On New York University Week: There’s more diversity in STEM than before, but there’s more work to be done.
Joseph Cimpian, professor of economics and education policy, examines where help is needed.
Joseph Cimpian is Professor of Economics and Education Policy at New York University’s Steinhardt and Wagner Schools. His research focuses on understanding and addressing social and educational inequities, with particular emphasis on gender gaps in STEM fields, the effects of English learner reclassification policies, and educational experiences of LGBTQ+ youth. His work has appeared in leading journals including Science, and has been featured in the New York Times, Washington Post, and NPR. Using large-scale data analysis and innovative statistical methods, Dr. Cimpian’s research identifies patterns of inequality and evaluates potential policy solutions. His current work examines how institutional environments affect gender representation in physics, engineering, and computer science across different types of universities.
Progress and Setbacks in the STEM Gender Gap
When we talk about the gender gap in physics, engineering, and computer science, we often focus on the overall numbers, about four men for every one woman at the undergraduate level. But my research reveals a more complex story about who gets to become a scientist or engineer in America.
Analyzing over 34 million college degrees awarded over two decades, my colleague Jo R. King and I discovered dramatically different patterns across universities based on their average math SAT scores. At institutions with the highest math achievement, we’ve seen remarkable progress toward gender equality. In 2002, these schools had about two men for every woman in physics, engineering, and computer science majors. By 2022, that gap had narrowed to just three men for every two women.
But at institutions serving the majority of American students, we found a concerning trend. Among institutions with the lowest math scores, what started as three men for every woman in 2002 grew to seven men for every woman by 2022. These schools struggle both to attract and retain women in these majors.
These patterns persist even when comparing men and women with similar math abilities, prior coursework, and initial interest in these fields. This suggests that something about the college environment is attracting men while repelling women at less selective institutions, while more selective schools have created environments where women and men persist at similar rates.
Previous research has identified promising strategies like mentorship programs and research opportunities, but these programs are largely concentrated at highly selective universities. The challenge is ensuring these strategies work effectively at all institutions, particularly those serving women of color and students who may have fewer opportunities for these high-paying careers.
Read More:
[Science] – An institution-level analysis of gender gaps in STEM over time
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