The Retention of Women in Science, Technology, Engineering, and Mathematics: A Framework for…

“Women make up 47% of the total U.S. workforce, but are less represented in engineering, computer sciences, and the physical sciences. In addition, race and ethnicity are salient factors and minority women comprise fewer than 1 in 10 scientist or engineer. In this paper, a review of the literature is under taken that explores the many challenges women encounter when pursuing a career in the sciences. It includes a review of the national landscape and discussion of the guiding general retention theories. Finally it proposes a conceptual framework for persistence and proffers a number of research questions designed to delve deeper into the under representation phenomenon….

According to the National Science Foundation, women earned more than 50% of the bachelor degrees yet are underrepresented in the science and engineering workforce. The purpose of this paper is to advance knowledge on women in their pursuit of careers in science, technology, engineering, and mathematics (STEM). It aims to provide information about societal and cultural aspects as well as attitudinal, character and educational achievement in the career selection and persistence in the STEM disciplines. The results can be used to develop strategies for the successful retention and increased graduation rates” of women in STEM programs (p.1).

(Abstractor: Author and Website Staff)

Full publication title: The Retention of Women in Science, Technology, Engineering, and Mathematics: A Framework for Persistence

According to the authors, “The attrition of women in STEM has been extensively investigated and some major findings are:

• Numerous factors are involved that impact the advancement of women in STEM
• Qualitative studies indicate their decision to persist in STEM is influenced by the perception of self-efficacy
• Other factors affecting persistence are positive relationships with advisors, mentors, and interest in STEM classes
• Personal choice for leaving is becoming more prevalent in the literature
• Women may need assistance to function in mixed-gender teams, especially when dominated [by] men
• More similarities in career aspirations are found in STEM (men and women) than the general student population
• Attrition rates are larger for women than men and particularly during the second year of college and beyond
• Women exhibit lower self-confidence than males even when academic preparation and performance are equal or superior
• Professional role confidence is a critical factor in the persistence of women in STEM

Women anticipate conflicts between work and family in STEM careers and need support to cop found “to be highly predictive with persisters and applicable with women on several points” (p.4). Lastly, the authors recommend that future research should conduct “[a]n investigation into the persistence phenomenon [that] will enhance the research and education infrastructure and improve the understanding of how women develop a sense of purpose and become engaged in the class with and change these systems” (p.1-2). The authors also present a conceptual framework to better understand the retention of women in the sciences. The authors state that the model was room” (p.5). (Abstractor: Author and Website Staff)

• Last Updated:
• Created:
• Resource Publication Date: 2016
• Author(s): White, Jeffry L. and Massiha, G.H.
• Organizational Author(s): International Journal of Evaluation and Research in Education
• Funding Source: Funding source not identified
• Resource Availability: Publicly available
• Posted by: India Johnson
• Posted in: Workforce System Strategies