“Originally, women were the computers, and I don’t think people understand that history,” says Ami Fox, a biology teacher at Cleveland High School.
That history changed when STEM became lucrative, and women were quickly ushered out of the field, and ridiculed by their male peers. While there have been many advancements in making it a more inclusive area of study, some of these problems have remained long-standing, and are crucial to address in order for STEM to progress.
Although the most well-recognized names in STEM are all belonging to men, there are, of course, spotlights on a few women like Marie Curie, a radioactivity researcher, and Katherine Johnson, a mathematician. But what good is this recognition if workplaces and schools themselves are constantly overlooking the accomplishments of women?
According to the American Association of University Women, only 34 percent of employed STEM workers identify as female. This disparity has very real and detrimental effects on the daily lives of these women, such as the increased wage gap within the field. Pew Research reports that men in STEM professions acquire wages that are, on average, $15,000 more than their women counterparts, and Black/Latina women in STEM earn around $33,000 less each year.
In addition to the mental burden that it is to constantly feel undermined within a career field, knowing you will be paid tens of thousands of dollars less solely because of your gender is a huge reason why many women feel deterred from pursuing these jobs and higher education in these provinces.
Besides financial struggles within the workforce, there is a significant toll taken on women’s confidence by being in the minority of a male-dominated field. Constantly having things dumbed down by male peers is an exhausting experience that, unfortunately, mostly all women face.
“Though I have felt fairly comfortable within my IB Physics and Biology courses, I do sometimes feel that my male peers talk down to me,” notes Emma Bass, a student taking numerous STEM classes at Cleveland. “This can not only be frustrating at the moment, but have an overall impact on my confidence and comfort as a student.”
In addition to various physics, chemistry, biology, and environmental science classes at Cleveland, the PigMice Robotics Club is one of the extracurriculars that students can opt to participate in. On one hand, Bass says that there is a certain level of acceptance for women in STEM in these clubs. On the other hand, Fox points out that it is male-dominated, which makes it an inherently less likely place for female-presenting students to throw themselves into.
“I’ve tried to get my children to be involved
in [PigMice], and they’ve walked into the room and have been intimidated by seeing only male-presenting individuals,” says Fox. “That’s how it used to be in all of STEM when I was growing up; it was completely male dominated.”
Owen Woods-Richardson, senior team captain of PigMice said, “Two years ago, after Covid, it was really bad–almost all the leadership was men. But since then we’ve been working to increase the gender diversity. Currently, our leadership is about a 60:40 ratio of men to women. We have made progress, but it’s something that we’re continuing to work on.”
Junior captain Xinyi Lu recalled her initial experience in PigMice as one of the few girls in the club. “It was really intimidating because I felt like I didn’t belong here and I wasn’t welcome,” she said.
She notes that the diversity has improved over the years, and the club has worked to create a more welcoming environment. “We’re trying to get more female leadership and set an example for other girls to join,” Lu said.
As time progresses, the hope is that we are getting further and further away from the social norms that restrict the workplaces in which women are welcomed into. “Women are seeing themselves as more capable,” Fox observes. “You’re seeing not just nurses, but doctors that are female now, and a greater number of female educators i
n STEM…I consider that encouraging.”
Cleveland’s teaching community is very balanced within math and science courses. Being taught these subjects by women, or by men who consistently work alongside women, genuinely makes a difference in the quality of education that students receive. Seeing these barriers and stereotypes be challenged serves as a huge inspiration for young women, and not giving only men a seat at the table is a significant step in expanding STEM.
The communities within Cleveland, our district, and society at large, continue to grow and unlearn old patterns. During times like these, it is especially important to encourage young girls to participate in STEM activities.
Vivian Younger, a Cleveland senior who is taking many STEM classes, gives advice to those who may be unsure of their places in these fields.
“Don’t doubt yourself. STEM can be hard and make you feel stupid but you aren’t. You are smart enough to do well, you just have to put the work in!” Younger said.
