Chapter 7: The Role Of Out-Of-School Time In Encouraging Girls In STEM

Despite significant advances in recent years, girls and young women continue to be underrepresented in STEM degrees and careers (NSF, 2011). According to the U.S. Department of Commerce, women comprise 48% of the U.S. workforce, but are just 28% of STEM workers (Beede et al., 2011). As a result, women are missing opportunities to participate in the nation’s most highly paid and fastest growing occupations. By 2018, upwards of 63% of all jobs will require skills in STEM (U.S. Congress Joint Economic Committee, 2012).

There are a number of reasons why girls and women do not persist in the STEM pipeline, including lack of early preparation and insufficient course preparation in high school, lack of parental support, and lack of role models and mentors (Sax, 2001). In addition, stereotypes about “appropriate” roles for women still play a large part in lowering girls’ aspiration for science and engineering careers (AAUW, 2010).