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Racial disparities in high school completion are a prominent reason for racial imbalances in STEM fields. While only 1.8% of Asian and 4.1% of White students drop out of high school, 5.6% of Black, 7.7% of Hispanic, 8.0% of Pacific Islander, and 9.6% of American Indian/Alaskan Native students drop out of high school. [6]
A fact sheet published by UNESCO in March 2015 [71] presented worldwide statistics of women in the STEM fields, with a focus on Asia and the Pacific region. It reports that, worldwide, 30 percent of researchers are women; as of 2018, this share had increased to 33 percent. [67]
As evidenced by existing surveys, the science and engineering enterprise workforce has traditionally only included individuals with bachelor's, Master's, and/or doctorates in STEM fields. The United States Census Bureau, however, estimates there are approximately 17 million individuals over the age of 25 who work in highly technical fields who ...
Female students represent 35% of all students enrolled in STEM-related fields of study at this level globally. Differences are also observed by disciplines, with female enrollment lowest in engineering, manufacturing and construction, natural science, mathematics and statistics and ICT fields. Significant regional and country differences in ...
Underrepresented groups in computing, a subset of the STEM fields, include Hispanics, and African-Americans. In the United States in 2015, Hispanics were 15% of the population and African-Americans were 13%, but their representation in the workforces of major tech companies in technical positions typically runs less than 5% and 3%, respectively ...
STEM education often uses new technologies such as 3D printers to encourage interest in STEM fields. [86] STEM education can also leverage the combination of new technologies, such as photovoltaics and environmental sensors, with old technologies such as composting systems and irrigation within land lab environments.
Despite women's increasing numbers in science and engineering fields, affirmative action and similar efforts were implemented throughout the U.S. to increase STEM enrollment rates. [1] [5] [7] It was proposed, among other factors, that early socialization by elementary schools and social stereotyping was to blame for this issue.
While this theory satisfactorily illustrates the changes at a younger age, the number of women in STEM fields does not change drastically once they enter college. Therefore, the issue is one of interest much earlier on. Throughout high school, the percentage of males interested in STEM careers changed from 39.5 to 39.7, effectively staying ...