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Government Publishing Office U.S. Congress Senate Committee on Commerce, Science, and Transportation WOMEN IN SCIENCE AND TECHNOLOGY Date(s) Held: 2002-07-24 107th Congress, 2nd Session GPO Document Source: CHRG-107shrg91728 Superintendents of Documents ID: Y 4.C 73/7 Witnesses: Boitel, Ana Maria, Chair, Women in Technology Johnson, Dr. Kristina M., Professor and Dean, Pratt School of Engineering, Duke University Koplovitz, Kay, Founder and Principal, Koplovitz and Company Stueber, Nancy, President, Oregon Museum of Science and Industry Related Items:

'Encouraging women in the field of Science and Technology (29-Apr-2002)' from the RS Debates Digital Library

The Kamla Show features entrepreneurs, producers, engineers, scientists and others who contribute to the vibrant economy of the San Francisco Bay Area. Lois Vossen is executive producer at Independent Lens, PBS in San Francisco. This is a 2-part conversation where she shares her journey from growing up in a farm in Minnesota to charting her own career path that was colored by her love for the arts. She never dreamt that she would end up in San Francisco and doing what she is doing. Producer Name: Kamla Bhatt Organization Name: The Kamla Show

Document number CIA-RDP84B00890R000500100031-0 declassified and released through the CIA's CREST database. Previously available only on four computers located outside of Washington D.C., the Agency was successfully pressured into putting the files online as a result of a MuckRock lawsuit and the efforts of Emma Best. The metadata was collected by Data.World, and the files are now being archived and made text searchable by the Internet Archive.

The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the meeting. Co-Chairs Dr. Ann Reynolds and Mr. Jaime Oaxaca presided over the meeting. The document includes: (1) introductory remarks; (2) a report of the Subcommittee on Employment; (3) a report of the Subcommittee on Social Aspects; (4) a report of the Subcommittee on Research Support; (5) a report of the Subcommittee on Higher Education; (6) a report of the Subcommittee on Pre-College Education; and (7) preparations for hearings to be held in Boston. (CW)

This hearing is the second in a series of hearings to be held by this subcommittee on the subject of "Women in Science and in Technology." The focus is on the issues of gender bias in precollege science and mathematics education. The first panel of witnesses will present the most recent data on the achievement, participation, and treatment of girls in math and science classes at the elementary and secondary school levels, and then use this data as a basis to suggest ways to improve our educational system. Witnesses include: Susan McGee Bailey, Center for Research on Women at Wellesley College, Wellesley, Massachusetts; Jane Butler Kahle, Miami University, Oxford, Ohio. The second panel of witnesses will focus on strategies and programs to increase gender equity, including both programs to provide increased math and science exposure directly to female students and strategies to provide training to teachers, parents, and guidance counselors. Witnesses on this panel include: Shirley Malcom, American Association for the Advancement of Science, Washington, D.C.; Richard E. Stephens, Office of University and Science Education Program, U.S. Department of Energy, Washington, D.C.; Jane Stutsman, Directorate of Education and Human Resources, National Science Foundation, Washington, D.C.; Stacy Kass, Careers and Life Planning, Girls, Inc., New York, New York; and Rebecca Failor, Math/Science Network, Oakland, California. An appendix contains a U.S. Department of Energy education programs catalog, 1994. Brief descriptions of each facility, its programs, and contact information are included. (MKR)

This hearing is the second in a series of hearings to be held by this subcommittee on the subject of "Women in Science and in Technology." The focus is on the issues of gender bias in precollege science and mathematics education. The first panel of witnesses will present the most recent data on the achievement, participation, and treatment of girls in math and science classes at the elementary and secondary school levels, and then use this data as a basis to suggest ways to improve our educational system. Witnesses include: Susan McGee Bailey, Center for Research on Women at Wellesley College, Wellesley, Massachusetts; Jane Butler Kahle, Miami University, Oxford, Ohio. The second panel of witnesses will focus on strategies and programs to increase gender equity, including both programs to provide increased math and science exposure directly to female students and strategies to provide training to teachers, parents, and guidance counselors. Witnesses on this panel include: Shirley Malcom, American Association for the Advancement of Science, Washington, D.C.; Richard E. Stephens, Office of University and Science Education Program, U.S. Department of Energy, Washington, D.C.; Jane Stutsman, Directorate of Education and Human Resources, National Science Foundation, Washington, D.C.; Stacy Kass, Careers and Life Planning, Girls, Inc., New York, New York; and Rebecca Failor, Math/Science Network, Oakland, California. An appendix contains a U.S. Department of Energy education programs catalog, 1994. Brief descriptions of each facility, its programs, and contact information are included. (MKR)

This hearing is the second in a series of hearings to be held by this subcommittee on the subject of "Women in Science and in Technology." The focus is on the issues of gender bias in precollege science and mathematics education. The first panel of witnesses will present the most recent data on the achievement, participation, and treatment of girls in math and science classes at the elementary and secondary school levels, and then use this data as a basis to suggest ways to improve our educational system. Witnesses include: Susan McGee Bailey, Center for Research on Women at Wellesley College, Wellesley, Massachusetts; Jane Butler Kahle, Miami University, Oxford, Ohio. The second panel of witnesses will focus on strategies and programs to increase gender equity, including both programs to provide increased math and science exposure directly to female students and strategies to provide training to teachers, parents, and guidance counselors. Witnesses on this panel include: Shirley Malcom, American Association for the Advancement of Science, Washington, D.C.; Richard E. Stephens, Office of University and Science Education Program, U.S. Department of Energy, Washington, D.C.; Jane Stutsman, Directorate of Education and Human Resources, National Science Foundation, Washington, D.C.; Stacy Kass, Careers and Life Planning, Girls, Inc., New York, New York; and Rebecca Failor, Math/Science Network, Oakland, California. An appendix contains a U.S. Department of Energy education programs catalog, 1994. Brief descriptions of each facility, its programs, and contact information are included. (MKR)

'Science and Technology for Women (4-Dec-1996)' from the Parliament Digital Library

'Science and Technology for Women (4-Dec-1996)' from the Parliament Digital Library

'Science and Technology for Women (4-Dec-1996)' from the Parliament Digital Library

Customized version of http://www.thingiverse.com/thing:175150 Created with Customizer! http://www.thingiverse.com/apps/customizer/run?thing_id=175150

This document presents an abbreviated report of the evaluation and impact assessment of 11 experimental projects funded by the National Science Foundation (NSF) in FY 1974 and FY 1975 to increase the number of women engaged in science-related careers. The report includes a description of the evaluation methodology used, project summaries, program observations and comparative analysis. A brief project description, along with conclusions and recommendations, is given for each project. Four appendices are included: (1) Alternative Interventions; (2) Film Bibliography; (3) Selected Bibliography; and (4) Selected Annotated Bibliography. (MA)

This report compares the roles and utilization of women in science and technology in the Soviet Union and the United States. Changes in demographic and population data in both countries during this century are examined and compared. Differences in policies and organization of scientific enterprises are also examined and used in comparing the participation of women in scientific and professional occupations in the two countries. Results of the analysis indicate that over the last 30 years, Russian women have been educated and have achieved all but the highest offices equally with men. The authors observe that use of women's capacities is essential to the Soviet economy, and that if any change in women's status should be expected in the USSR, it will be one of declining need for women in the work force. By contrast, the status of women in the United States is changing from one in which their talents have been untapped or underdeveloped. It is conjectured that societal changes in the United States will cause an increase in the proportion of women in the professions. (SD)

Missouri Women's Council Where Women and Girls are In Science, Engineering and Technology, April 2002; STEM; careers; 

Missouri Women's Council Where Women and Girls are In Science, Engineering and Technology, April 2002; STEM; careers; 

The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California), between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the written verbatim transcript of the public hearing held in Atlanta, Georgia, on March 2, 1988. Co-Chairs Mr. Jaime Oaxaca and Dr. Ann Reynolds conducted the hearing. Speakers at this hearing included: (1) Dr. Thomas W. Cole; (2) Dr. Etta Falconer; (3) Dr. James O. Mason; (4) Ms. Karen Darling; (5) Mr. Jack Sabater; (6) Ms. Chandra French; (7) Ms. Carolyn Chestnutt; (8) Ms. Polly Anna Harris; (9) Ms. Iris M. Carl; (10) Mr. James G. Breene; (11) Ms. B. K. Krenzer; (12) Dr. Joe Johnson; (13) Mr. William Shackelford; (14) Mr. Bill Linder-Scholer; (15) Ms. Debbie Baldridge; (16) Dr. Charles Meredith; (17) Dr. Isabella Ann Finkelstein; and (18) Dr. Melvin R. Webb. A written statement by Congressman J. Roy Rowland (Georgia) is included. (CW)

The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the public hearing. Co-Chair Dr. Ann Reynolds presided over the hearing. Following opening comments by the chair, speakers at this hearing included: (1) Dr. John Burnell; (2) Dr. James M Rosser; (3) Dr. Stuart E. Gothold; (4) Mr. Raul Alvarado Jr.; (5) Dr. Dorothy Hudig; (6) Dr. Eugene H. Cota-Robles; (7) Mr. Jesse Rubalcaba; (8) Mr. Ralph Casarez and Mr. Robert Cole; (9) Ms. Sevilla Weatherford; (10) Dr. Nancy Kreinberg; (11) Dr. Helga Christofferson; (12) Dr. Raymond B. Landis; (13) Ms. Eva W. Bein; (14) Ms. Nancy Guitterez; and (15) Ms. Frances Manion. (CW)

The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the closed session and public hearing. Co-Chairs Mr. Jaime Oaxaca and Dr. Ann Reynolds presided over the meeting and hearing. The document includes a statement by Mr. John McKelvey, and reports of the social aspects, employment, higher education, and pre-college education subcommittees. Speakers at this hearing included: (1) Ms. Joann Platt; (2) Dr. Diana G. Helsel; (3) Mr. Tom Cummings; (4) Mr. Douglas Juarez; (5) Ms. Dawn Cunningham; (6) Ms. Karen Hummel; (7) Dr. Edith Jones; (8) Mr. John McTague; (9) Mr. Nate Thomas; (10) Dr. Patricia McCorquodale; (11) Mr. Jose de Jesus Esteban; (12) Ms. Cheryl Fisher; (13) Dr. Charles Rankin; (14) Dr. Manuel Berriozabal; (15) Dr. Gene Hampton; (16) Dr. Walter Smith; (17) Dr. Jerry Kollros; and (18) Dr. Don Ahshapanek; (19) Dr Elizabeth Applebaum; (20) Ms. Ruth Margolin; and (21) Dr. Joseph Estrada. A closed discussion of the task force focused on plans for the California meeting. (CW)

Drawing on a literature and program review, analysis of publicly available data, and consultations with experts in the field, this report examines opportunities for women and student parents to pursue and succeed in STEM fields at community colleges. Findings include the following: (1) Women with associate's degrees earn only 77 percent of what men earn, in part because of the different fields that men and women pursue, with men more likely to go into STEM fields. Women hold only about one in four STEM jobs. Given that many STEM occupations require advanced degrees or certificates beyond a high school diploma, increasing the proportion of women in STEM jobs requires that more women pursue STEM degrees and certificates at all points along the postsecondary pipeline--including associate's, baccalaureate, and advanced graduate degrees. (2) The proportion of women awarded subbaccalaureate degrees and certificates in STEM disciplines is declining, dropping from 33.8 percent in 1997 to 27.5 percent in 2007. Pursuing fields of study aligned with future careers in STEM fields can provide an important pathway to economic security for student parents and their families, while contributing to the future competitiveness of the U.S. economy. Reversing current trends in women's pursuit of STEM subbaccalaureate degrees and certificates will require community colleges to proactively recruit and retain female students. Research is needed to explore the factors that encourage low-income women and student parents to enter and succeed in STEM fields at community colleges, and supporting the community college pathway to STEM careers for low-income women and other disadvantaged students will require stronger public policies ranging from financial support and child care programs to protections against gender discrimination and new federal investments in STEM programs. [This report is a product of IWPR's Student Parent Success Initiative.]

In most countries of the world, 40 to 50 % of students are women. However, there is greater sex imbalance in STEM fields. Indicators show that tertiary education in Arab region is high compared with gender balance in several countries; there is even imbalance in favor of women as in Saudi Arabia & Gulf States. UNESCO and World Bank statistics reveal that Arab women actively pursuing STEM fields e.g. in 2014, women comprises 59% of total students enrolled in computer Science in Saudi Arabia while UK and USA women enrolment were 16% and 14% respectively. Graduate women attempt to pursue career or postgraduate degrees are often excluded on bases of their gender and marginalized therefore much less apt to enter and remain in the job, few achieve leadership positions. In principle, there are equal opportunities for both genders in many Arab States, but social perception and prejudice determine which types of employment are particularly suitable for women or men. Removing the barriers would foster major social and economic benefits for every Arab State.

In most countries of the world, 40 to 50 % of students are women. However, there is greater sex imbalance in STEM fields. Indicators show that tertiary education in Arab region is high compared with gender balance in several countries; there is even imbalance in favor of women as in Saudi Arabia & Gulf States. UNESCO and World Bank statistics reveal that Arab women actively pursuing STEM fields e.g. in 2014, women comprises 59% of total students enrolled in computer Science in Saudi Arabia while UK and USA women enrolment were 16% and 14% respectively. Graduate women attempt to pursue career or postgraduate degrees are often excluded on bases of their gender and marginalized therefore much less apt to enter and remain in the job, few achieve leadership positions. In principle, there are equal opportunities for both genders in many Arab States, but social perception and prejudice determine which types of employment are particularly suitable for women or men. Removing the barriers would foster major social and economic benefits for every Arab State.

STAT ^ UNCLASSIFIED FROM: I 2DO109 Hqs. USEINTERNAL ONLY ^ CONFIDENTIAL SECRET ROUTING AND RECORD SHEET 2.550' TO: (Officer designation, room number, and building) DATE - D.A __ OFFICER'S OLC STAT 1 -1 3-62 FORM ?USEDITIONS ^ SECRET ^ CONFIDENTIAL INTERNAL [ USE ONLY f7 UNCLASSIFIED DATE 23 March 1978 COMMENTS (Number each comment to show from ncorc to whom. Draw a line across colur after each comrcnt.) Bob Attached are some comments on S. 2550 prepared by the DDO/BEO officer for your information only.' Please let us know when./if the bill begins to move, AT fs x s 7 . .. t w q/!} Yduitl+:v :.~._e.J Li.6

@SamsungDE supports #GirlsDay to encourage young women to explore opportunities in science and technology https://t.co/OoDBTVKlcG Source: https://twitter.com/Samsung/status/893004742405668864 Uploader: Samsung Electronics

The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. The final report of the task force was produced in December, 1989. This document is the verbatim transcript of the meeting. Co-Chair Mr. Jaime Oaxaca conducted the meeting. Discussions include: (1) An opening statement; (2) Hispanic, Native American, Women, Disabled, and Black target groups; and (3) preparations for the next meeting. (CW)

The under-representation of women in physical science, technology, engineering, and mathematics (PSTEM) career fields is a persistent problem. This paper summarizes an extensive review of the literature pertaining to the many issues that surround this problem. The review revealed a wide range of viewpoints and a broad spectrum of research methodologies used to analyze the multiple factors associated with the under-representation of women in PSTEM career fields. It used four frameworks to examine the issue: social psychological framework: internal conflict models; environmental and economic framework: external conflict models; comprehensive framework: integrated models; and critical feminist framework: alternate assumptions models. Overall, regarding internal conflicts, confidence issues were found to be a barrier, and goal-orientation an asset. Regarding external conflicts, negative environments were offset by positive social support networks. Regarding integrated models, good preparation and good advising were necessary, but not sufficient, to sustain commitment. Regarding the feminist perspective, women avoid intervention strategies that label them as defective or try to fit them to the mold or a male-dominated paradigm. (Contains 83 references.) (SM)

This packet includes three pamphlets which together provide information and suggestions intended to aid counselors and teachers in encouraging young women to consider careers in science and engineering. Pamphlet One, "What Can Counselors and Teachers Do to Encourage Young Women," offers suggestions based upon others' experiences that can aid in developing a more supportive environment for women students. Pamphlet Two, "An Overview of Science and Engineering Careers and Sources of Information About Careers and the Education and Employment of Women," provides brief descriptions of the range of career choices in the engineering and physical sciences. Pamphlet Three, "Especially for Women Students: Facts, Fiction, and Fun Reading About Science and Technology," presents a bibliography regarding aspects of career prospects and selecting a course of study. (Author/CS)

2019Aug02 - Induction Programme at GNITS - G. Narayanamma Institute of Technology and Science [ for women ], Programme for the newly admitted B. Tech. Students of the Institute. Smt. D. Harichandana, IAS., Zonal Commissioner, West Zone, GHMC, was the Chief Guest. Chairman of the College, Sri P. Subba Reddy Garu, presided over the meeting. Sri Ekambara Reddy Garu, Trustee, Sri Raghava Reddy Garu, Treasurer, GPRCT, Smt. G. Sri Vidya Reddy Garu, Joint Secretary of the College, Prof. K. Remesh Reddy Garu, Principal of the College graced the occasion, with myself, Prof. V. Viswanadham as the Guest of Honour.  Due to continuous rain, the meeting could not be held in the open air, as originally planned, and hence the auditorium was used. This is a live audio recording of my session - a talk for about 25 minutes, motivating the students to create their bright future.  The participants were informed that they can easily access many more of my live audio recordings and presentations, by visiting www.viswam.info. A copy of 150 Quotes of Mahatma Gandhi, in Telugu and English was distributed. You are most welcome to give your valuable feedback: [email protected]

Young graduates from many different fields of study help ensure a prosperous future for Canada. They are those who will build and maintain a strong social infrastructure in areas such as education, communications, justice and health, alongside graduates in science, technology, engineering and mathematics (STEM), who will advance the frontiers of science and technology and increase the competitiveness of the Canadian economy globally. Understanding how these graduates fare in the labour market is not only important for policy makers, but also for young people themselves in making their education decisions. The 2016 Census in Brief article entitled "Are young bachelor's degree holders finding jobs that match their studies?" looks at whether young graduates from different fields of study are finding jobs that require their level of education, and whether their job matches their field of study. The analysis in the current article complements that publication by looking at the earnings of young bachelor's degree holders by their field of study. This article will focus on the earnings of young people aged 25 to 34 who completed their education in Canada, and are bachelor's degree holders from STEM and BHASE (business, humanities, health, arts, social science and education) fields of study. To make earnings more comparable, it includes only graduates who were paid employees working full time and full year in 2015. Some highlights of findings from this report include: (1) Overall, young graduates with a bachelor's degree in science, technology, engineering and mathematics (STEM) fields of study had higher earnings in 2015 than those in business, humanities, health, arts, social science and education (BHASE) fields of study; (2) 'Engineering' graduates earned the most among young men and women with a bachelor's degree in STEM; (3) 'Nursing' graduates earned the most among young people with a bachelor's degree in BHASE; and (4) Men were more likely to have a degree in high-paying STEM fields such as 'engineering,' while women were more likely to have a degree in high-paying BHASE fields such as 'nursing.' [For "Are Young Bachelor's Degree Holders Finding Jobs That Match Their Studies? Census of Population, 2016. Census in Brief," see ED585232.]

Young graduates from many different fields of study help ensure a prosperous future for Canada. They are those who will build and maintain a strong social infrastructure in areas such as education, communications, justice and health, alongside graduates in science, technology, engineering and mathematics (STEM), who will advance the frontiers of science and technology and increase the competitiveness of the Canadian economy globally. Understanding how these graduates fare in the labour market is not only important for policy makers, but also for young people themselves in making their education decisions. The 2016 Census in Brief article entitled "Are young bachelor's degree holders finding jobs that match their studies?" looks at whether young graduates from different fields of study are finding jobs that require their level of education, and whether their job matches their field of study. The analysis in the current article complements that publication by looking at the earnings of young bachelor's degree holders by their field of study. This article will focus on the earnings of young people aged 25 to 34 who completed their education in Canada, and are bachelor's degree holders from STEM and BHASE (business, humanities, health, arts, social science and education) fields of study. To make earnings more comparable, it includes only graduates who were paid employees working full time and full year in 2015. Some highlights of findings from this report include: (1) Overall, young graduates with a bachelor's degree in science, technology, engineering and mathematics (STEM) fields of study had higher earnings in 2015 than those in business, humanities, health, arts, social science and education (BHASE) fields of study; (2) 'Engineering' graduates earned the most among young men and women with a bachelor's degree in STEM; (3) 'Nursing' graduates earned the most among young people with a bachelor's degree in BHASE; and (4) Men were more likely to have a degree in high-paying STEM fields such as 'engineering,' while women were more likely to have a degree in high-paying BHASE fields such as 'nursing.' [For "Are Young Bachelor's Degree Holders Finding Jobs That Match Their Studies? Census of Population, 2016. Census in Brief," see ED585232.]

Young graduates from many different fields of study help ensure a prosperous future for Canada. They are those who will build and maintain a strong social infrastructure in areas such as education, communications, justice and health, alongside graduates in science, technology, engineering and mathematics (STEM), who will advance the frontiers of science and technology and increase the competitiveness of the Canadian economy globally. Understanding how these graduates fare in the labour market is not only important for policy makers, but also for young people themselves in making their education decisions. The 2016 Census in Brief article entitled "Are young bachelor's degree holders finding jobs that match their studies?" looks at whether young graduates from different fields of study are finding jobs that require their level of education, and whether their job matches their field of study. The analysis in the current article complements that publication by looking at the earnings of young bachelor's degree holders by their field of study. This article will focus on the earnings of young people aged 25 to 34 who completed their education in Canada, and are bachelor's degree holders from STEM and BHASE (business, humanities, health, arts, social science and education) fields of study. To make earnings more comparable, it includes only graduates who were paid employees working full time and full year in 2015. Some highlights of findings from this report include: (1) Overall, young graduates with a bachelor's degree in science, technology, engineering and mathematics (STEM) fields of study had higher earnings in 2015 than those in business, humanities, health, arts, social science and education (BHASE) fields of study; (2) 'Engineering' graduates earned the most among young men and women with a bachelor's degree in STEM; (3) 'Nursing' graduates earned the most among young people with a bachelor's degree in BHASE; and (4) Men were more likely to have a degree in high-paying STEM fields such as 'engineering,' while women were more likely to have a degree in high-paying BHASE fields such as 'nursing.' [For "Are Young Bachelor's Degree Holders Finding Jobs That Match Their Studies? Census of Population, 2016. Census in Brief," see ED585232.]

Young graduates from many different fields of study help ensure a prosperous future for Canada. They are those who will build and maintain a strong social infrastructure in areas such as education, communications, justice and health, alongside graduates in science, technology, engineering and mathematics (STEM), who will advance the frontiers of science and technology and increase the competitiveness of the Canadian economy globally. Understanding how these graduates fare in the labour market is not only important for policy makers, but also for young people themselves in making their education decisions. The 2016 Census in Brief article entitled "Are young bachelor's degree holders finding jobs that match their studies?" looks at whether young graduates from different fields of study are finding jobs that require their level of education, and whether their job matches their field of study. The analysis in the current article complements that publication by looking at the earnings of young bachelor's degree holders by their field of study. This article will focus on the earnings of young people aged 25 to 34 who completed their education in Canada, and are bachelor's degree holders from STEM and BHASE (business, humanities, health, arts, social science and education) fields of study. To make earnings more comparable, it includes only graduates who were paid employees working full time and full year in 2015. Some highlights of findings from this report include: (1) Overall, young graduates with a bachelor's degree in science, technology, engineering and mathematics (STEM) fields of study had higher earnings in 2015 than those in business, humanities, health, arts, social science and education (BHASE) fields of study; (2) 'Engineering' graduates earned the most among young men and women with a bachelor's degree in STEM; (3) 'Nursing' graduates earned the most among young people with a bachelor's degree in BHASE; and (4) Men were more likely to have a degree in high-paying STEM fields such as 'engineering,' while women were more likely to have a degree in high-paying BHASE fields such as 'nursing.' [For "Are Young Bachelor's Degree Holders Finding Jobs That Match Their Studies? Census of Population, 2016. Census in Brief," see ED585232.]

38 43

224 pages ; 24 cm

224 pages ; 24 cm

Includes bibliographical references (p. [257]-267) and index

Includes bibliographical references (p. [257]-267) and index

A protocol that guided the conduct of the scoping review: Participation and experiences of women in science technology engineering and mathematics (STEM) postgraduate training programs and careers in East Africa study.

'SCIENCE AND TECHNOLOGY RELATED SCHEMES FOR WOMEN (26-Nov-2002)' from the Parliament Digital Library

'SCIENCE AND TECHNOLOGY RELATED SCHEMES FOR WOMEN (26-Nov-2002)' from the Parliament Digital Library

'SCIENCE AND TECHNOLOGY RELATED SCHEMES FOR WOMEN (26-Nov-2002)' from the Parliament Digital Library

'SCIENCE AND TECHNOLOGY RELATED SCHEMES FOR WOMEN (26-Nov-2002)' from the Parliament Digital Library

The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and engineering majors in college. Yet fewer women than men pursue these majors. Among first-year college students, women are much less likely than men to say that they intend to major in science, technology, engineering, or math (STEM). By graduation, men outnumber women in nearly every science and engineering field, and in some, such as physics, engineering, and computer science, the difference is dramatic, with women earning only 20 percent of bachelor's degrees. Women's representation in science and engineering declines further at the graduate level and yet again in the transition to the workplace. Drawing on a large and diverse body of research, this report presents eight recent research findings that provide evidence that social and environmental factors contribute to the under-representation of women in science and engineering. (Contains 21 figures, 13 footnotes, and a bibliography.) [This report was supported by the Letitia Corum Memorial Fund, the AAUW Mooneen Lecce Giving Circle, and the Eleanor Roosevelt Fund.]

The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and engineering majors in college. Yet fewer women than men pursue these majors. Among first-year college students, women are much less likely than men to say that they intend to major in science, technology, engineering, or math (STEM). By graduation, men outnumber women in nearly every science and engineering field, and in some, such as physics, engineering, and computer science, the difference is dramatic, with women earning only 20 percent of bachelor's degrees. Women's representation in science and engineering declines further at the graduate level and yet again in the transition to the workplace. Drawing on a large and diverse body of research, this report presents eight recent research findings that provide evidence that social and environmental factors contribute to the under-representation of women in science and engineering. (Contains 21 figures, 13 footnotes, and a bibliography.) [This report was supported by the Letitia Corum Memorial Fund, the AAUW Mooneen Lecce Giving Circle, and the Eleanor Roosevelt Fund.]

The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and engineering majors in college. Yet fewer women than men pursue these majors. Among first-year college students, women are much less likely than men to say that they intend to major in science, technology, engineering, or math (STEM). By graduation, men outnumber women in nearly every science and engineering field, and in some, such as physics, engineering, and computer science, the difference is dramatic, with women earning only 20 percent of bachelor's degrees. Women's representation in science and engineering declines further at the graduate level and yet again in the transition to the workplace. Drawing on a large and diverse body of research, this report presents eight recent research findings that provide evidence that social and environmental factors contribute to the under-representation of women in science and engineering. (Contains 21 figures, 13 footnotes, and a bibliography.) [This report was supported by the Letitia Corum Memorial Fund, the AAUW Mooneen Lecce Giving Circle, and the Eleanor Roosevelt Fund.]

The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and engineering majors in college. Yet fewer women than men pursue these majors. Among first-year college students, women are much less likely than men to say that they intend to major in science, technology, engineering, or math (STEM). By graduation, men outnumber women in nearly every science and engineering field, and in some, such as physics, engineering, and computer science, the difference is dramatic, with women earning only 20 percent of bachelor's degrees. Women's representation in science and engineering declines further at the graduate level and yet again in the transition to the workplace. Drawing on a large and diverse body of research, this report presents eight recent research findings that provide evidence that social and environmental factors contribute to the under-representation of women in science and engineering. (Contains 21 figures, 13 footnotes, and a bibliography.) [This report was supported by the Letitia Corum Memorial Fund, the AAUW Mooneen Lecce Giving Circle, and the Eleanor Roosevelt Fund.]

The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and engineering majors in college. Yet fewer women than men pursue these majors. Among first-year college students, women are much less likely than men to say that they intend to major in science, technology, engineering, or math (STEM). By graduation, men outnumber women in nearly every science and engineering field, and in some, such as physics, engineering, and computer science, the difference is dramatic, with women earning only 20 percent of bachelor's degrees. Women's representation in science and engineering declines further at the graduate level and yet again in the transition to the workplace. Drawing on a large and diverse body of research, this report presents eight recent research findings that provide evidence that social and environmental factors contribute to the under-representation of women in science and engineering. (Contains 21 figures, 13 footnotes, and a bibliography.) [This report was supported by the Letitia Corum Memorial Fund, the AAUW Mooneen Lecce Giving Circle, and the Eleanor Roosevelt Fund.]

The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and engineering majors in college. Yet fewer women than men pursue these majors. Among first-year college students, women are much less likely than men to say that they intend to major in science, technology, engineering, or math (STEM). By graduation, men outnumber women in nearly every science and engineering field, and in some, such as physics, engineering, and computer science, the difference is dramatic, with women earning only 20 percent of bachelor's degrees. Women's representation in science and engineering declines further at the graduate level and yet again in the transition to the workplace. Drawing on a large and diverse body of research, this report presents eight recent research findings that provide evidence that social and environmental factors contribute to the under-representation of women in science and engineering. (Contains 21 figures, 13 footnotes, and a bibliography.) [This report was supported by the Letitia Corum Memorial Fund, the AAUW Mooneen Lecce Giving Circle, and the Eleanor Roosevelt Fund.]

The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and engineering majors in college. Yet fewer women than men pursue these majors. Among first-year college students, women are much less likely than men to say that they intend to major in science, technology, engineering, or math (STEM). By graduation, men outnumber women in nearly every science and engineering field, and in some, such as physics, engineering, and computer science, the difference is dramatic, with women earning only 20 percent of bachelor's degrees. Women's representation in science and engineering declines further at the graduate level and yet again in the transition to the workplace. Drawing on a large and diverse body of research, this report presents eight recent research findings that provide evidence that social and environmental factors contribute to the under-representation of women in science and engineering. (Contains 21 figures, 13 footnotes, and a bibliography.) [This report was supported by the Letitia Corum Memorial Fund, the AAUW Mooneen Lecce Giving Circle, and the Eleanor Roosevelt Fund.]