups achievements salient helped buffer women against stereotype threat. Female participants who read about successful women, even though these successes were not directly related to performance in math, performed better on a subsequent math test than participants who read about successful corporations rather than successful women. 
A study investigating the role of textbook images on science performance found that women demonstrated better comprehension of a passage from a chemistry lesson when the text was accompanied by a counter-stereotypic image (i.e., of a female scientist) than when the text was accompanied by a stereotypic image (i.e., of a male scientist).
Other scholars distinguish between the challenges of both recruitment and retention in increasing women's participation in STEM fields. These researchers suggest that although both female and male role models can be effective in recruiting women to STEM fields, female role models are more effective at promoting the retention of women in these fields. Female teachers can also act as role models for young girls. Reports have shown that the presence of female teachers positively influences girls' perceptions of STEM and increases their interest in STEM careers.