Transcript Slide 1

Equity in STEM
The current
Landscape
Jennifer Jirous
STEM & Arts Program Director
Colorado Community College System
…Gender diversity is associated with
increased sales revenue, more customers,
and greater relative profits. Racial diversity
is associated with increased sales revenue,
more customers, greater market share, and
greater relative profits.
Source: Cedric Hg Does Diversity Pay?: Race, Gender, and the Business Case for Diversity American Sociological
Review April 2009
Inventions by Women
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Kevlar (1964 ) Stephanie Kwolek
Nystatin (1950) Rachel Fuller Brown and Elizabeth Lee Hazen
Windshield wiper (1903) Mary Anderson
Dishwasher (1886) Josephine Cochrane
Square bottom paper bag (1871) Margaret Knight
Colored flare system (1857) Martha Coston
Compiler and COBOL Language (1950’s) Grace Hopper
Liquid paper (1958) Bessie Nesmith
Chocolate Chip Cookie (1930) Ruth Graves Wakefield
Circular saw (1812) Tabitha Babbit
Patents by Women
 First patent by Mary Dixon Klies for process that
weaved straw with silk and thread in 1809
 20 women earned patents by 1840
 22,984 patents were granted to women in 2010
 18 percent of all patents granted in 2010
 Up from14 percent in 2000
 And 9 percent in 1990
What is a STEM job?
Professional and technical support
occupations in the fields of
computer science and
mathematics, engineering, and life
and physical sciences
Source: U.S. Department of Commerce: Economics and Statistics Administration, ESA Issue Brief #04-11, August 2011.
Colorado Statistics
 93,668 STEM Jobs in 2013
 102,758 STEM Jobs expected by2018
 Hourly wage: $35.32
 Annual Openings: 4840
 71% Males – 29% Females
 44% Ages 25-44
 47 % Ages 44-64
Source: EMSI Complete Employment - 2013.2
Education Required (Colorado)
1.8%
0.7%
9.0%
10.2%
0.6%
On-the-Job Training
Postsecondary Non-Degree Award
Associate's Degree
Bachelor's Degree
Master's Degree
Doctoral Degree
66.7%
Source: EMSI Complete Employment - 2013.2
Employment by Groupings (2013)
30.0%
28.4%
27.5%
25.0%
22.5%
20.0%
17.5%
17.9%
17.0%
15.8%
15.5%
15.0%
12.5%
10.0%
7.7%
6.7%
7.5%
5.0%
2.5%
0.0%
-0.2%
-2.5%
Computer and Mathematical
Occupations
Architecture and Engineering
Occupations
Colorado
Source: EMSI Complete Employment - 2013.2
Life, Physical, and Social Science
Occupations
Nation
Total
Age by Groupings (2013)
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
Age 14-18
Age 19-21
Computer and Mathematical Occupations
Age 22-24
Age 25-34
Age 35-44
Architecture and Engineering Occupations
Age 45-54
Age 55-64
Age 65-99
Life, Physical, and Social Science Occupations
Gender by Groupings (2013)
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Percent Male
Computer and Mathematical Occupations
Percent Female
Architecture and Engineering Occupations
Life, Physical, and Social Science Occupations
Employment Projections (2023)
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
Computer and Mathematical
Occupations
Architecture and Engineering
Occupations
Colorado
Life, Physical, and Social Science
Occupations
Nation
Total
Women Are Often Paid Less than Men in the Same Job Are Paid
What about Choices?
• Men and women tend to choose different majors in college
and to work in different occupations after college.
• Women tend to work fewer hours, even when they work
full time.
• Women are more likely to leave the workforce or to work
part time when they have young children.
• Choices can account for some of the differences in salaries,
but they aren’t the whole story.
Despite the positive trends in
high school, the transition from
high school to college is a critical
time for young women in
STEM (science, technology,
engineering, and mathematics).
Women have earned the majority of bachelor’s
degrees since 1982.
Bachelor's Degrees Conferred, by Gender,1971–72 to 2006–07
Males
Females
1,000,000
Number of Degrees
900,000
800,000
700,000
600,000
500,000
400,000
300,000
200,000
100,000
0
Year
Source: Snyder, T.D., Dillow, S.A., and Hoffman, C.M. (2009). Digest of Education Statistics 2008 (NCES 2009-020). National Center for Education Statistics, Institute of Education
Sciences, U.S. Department of Education. Washington, DC.
Women and Men Tend to Major in Different Fields
Women’s representation among STEM bachelor’s degree holders
has improved over time but varies by field.
Bachelor’s Degrees Earned by Women in Selected Fields, 1966–2006
Source: National Science Foundation, Division of Science Resources Statistics, 2008, Science and engineering degrees: 1966–2006 (Detailed Statistical Tables) (NSF 08-321) (Arlington,
VA), Table 11, Author's analysis of Tables 34, 35, 38, & 39.
40 percent of undergraduates attend
community college.
More than 4 million women attend
community college.
Community college students are
racially diverse.
Community College Enrollment:
Women and men study different fields.
Women and men study different fields.
Colorado PS Enrollments
by Gender
54
53.42
52
50.29
49.71
50
48
46.58
46
44
42
Enrolled
Total
Female
Male
PS Enrollments all students
Gender by Cluster
100
90
80
70
60
Female
50
Male
40
30
20
10
0
1
2
3
5
6
7
8
9
10
11
12
13
14
15
16
17
51%
44%
56%
24.7%
58%
7.7%
44%
11.1%
39%
85%
32%
65%
7.8%
6.6%
78%
44%
Colorado CTE:
Engineering & CAD


Secondary
 94 Programs
 6821 Students
 25% Females
 68% White
Post-secondary
 41 Programs
 1434 Students
 13% Females
 64% White
Colorado CTE:
Information Technology


Secondary
 40 Programs
 1350 Students
 37% Females
 63% White
Post-secondary
 29 Programs
 1260 Students
 33% Females
 60% White
Colorado CTE:
Health Sciences
 Secondary
33 programs
 1,598 students
 75% female
 49% White
 Post-Secondary
 154 programs
 10,845 students
 73% female
 64% White

Colorado CTE:
Agriculture/Energy
 Secondary
 99 programs
 5220 Students
 39% Female
 79% White
 Post-secondary
 22 programs
 938 students
 39% Female
 70% White
Women in STEM Grant
 Funded by National Alliance for Partnerships in Equity
(NAPE)
 On September 26, 2011, the White House and the
National Science Foundation recognized NAPE for its
STEM Equity Pipeline initiative, which is “adding
momentum to a nationwide shift that promises to
strengthen the US economy and job security even as
it strengthens families across the country.”
GOALS of the
Stem Equity Pipeline (SEP)
 Building the capacity of the formal
education community
 Connecting the outcomes to existing
accountability systems
 Broadening the commitment to gender
equity and diversity in STEM Education.
Colorado Team Core Goals
 During the 2013-14 school year:
 Create a data-driven “sense of urgency” for CO
stakeholders regarding gender equity in STEM
(Collaborative Impact Framework - prerequisite).
 Identify a team of “champions” for gender equity in
STEM (Collaborative Impact Framework prerequisite).
 Embed equity principles into prioritized STEM
initiatives
 Identify four community colleges to implement the
SEP 2.0 program
Final Thought…
“Challenges make you discover things about
yourself that you never really knew. They're what
make the instrument stretch - what make you go
beyond the norm.”
Personal Action Plan
1. Based on today’s workshop, I am going to (list
specific actions)…
2. Specific benefits I feel will come from my
actions are…
3. Specific obstacles that may hinder my actions
are…
4. One important bit of information I am going to
share with my colleagues is…
Sources
 Women in STEM: A Gender Gap to Innovation (2011)
U.S. Department of Commerce, Economics and Statistics
Administration, ESA Issue Brief #03-11
 Why So Few? Women in Science, Technology, Engineering, and
Mathematics (2010)
American Association of University Women
 Colorado’s K-12 STEM Ed Report Card (2011)
STEMConnector
 Graduating to a Pay Gap: The Earnings of Women and Men One
Year after College Graduation (2013)
American Association of University Women
 Women in Community Colleges: Access to Success (2013)
American Association of University Women
Thank You!
Jennifer Jirous
Colorado Community College System
[email protected]