Why women are underrepresented in science, technology, engineering and mathematics (STEM) fields in the United States

Abstract

The issue of women's underrepresentation in science, technology, engineering and mathematics (STEM) fields in the United States has recently gained significant interest and accordingly, a great increase in the body of literature on this topic. A review of the literature reveals that the issue is a complex phenomenon with a myriad number of causes. These causes may be socioeconomic or cultural influences, or they may be specific events in women's educational or occupational timeline such as first-year college and university STEM classes. This thesis will use the following two themes to weave through and present the existing body of research: (1) STEM fields are riddled with gender stereotypes, which make many women uncomfortable and feel like they do not belong; (2) a gender confidence gap exists in STEM fields and discourages women from entering or further pursing STEM. An examination of gender composition of STEM fields across different countries validates these two themes as well. Finally, this thesis will end with a discussion of several potential strategies for increasing the representation of women in STEM.