TCU Chemistry Outreach Chair, sophomore Hector Villegas, conducting an experiment with elementary kids from around the TCU community
STEM is an acronym that stands for science, technology, engineering, and mathematics. STEM embodies the academic movement in American Education that aims to help both teachers and students understand how multidisciplinary education can change the world and additionally prepare a workforce for future progress. “Technology helps us communicate; Math is the language; Science and Engineering are the processes for thinking; all this leads to Innovation.” (Education Company)
There is a general agreement that STEM should be an essential part of school curriculum yet, despite this we see STEM education being hindered in different ways. According to the American Association of University Professors, “Over the past three decades, the overall percentage of women receiving degrees in science, technology, engineering, and mathematics has increased dramatically.” There is an evident improvement of gender equality in STEM education but we should not let these triumphs mask other factors that we still have to consider:
1. Data only details the increase of women in STEM, it doesn’t specify the variance with which women participate in STEM fields
Usually the goal of those involved in the STEM movement is to encourage individuals of minority groups, such as women, to pursue a degree in one of the STEM disciplines. While research suggests improvements, a closer examination shows that women are pursuing STEM degrees in certain, specific areas only. “Overall, women earn most of the bachelor’s degrees in fields other than science and engineering, such as humanities, education, and fine arts, and in the science and engineering fields of psychology, social sciences, and biological sciences. Men earn most of the degrees in computer sciences; earth, atmospheric, and ocean sciences; mathematics and statistics; physical sciences; and engineering.” We should celebrate the increase of women in science but we must recognize that the gender gap has not been completely bridged yet.
2. Data doesn’t account for the stagnant rates of women in STEM leadership positions
Most research focuses on the increase in numbers of women who are earning a masters or doctoral degree in STEM yet, despite this increase , the number of women in STEM leadership positions stays the same. Research in this area is more minimal but what has been discovered is that “more women than men leave science and engineering”. Studies have determined that women are less likely to remain in a STEM field than men and this in part explains why there are less women in senior or leadership positions in the STEM workforce. What still needs to be addressed is why women, who many times have the same or superior academic background and professional achievements as their male counterparts, leave their fields.
3. Recognizing the Barriers
An article by the Harvard Business Review, denounces the myth that women in executive positions can perfectly balance both a leadership position in the workplace and a family. Mother’s with a leadership position are often constrained and limited in their time and energy. They are unable to completely devote themselves into their home or work life and as a result women are often times left to choose between their careers and having children. Another obstacle women have to overcome is a lack of a professional network that specifically tailors to needs of women in STEM. It is difficult for a woman to tap into the benefits of male dominated networks.
TCU STEM
At TCU there are six female students for every male student. Despite this ration, men make up the majority of STEM classes. The number of women majoring in subjects such as engineering, math, or geology is not representative of the student population in terms of gender. The reasons for this are varied. TCU recognizes that one of the defining factors in a students life is a continued sense of encouragement. TCU pre-Med student, Maria Ortiz, appreciates the support she has received from TCU faculty and her peers. “Personally, TCU has helped me grow. There are times where I feel like I can’t do it anymore or that being a doctor is impossible, but there people who help me understand that it will be hard but it is achievable. For example, Dr. Giri Akkaraju, a biology professor, has been a great influence these past two years. He has been there to advise me to do what is best for me regarding the classes I should take or about medical school.
” Professors like Dr. Akkaraju care about seeing their students, like Maria who is a first generation college student, succeed. In addition to guidance and advice, Maria has found motivation in the example set for her by TCU faculty. She mentions that, “seeing Dr. Julie Fry succeed in the hard field of chemistry has motivated me to try my hardest in order to reach my goals.” When STEM students like Maria see other women in a highly regarded position within STEM it helps create a bridge between their dreams and their future reality.
TCU understands the power that role models have for other students. Through the creation of the TCU Chemistry Club, elementary students surrounding the TCU community have weekly lessons in chemistry as well as interaction with TCU students. TCU Chemistry Club Outreach Chair, Hector Villegas, mentions that a large majority of the TCU Chemistry students that volunteer at these local elementaries are ethnic minorities and/or women. TCU hopes that these elementary students can identify with TCU Chemistry students since the elementary student populations that the TCU Chemistry Club serves are characterized by mostly minorities. Additionally, each week the elementary kids participate in simple chemistry experiments that develop their understanding of the scientific method, basic chemistry, and heightens their interest in science. It is through these community outreach programs that we can begin to foster more future diversity in STEM.