Science, technology, engineering, and math (STEM) are the future of the US economy. They are crucial drivers for innovation and economic growth, with a strong push for students to choose STEM subjects at the degree level. STEM subjects have historically been dominated by men, with numerous gender equality initiatives failing to make significant improvements to the gender gap.
Women from minority backgrounds are significantly under-represented within STEM subjects and may be the missing piece in improving gender equality throughout STEM careers.
Why is there a gender disparity in STEM degrees and throughout the career ladder? A new research paper suggests that the effectiveness of STEM education for multilingual female students is closely tied to culturally responsive teaching practices. Professors and educational support staff can create a more inclusive and supportive learning environment by recognizing and valuing different linguistic and cultural backgrounds by embracing multilingualism.
The Gender Disparity in STEM Degrees
In 2023, women comprised only 28% of the STEM workforce globally after years of positive initiatives by industry leaders and educational partners. While the United States outperforms the European Union with a 24% female workforce compared to its 17% workforce, there is still considerable work to be done. This situation is happening at a time when women are more likely to attend universities and higher education institutions than their male counterparts.
Gender disparity within STEM limits its potential. Getting more women, particularly those from under-represented groups, into STEM degrees is an economic necessity. Programs like Black Girls Code and Million Women Mentors have been working to encourage more women to apply for STEM degrees, but these initiatives aren’t enough.
Universities and educational settings must address the unique challenges female students face, particularly those from minority backgrounds. These challenges often result in difficulty within the educational setting and a lack of development within STEM career roles.
Can Multilingualism Address STEM Disparities in the USA Multilingualism is the focus of research by Mahshad Nasr Esfahani, a 2nd year PhD student, and adjunct professor in Introduction to Academic Writing, at the
University of Buffalo, New York. Her research suggests that multilingualism is the key to addressing gender disparities within STEM fields in the United States.
In her recent paper, Esfahani suggests that language education policies can positively shape the educational trajectories of multilingual female students in STEM. Her study found that despite the potential benefits of multilingualism for improving gender equality in STEM degrees, there are other systemic barriers.
Multilingualism enhances problem-solving skills, creativity, and cognitive abilities among students. The research shows that schools that have successfully integrated multilingual education into their STEM programs saw significant improvements in student engagement and achievement, particularly among female students.
Universities and educational institutions urgently need to address the limited access to language support services, linguistic biases, and cultural disconnects that can hold international female students back. Esfahani singles out addressing these challenges as being key to realizing the potential of multilingualism in reducing gender disparities in STEM degrees and throughout the career pipeline.
With the demand for skilled STEM professionals continuing to rise, it is crucial to address gender disparity at a degree level, particularly the unique challenges faced by multilingual female students in the USA. Addressing these challenges will support the development of a more diverse and dynamic STEM workforce to drive the national economy.
