Research

Women in Science, Technology, Engineering, and Mathematics (STEM): Quick Take

Aug 04, 2020

Science, technology, engineering, and mathematics (STEM) occupations are expected to experience rapid growth in the coming decade.1 Technology and engineering are among the top sought-after skills in the United States.2 However, a gender gap in STEM persists across the world.

This gap begins in education, fueled by gender stereotypes and expectations regarding “women’s work.”3 Despite similar achievement scores among children of all genders in math and science, men are the overwhelming majority of students studying STEM fields in higher education.4 The few women who begin careers in STEM face male-dominated workplaces with high rates of discrimination.5 Their contributions are often ignored;6 they experience isolation caused by lack of access to women peers, role models, and mentors;7 and they are paid less than their male co-workers.8 Women leave STEM careers at disproportionately higher rates than men, particularly among those who are working parents.9 Systems of bias that push women and people of color out of STEM careers can also influence the products and services created by STEM organizations, such as artificial intelligence (AI).10 Organizational strategies to recruit, retain, and advance women in STEM occupations can help address these issues.

The following data and findings highlight recent trends in women’s representation in STEM globally and in Asia-Pacific, Canada, Europe, and the United States.

GLOBAL

Men Continue to Dominate the STEM Workforce in Many Countries

Averaged across regions, women accounted for less than a third (29.3%) of those employed in scientific research and development (R&D) across the world in 2016.11

  • Central Asia (48.2%), Latin American and the Caribbean (45.1%), the Arab States (41.5%), and Central and Eastern Europe (39.3%) are the only regions in which women represented over a third of the R&D workforce12
Boards of Technology Companies, Historically Lacking Gender Diversity, are Making Progress13

When compared to other industries (including non-STEM), the representation of women among board directors in the information technology industry remains low but had the sharpest increase, from 14.8% in 2018 to 17.9% in 2019.14

Despite Improvements at the Board Level, the Technology Industry Still Lacks Women in Senior Leadership15

Globally, women account for only 16% of managers in the information technology industry.16

  • The gender gap continues in the C-suite, where women are only 3% of CEOs and 20% of CFOs.17

ASIA-PACIFIC

In Australia, Women’s Employment in STEM Occupations Changed Little Over the Past Decade18

Percentage of Women Earning STEM Degrees in Australia, 201819

Field Undergraduate Degrees
 Postgraduate Degrees
Natural and Physical Sciences 53.6% 48.8%
Information Technology 18.0% 28.7%
Engineering and Related Technologies 17.2% 22.0%

The representation of women working in Australia’s STEM-qualified occupations stood at only 14% in 2019. This has barely improved in the past decade, from 11% in 2009.20

  • In 2019, women accounted for 27% of workers in STEM-qualified industries.21
    • Women made, on average, 19% less than men in STEM-qualified industries in 2019. This amounts to approximately AUD 27,932.22
Few Women in India Pursue Engineering Degrees

Women in India earned over half of undergraduate degrees in both information technology and computer (50.7%) and science (54.1%) fields but remained underrepresented in engineering and technology undergraduate degrees overall (31.4%) in 2018–19.23

Japan Set Targets to Improve Share of Women Researchers in Science24

In 2019, undergraduate women in Japan represented just 15.4% of engineering majors and 27.9% of physical science majors.25

In 2016, the Government of Japan established targets for women researchers in the natural sciences to 30%.26

  • As of 2019, only 16.6% of Japan’s researchers employed in R&D roles were women.27

CANADA

Women in Canada Are Less Likely to Enter, More Likely to Leave STEM Fields28

Canadian women are less likely to pursue higher-paying STEM fields such as engineering or computer science.29 Among enrolled postsecondary students in 2017-2018, women represented:30

  • All STEM subjects: 37.8%
    • Science and science technology: 56.9%
    • Engineering and engineering technology: 20.2%
    • Mathematics and computer and information sciences: 28.0%

In 2017, women earned approximately one-third (35.8%) of all recipients of STEM postsecondary degrees in Canada.31

Among STEM graduates, men were more likely (41.5%) to work in STEM jobs than women (22.5%) in 2016.32

  • In 2019, women accounted for less than a quarter (23.6%) of those working in natural and applied sciences and related occupations.33
    • In these occupations, women earned, on average, $0.76 to every $1.00 earned by men in annual wages, salaries, and commissions in 2018.34

EUROPE

Europe’s GDP Could Improve by Closing the Gender Gap in STEM Education35

Achieving gender equality in STEM education could add up to 1.2 million jobs and EUR 610-820 billion to Europe’s GDP by 2050.36

Europe’s gender gap in STEM is especially wide in information and communication technologies.

Women’s Share of Bachelor’s Degrees in STEM Fields, 201837

Country Natural Sciences, Mathematics and Statistics Information and Communication Technologies Engineering, Manufacturing and Construction
European Union (EU-28) 54.8% 19.8% 26.7%
France 53.7% 15.4% 25.4%
Germany 46.1% 19.6% 20.0%
Netherlands 45.2% 10.3% 21.9%
Sweden 58.6% 33.8% 35.9%
Switzerland 41.0% 8.9% 13.7%
United Kingdom 55.0% 15.7% 21.0%
Bright Spot: Women in Europe Are Closing the Gender Gap in Science and Engineering38

In 2019, women made up more than a third (40.9%) of scientists and engineers in the EU-28, an increase from 32.4% in 2009.39

  • High-tech remains male-dominated. In 2019, women were just 32.5% of those employed in high-tech manufacturing and knowledge-intensive high-tech services in the EU-28.40

UNITED STATES

Women of Color Earn the Smallest Share of STEM Degrees

The share of STEM degrees is even smaller for women of color in the United States. In 2017–2018, women of color earned a small percentage (14.1%) of bachelor’s degrees across all STEM fields,41 including:42

  • Asian women: 5.3%
  • Black women: 2.9%
  • Latinas: 4.3%
  • American Indian/Alaska Native women: 0.1%
Women, Especially Women of Color, Make Up a Small Share of Scientists and Engineers43

Despite accounting for over half of the college-educated workforce, women in the United States made up only 29% of those employed in science and engineering occupations in 2017.44

  • A substantial gender gap in engineering and computer occupations contributes to women’s overall underrepresentation in STEM.45

Few science and engineering employees in the United States were women of color (11.5%) in 2017,46 including:47

  • Asian women: 6.0%
  • Black women: 2.5%
  • Latinas: 2.3%
  • American Indian/Alaska Native women: 0.1%
Few Women Advance to CIO or CTO Roles

In an analysis of the top 1,000 firms in the United States by revenue, women accounted for only 18% of Chief Information Officers or Chief Technology Officers on average across all industries.48

Women Are More Likely to Hold Lower-Paying STEM Jobs, Contributing to the Pay Gap49

In the United States, STEM occupations had a higher average annual wage ($95,350) compared with non-STEM jobs ($50,600) as of May 2019.50

  • Women receive a premium for working in STEM (105 percentage points higher than the earnings of women in non-STEM) but are more likely than men to work in the “STEM periphery”—roles in which they can apply STEM skills and expertise, but in lower-paying jobs outside of traditional STEM occupations.51
  • In 2018, women in computer, engineering, and science occupations were paid an estimated 80.7% of men’s annual median earnings.52

ADDITIONAL RESOURCES

Next Steps

Catalyst, Ask Catalyst Express: STEM.

Catalyst, Knowledge Burst: Retaining Women in STEM. (Supporter exclusive.)

AnitaB.org, “Resources for Organizations.”

Research

Catalyst, Quick Take: Women in Energy – Gas, Mining, and Oil.

Catalyst, Quick Take: Women in Healthcare.

American Association of University Women (AAUW), “The STEM Gap: Women and Girls in Science, Technology, Engineering and Math.”

Erin A. Cech and Mary Blair-Loy, “The Changing Career Trajectories of New Parents in STEM,” PNAS (March 5, 2019).

Cassandra Melvin and Jolie Leblanc, Sponsorship of Women Drives Innovation and Improves Organizational Performance (Accenture, April 1, 2020).

Allison Scott, Freada Kapor Klein, Frieda McAlear, Alexis Martin, and Sonia Koshy, The Leaky Tech Pipeline: A Comprehensive Framework for Understanding and Addressing the Lack of Diversity Across the Tech Ecosystem (Kapor Center, February 2018).

DEFINITION: “STEM” refers to the fields of science, technology, engineering, and mathematics. There is no standard definition of a STEM occupation. For the purposes of this Quick Take, STEM incorporates professional and technical support occupations in the areas of life and physical sciences, computer science and mathematics, and engineering. Less agreement has been made on the inclusion of educators, healthcare professionals, and social scientists in STEM; therefore, these occupations are not covered here.53

How to cite this product: Catalyst, Quick Take: Women in Science, Technology, Engineering, and Mathematics (STEM) (August 4, 2020).

  1. Susan Lund, James Manyika, Liz Hilton Segel, André Dua, Bryan Hancock, Scott Rutherford, and Brent Macon, The Future of Work in America: People and Places, Today and Tomorrow (McKinsey Global Institute, July 11, 2019): p. 8.
  2. ManpowerGroup, Closing the Skills Gap: What Workers Want – Talent Shortage 2020 (2020).
  3. Michela Carlana, “Implicit Stereotypes: Evidence from Teachers’ Gender Bias,” The Quarterly Journal of Economics, vol. 134, no. 3 (August 2019): p. 1163-1224.
  4. OECD, “Why Don’t More Girls Choose to Pursue a Science Career?” PISA in Focus, No. 93 (2019).
  5. Cary Funk and Kim Parker, Women and Men in STEM Often at Odds Over Workplace Equity (Pew Research Center, January 2018): p. 55.
  6. Laura Sherbin, “6 Things Successful Women in STEM Have in Common,” Harvard Business Review, April 27, 2018.
  7. Anu Madgavkar, James Manyika, Mekala Krishnan, Kweilin Ellingrud, Lareina Yee, Jonathan Woetzel, Michael Chui, Vivian Hunt, and Sruti Balakrishnan, The Future of Women at Work: Transitions in the Age of Automation (McKinsey Global Institute, June 2019): p. 38-39.
  8. Cary Funk and Kim Parker, Women and Men in STEM Often at Odds Over Workplace Equity (Pew Research Center, January 2018): p. 24-25.
  9. Kristyn Frank, A Gender Analysis of the Occupational Pathways of STEM Graduates in Canada (Statistics Canada, Analytical Studies Branch Research Paper Series, September 16, 2019); Holly Else, “Nearly Half of US Female Scientists Leave Full-Time Science After First Child,” Nature, February 19, 2019.
  10. Lauren Pasquarella Daley, Trend Brief: AI and Gender Bias (Catalyst, March 12, 2019); Sophia Ahn and Amelia Costigan, Trend Brief: How AI Reinforces Gender Stereotypes (Catalyst, December 5, 2019).
  11. UNESCO Institute for Statistics, Fact Sheet No. 55: Women in Science (2019): p. 2.
  12. UNESCO Institute for Statistics, Fact Sheet No. 55: Women in Science (2019): p. 2.
  13. Olga Emelianova and Christina Milhomem, Women on Boards: 2019 Progress Report (MSCI, December 2019): p. 15.
  14. Olga Emelianova and Christina Milhomem, Women on Boards: 2019 Progress Report (MSCI, December 2019): p. 15.
  15. Richard Kersley, Eugene Klerk, Anais Boussie, Bahar Sezer Longworth, Joelle Anamootoo Natzkoff, and Darshana Ramji, The CS Gender 3000 in 2019: The Changing Face of Companies (Credit Suisse Research Institute, October 10, 2019): p. 14.
  16. Richard Kersley, Eugene Klerk, Anais Boussie, Bahar Sezer Longworth, Joelle Anamootoo Natzkoff, and Darshana Ramji, The CS Gender 3000 in 2019: The Changing Face of Companies (Credit Suisse Research Institute, October 10, 2019): p. 15.
  17. Richard Kersley, Eugene Klerk, Anais Boussie, Bahar Sezer Longworth, Joelle Anamootoo Natzkoff, and Darshana Ramji, The CS Gender 3000 in 2019: The Changing Face of Companies (Credit Suisse Research Institute, October 10, 2019): p. 15.
  18. Australian Government, Department of Industry, Science, Energy and Resources, “STEM Equity Monitor.”
  19. Australian Government, Department of Education, Skills and Employment, “Completion Count by Course Level by Field of Education by Gender by Year,” uCube (2020).
  20. Australian Government, Department of Industry, Science, Energy and Resources, “STEM Equity Monitor.”
  21. Australian Government, Department of Industry, Science, Energy and Resources, “STEM Equity Monitor.”
  22. Australian Government, Department of Industry, Science, Energy and Resources, “STEM Equity Monitor.”
  23. Government of India, Ministry of Human Resource Development, “Table 35: Out-Turn/Pass-Out at Under Graduate Level in Major Disciplines/Subjects (Based on Actual Response),” All India Survey on Higher Education 2018-19 (2018).
  24. Government of Japan, Gender Equality Bureau Cabinet Office, “Chapter 11: Education, Research, Science Technology and Academic Fields,” Women and Men in Japan 2020 (2020).
  25. Government of Japan, Gender Equality Bureau Cabinet Office, “Chapter 5: Education and Research Fields,” Women and Men in Japan 2020 (2020).
  26. Government of Japan, Gender Equality Bureau Cabinet Office, “Chapter 11: Education, Research, Science Technology and Academic Fields,” Women and Men in Japan 2020 (2020).
  27. Government of Japan, Gender Equality Bureau Cabinet Office, “Chapter 5: Education and Research Fields,” Women and Men in Japan 2020 (2020); Statistics Bureau of Japan, “Summary of Results (2019): Results of the Survey of Research and Development.”
  28. Kristyn Frank, A Gender Analysis of the Occupational Pathways of STEM Graduates in Canada (Statistics Canada, Analytical Studies Branch Research Paper Series, September 16, 2019).
  29. Statistics Canada, “Is Field of Study a Factor in the Earnings of Young Bachelor’s Degree Holders?” Census in Brief (November 29, 2017).
  30. Statistics Canada, “Table 37-10-0163-02: Proportion of Male and Female Postsecondary Enrolments, by International Standard Classification of Education, Institution Type, Classification of Instructional Programs, STEM and BHASE Groupings, Status of Student in Canada and Age Group,” (2020).
  31. Statistics Canada, “Table 37-10-0164-01: Postsecondary Graduates, by International Standard Classification of Education, Institution Type, Classification of Instructional Programs, STEM and BHASE Groupings, Status of Student in Canada, Age Group and Gender,” (2020).
  32. “Study: Gender Gaps: The Effects of Pay Transparency and Women in STEM Occupations,” Statistics Canada press release, September 16, 2019.
  33. Statistics Canada, “Table 14-10-0335-02: Proportion of Women and Men Employed in Occupations, Annual,” (2020).
  34. Statistics Canada, “Table 14-10-0324-01: Average and Median Gender Pay Ratio in Annual Wages, Salaries and Commissions,” (2020).
  35. European Institute for Gender Equality, Economic Benefits of Gender Equality in the EU: How Gender Equality in STEM Education Leads to Economic Growth (2017).
  36. European Institute for Gender Equality, Economic Benefits of Gender Equality in the EU: How Gender Equality in STEM Education Leads to Economic Growth (2017).
  37. Eurostat, “Graduates by Education Level, Programme Orientation, Sex and Field of Education,” Eurostat Database (2020).
  38. Eurostat, “HRST by Category, Sex and Age,” Eurostat Database (2020).
  39. Eurostat, “HRST by Category, Sex and Age,” Eurostat Database (2020).
  40. Eurostat, “Employment in Technology and Knowledge-Intensive Sectors at the National Level, by Sex (from 2008 Onwards, NACE Rev. 2),” Eurostat Database (2020).
  41. Catalyst calculation of women of color based on data from the National Center for Education Statistics. This number comprises of Black women, Latinas, Asian women (including Pacific Islander), American Indian/Alaska Native, and multiracial women. National Center for Education Statistics, “Table 318.45: Number and Percentage Distribution of Science, Technology, Engineering, and Mathematics (STEM) Degrees/Certificates Conferred by Postsecondary Institutions, by Race/Ethnicity, Level of Degree/Certificate, and Sex of Student: 2008-09 through 2017-18,” Digest of Education Statistics: 2019 Tables and Figures (2019),” Digest of Education Statistics: 2019 Tables and Figures (2019).
  42. National Center for Education Statistics, “Table 318.45: Number and Percentage Distribution of Science, Technology, Engineering, and Mathematics (STEM) Degrees/Certificates Conferred by Postsecondary Institutions, by Race/Ethnicity, Level of Degree/Certificate, and Sex of Student: 2008-09 through 2017-18,” Digest of Education Statistics: 2019 Tables and Figures (2019).,” Digest of Education Statistics: 2019 Tables and Figures (2019).
  43. National Science Foundation, “U.S. S&E Workforce,” The State of U.S. Science and Engineering 2020 (January 2020).
  44. National Science Foundation, “U.S. S&E Workforce,” The State of U.S. Science and Engineering 2020 (January 2020): p. 6.
  45. National Science Foundation, “U.S. S&E Workforce,” The State of U.S. Science and Engineering 2020 (January 2020).
  46. Catalyst calculation of women of color based on data from the National Science Foundation. This number comprises Black women, Latinas, Asian women, Native Hawaiian or Other Pacific Islander women, American Indian or Alaska Native women, and multiracial women. National Science Foundation, “Table 9.7: Employed Scientists and Engineers, by Ethnicity, Race, Occupation, Highest Degree Level, and Sex: 2017,” Women, Minorities, and Persons with Disabilities in Science and Engineering, Data Tables (2019).
  47. National Science Foundation, “Table 9.7: Employed Scientists and Engineers, by Ethnicity, Race, Occupation, Highest Degree Level, and Sex: 2017,” Women, Minorities, and Persons with Disabilities in Science and Engineering, Data Tables (2019).
  48. “Korn Ferry Analysis of Largest U.S. Companies Shows Percentage of Women in C-Suite Roles Inches Up from Previous Year,” Korn Ferry press release, April 17, 2019.
  49. Cary Funk and Kim Parker, Women and Men in STEM Often at Odds Over Workplace Equity (Pew Research Center, January 2018).
  50. Bureau of Labor Statistics, “Occupational Employment and Wages—May 2019,” Economic News Release, March 31, 2020.
  51. Drew M. Anderson, Matthew D. Baird, and Robert Bozick, Who Gets Counted as Part of America’s STEM Workforce? The Implications of Different Classification Approaches for Understanding the Gender Gap in STEM (RAND Corporation Working Paper, October 2018): p. 17-19.
  52. US Census Bureau, “Occupation by Sex and Median Earnings in the Past 12 Months (in 2018 Inflation-Adjusted Dollars) for the Civilian Employed Population 16 Years and Over,” 2018 American Community Survey 1-Year Estimates (2020).
  53. Ryan Noonan, Women in STEM: 2017 Update (US Department of Commerce, Economics and Statistics Administration, Office of the Chief Economist, November 13, 2017): p. 2.