Bringing Young Women to Math and Science

A growing concern has been expressed by educators and policymakers alike over the small number of women pursuing careers in the scientific, mathematical, and technical fields (e.g., Sells, 1980). Despite efforts to ameliorate this through affirmative action and scholarship programs, employment statistics indicate that men and women are still entering these career fields in disproportionate numbers (Bureau of Labor Statistics, 1980). Women are less likely than men to enter professions that are math related. For example, in 1983, women received only 13.2% of all undergraduate degrees in engineering and only 27% of all undergraduate degrees in the physical sciences. In contrast, females received 68% of the undergraduate degrees in psychology and sociology and 75% of the undergraduate degrees in education (Vetter and Babco, 1986).

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