The economics and mathematics double major analyzed data from the National Center for Education Statistics’ High School Longitudinal Survey of 2009 to identify the driving factors contributing to female student STEM attrition rates.
Name: Camille Kelley '19
Majors: Economics and Mathematics
Faculty mentor: Katy Rouse, associate professor of economics
Title of research: The Gender Gap in STEM Fields: Female STEM Student Attrition
Abstract:
Innovations rooted in science, technology, engineering, and mathematics (STEM) have resulted in notable economic growth in the United States over the past few decades, leading to an increased demand for STEM professionals (Hossain, 2012, p. 442). Due to stagnation in the domestic production of STEM-qualified workers, this increased demand is currently being fulfilled by foreign-born workers (Hossain, 2012, p. 443-448). In addition to this stagnation, the United States has also experienced a persistent gender gap within STEM labor force participation and educational attainment (Dasgupta, 2014, p. 21).
According to the report on women in STEM by the U.S. Department of Commerce’s Office of the Chief Economist (2017), roughly half of the United States’ undergraduate degree holders are women, yet only 30 percent of the United States’ STEM degree holders are women. Similarly, women constitute 47 percent of the United States’ labor force, but just 24 percent of U.S. STEM workers (Office of the Chief Economist, 2017, p.1). While both STEM attrition and female underrepresentation have been researched extensively, there has been little generalizable research into female STEM attrition (Beasley, 2011, p. 427).
With this in mind, I analyze data collected within the National Center for Education Statistics’ High School Longitudinal Survey of 2009 to identify the driving factors contributing to female STEM attrition rates, which I define as the proportion of students who expressed interest in a STEM major but earned a bachelor’s degree in a non-STEM field. After accounting for sample selection bias using the Heckman correction method, I find that the female STEM attrition rate is 6.5 percentage points higher among more selective universities, and 10.7 percentage points higher among students who work for pay while at school. Further, I find that female STEM attrition decreases if, while in high school, a female student perceives herself as a math person or that females are better than males at science. Lastly, I find the female STEM attrition rate is 7.9 percentage points lower among students who live on campus while working towards their degrees.
In other words:
Through this research, I was able to identify a number of factors contributing to low entrance into and persistence within STEM programs among female undergraduate students that do not impact entrance or persistence among male undergraduate students. More specifically, I find that female students who felt confident in their own STEM abilities while in high school are more likely to persist within an undergraduate STEM degree program. I do not, however, find evidence of a significant relationship between confidence in one’s own STEM abilities while in high school and STEM persistence among male undergraduate students. Several other factors, including whether a student lives off campus or works for pay during the academic year, have stronger negative impacts on STEM persistence among female students than among male students.
Explanation of study/potential impact of findings:
In recent years, policymakers have focused their efforts to address the gender gap within STEM fields almost entirely on programs designed to encourage female entrance into STEM. Further, in order to encourage the domestic production of STEM-qualified workers, policymakers in the United States have focused their efforts on reducing overall STEM attrition. My findings, however, suggest not only that female STEM attrition also contributes to the existing gender gap, but also that female STEM attrition and male STEM attrition are inherently different issues. By considering and addressing female STEM attrition as an issue separate from male STEM attrition, policymakers can work more effectively to increase STEM degree attainment among female students, which would consequently increase the domestic production of STEM-qualified workers.
Why did you pick this topic? How did you get started?
As a female STEM major, this research is incredibly important to me. In the future, I hope to earn my credentials as an actuary. Actuarial science concerns the measurement and management of risk and uncertainty and is considered a STEM field, with most actuaries holding degrees in mathematics or statistics. According to the American Community Survey, only 30.1 percent of actuaries in the United States are female, and female actuaries earn an average of $73,634 less per year than male actuaries. As with most STEM fields, there has been a big push to class the gender gap within actuarial science over the past few years, yet ACS statistics show the gender gap in actuarial science is as wide as ever.
Over the course of my academic career, I have certainly considered the impact of the gender gap on my ability to have a successful career as a female actuary. While I continue to work towards this goal, many females choose not to do so, ultimately switching to non-STEM majors. In doing this research, I hoped to gain a greater understanding on the factors impacting a female student’s decision to switch out of STEM majors in the face of such a glaring gender gap.
How has your mentor impacted you/your research process?
Throughout this entire research process, Professor Rouse has been an incredibly supportive and encouraging mentor. Professor Rouse was immediately interested and excited when I approached her about my research, which helped to instill a sense of confidence in me as I began my work. She has continued to help me build up confidence in myself and in my research by encouraging me to present at both the Eastern Economic Association’s Annual Undergraduate Research Conference, and Elon’s Student Undergraduate Research Forum.
Throughout this entire year, Professor Rouse has been an invaluable resource, helping me navigate the research process. Since previous researchers have found that high school STEM experiences can impact STEM attrition rates, I needed to find a dataset that included data spanning across the respondents’ high school and college experiences. Professor Rouse pointed me in the direction of the High School Longitudinal Survey of 2009, which is a relatively recent survey designed to allow researchers to gain a better understanding of student STEM experiences in both high school and college. Once we had identified the dataset, Professor Rouse guided me through the process of requesting access to the restricted dataset.
Beyond helping me with the more direct aspects of the research process, Professor Rouse worked with me to ensure that the process of completing my senior thesis was a learning experience. In this analysis, I used the Heckman Correction Method to control for sample selection bias. This modeling technique was new to me and requires a relatively in-depth understand of probability theory. Professor Rouse explained to why this method is best to use within the context of my research, provided me with resources to learn more, then gave me time to try working through the technique independently, while always being available for questions. I feel that I learn better by doing, so I appreciated that Professor Rouse allowed me to try using Heckman Correction Method on my own, rather than just telling me exactly how to do it. Professor Rouse is an amazing role model and mentor, and I am incredibly grateful for the opportunity to work with Professor Rouse throughout this research.