Women in STEM: What experiences influence decisions

Abstract

In the United States the number of Science, Technology, Engineering, and Mathematics (STEM) degrees earned by women is extremely low: 19.2% in engineering, 18.2% in computer science, 58.2%) in biosciences, and 43.1% in mathematics1 and West Virginia University Institute of Technology (WVU Tech) has recently started a program to increase mentoring to young women enrolled in STEM fields on campus in hopes of increasing the number of women graduating in the programs. This paper will explore and assess the experiences of female undergrad students in STEM fields, including those who changed majors within the STEM fields or out of the STEM fields, using anonymous surveys with a focus on gaining insight into why some female students leave STEM fields (particularly engineering). Data will be analyzed for recurring themes among the students in their experiences both positive and negative (e.g., moments they thought they wanted to quit, experiences that caused them to feel they could or could not achieve a STEM degree, what changed their mind about staying, or what event caused them to switch to a different field). Though this research the authors' hope to gain insight into why some female students leave STEM fields and others stay. The goal of this paper is to correlate experiences of the female students with their subsequent actions on completing a STEM degree (or not). The hope is to pinpoint specific actions universities, colleges, and STEM based organizations can take to decrease the loss of female talent within the STEM fields. Additionally, this research hopes to illuminate experiences that encouraged females to remain in the STEM fields, add these actions to women mentoring programs at the university, and, thus, help future generations of women college students.