Īccording to the National Society of Professional Engineers in 2004, there were approximately 192,900 female engineers throughout the country, compared with over 1,515,000 men. PhD recipient rates from 1989 to 2008 were nearly identical to minority women’s. Asian women actually accounted for a lower rate of engineering bachelor's degree during this time period, from approximately 2.5% to 5%. The percentages of minority women with engineering doctoral degrees were much lower, however, barely increasing from 1% throughout this period. Ĭoncerning minority ( African American, Hispanic, Native American) women, the percentages of engineering bachelor’s recipients increased from approximately 7% in 1989 to 12% in 2008. The percentage increase in the computer science industry displayed was larger, increasing from approximately 10% in 1989 to 21% in 2008. Between 19, the approximate percentages of women receiving their Bachelor’s degree in any engineering field were 17% and 19.6%, respectively. However, men disproportionately outnumber women in the number of Science and Engineering (STEM) degrees received. Statistics and relevant data Percentage of Engineering Bachelor’sDegrees Awarded to Womenby SchoolĪccording to the National Science Foundation, overall, women have higher college graduation rates compared to men. Existing groups that promote women in engineering: ASCE Task force Committee on Women in Civil Engineering, Extraordinary Women Engineers Project Coalition. In the mid 1980s, a shortage of qualified engineers was predicted by the year 2000, further instigating efforts to both recruit and retain women in these fields. It was proposed, among other factors, that early socialization by elementary schools and social stereotyping was to blame for this issue. ĭespite women’s increasing numbers in science and engineering fields, affirmative action and similar efforts were implemented throughout the U.S. However, it was also estimated that they still accounted for less than 4.9% of such majors throughout this period. During this period, there was an estimated 100% increase in the number of female science and engineering majors throughout the United States. Early increases in these numbers did occur, though, throughout 1968–78. Women who actually applied to engineering programs were enrolled at similar rates to men. This coincides with the fact that, throughout this period, there was little recorded formal discrimination in the American educational system. For example, in a study of over 440 college campuses nationwide throughout 1971–72, approximately 17% of polled Science, Technology, Engineering, and Math (STEM) majors were women. ĭespite changing political views towards women and minorities during the civil rights movement, college women’s enrollment rates into engineering were still relatively low when compared to men's. At the time, both groups largely emphasized women’s roles as traditional homemakers and mothers rather than as serious scientists or engineers. Research has shown that these trends were reflective of both men's and women's dominant opinions regarding women's role in the workforce throughout this period. Furthermore, female engineers that were employed were less likely to have obtained advanced degrees in their field than men. In 1960, however, less than 1% of recorded engineers were women. In the early 1960s, a President’s Commission on the Status of Women emphasized the need for women to fill a shortage of jobs in teaching, science, and engineering. Two forms of activism tasked with raising awareness include both organizations on college campuses and those geared towards society at large. According to recent statistics, college-educated women are less than half as likely as men to be employed in science and engineering jobs. Negative perceptions of female engineers may play a role in explaining their low numbers within the field. These explanations include beliefs regarding women's lack of interest in science and engineering, their physiological inability to succeed as engineers, and environmental factors in women's childhoods that discourage them from entering science and engineering fields. Numerous explanations and points of view have been offered to explain women's participation rates in this field. Some Feminist theorists suggest that these social and historical factors have perpetuated women’s low participation rates in engineering over time. Additionally, this disparity has led to careers in Education, History, English, Humanities and the like to be seen as “feminine” careers and areas of study. Over time, this pattern has led to a significantly higher concentration of male professional engineers compared to women. Historically, women in the United States have been represented at lower rates than men in both science and engineering college programs and careers.
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