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Tay Jacobe (Idea Home) (view source)
Revision as of 17:10, 29 September 2016
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**http://www.oecd.org/employment/50423364.pdf
====Women research====
*https://www.whitehouse.gov/the-press-office/2012/09/24/fact-sheet-equal-futures-partnership-and-united-states-commitments-expan Fact sheet released in 2012
What is being done by the US government to remedy this issue?
*As one way to address this disparity, the Administration intends to take new steps to expand workplace flexibility policies at select science and technology (S&T) agencies. Additionally, the U.S, in collaboration with private and non-profit stakeholders, is announcing a number of new steps, including:
*Improving data collection and dissemination: The National Aeronautics and Space Administration (NASA) and the US Department of Agriculture (USDA) intend to compile data on women’s participation in selected Federal S&T programs, including to identify any disparities
*Building the skilled mentor pool: The Department of Energy will expand women in STEM mentoring efforts to office sites across the country, the National Science Foundation (NSF) will connect its scientists with opportunities to mentor girls, and the Environmental Protection Agency will work with organizations to encourage STEM mentoring for college women.
*Harvey Mudd College and Piazza who launch WitsOn, a 6-week online program connecting students with leading female mentors from industry and academia Additionally, Causecast, a technology firm offering online tools for corporate volunteering, will launch GIT Inspired!, a campaign supporting girls in technology.
*Encouraging research-based STEM teaching: Discovery Education will announce the development of S☥EM POWER!, a program dedicated to tapping into girls’ passions, interests, and capabilities, while empowering them with the tools to succeed in STEM fields.
*Broadening access to online/mobile STEM skills training: Connect2Compete, a nonprofit launched by the Federal Communications Commission, will expand outreach efforts to include specific collaboration with women & girl-serving groups. NASA and the U.S Geological Survey will each pursue new efforts to include natural disaster data in educational materials to highlight real world applications of STEM – an essential link for women and girls.
*Finally, Creative Commons and the Open CourseWare Consortium will establish a task force to investigate the impact of STEM-related open educational resources on girls.
Entrepreneurship:
*Investing in women entrepreneurs is an essential part of the President’s plan to create an economy built to last. Between 1997 and 2007, women-owned companies in the U.S grew at nearly twice the rate of all privately held U.S firms, adding roughly 500,000 jobs. Yet, many women entrepreneurs have difficulty accessing the tools, financing, and networks they need to start and grow their own businesses. The Administration is announcing new steps to further support women entrepreneurs, including:
*Expanding entrepreneurship training opportunities for women veterans, youth, and women aged 50+: In 2013, the Small Business Administration (SBA) intends to expand Operation Boots to Business to offer over 40,000 transitioning women service members the opportunity to access knowledge, tools, and resources needed to evaluate and succeed in entrepreneurship as they transition back into the civilian workforce. Additionally, Start Young - a partnership between SBA and the Department of Labor, will provide young adults with fundamental knowledge about small business opportunities and resources available to promote economic self-sufficiency - will expand the number of cities in which it operates in. Finally, the Encore Entrepreneurship partnership between the SBA and AARP will give women the tools to start new ventures in midlife and beyond through targeted training materials that take into account their different financial needs and opportunities.
*Promoting women in innovation: The Small Business Innovation and Research and Small Business Technology Transfer programs at SBA represent approximately $2.5 billion in federal funding of R&D specifically targeted to small businesses. Following a convening of key stakeholders later this year, Federal agencies will set goals to meaningfully increase the participation of women-owned small businesses and women principal investigators in these programs
Education facts:
*http://www2.ed.gov/about/offices/list/ocr/docs/gender-equity-in-education.pdf
**Despite women’s gains in some nontraditional fields as a whole, the rate of female enrollment in certain career clusters remains at persistently low levels. In 2009-2010, females made up less than 25% of participants in science, technology, engineering, and math programs nationally. (21% at the secondary level and 24% at the postsecondary level).
**Girls outnumber boys in enrollment in AP science, AP foreign languages, and several other AP subjects. In AP mathematics (calculus and statistics), however, boys have consistently outnumbered girls by up to 10,000 students
*http://www.esa.doc.gov/sites/default/files/womeninstemagaptoinnovation8311.pdf
**There are many possible factors contributing to the discrepancy of women and men in STEM jobs, including: a lack of female role models, gender stereotyping, and less family-friendly flexibility in the STEM fields. Regardless of the causes, the findings of this report provide evidence of a need to encourage and support women in STEM.
STEM distribution
**The relatively few women who receive STEM degrees are concentrated in physical and life sciences, in contrast to men, who are concentrated primarily in engineering.
Where do women and men end up if they get a stem degree?
**In contrast, female STEM majors are twice as likely as men to work in education or healthcare. Nearly one in five STEM college-educated women works in healthcare occupations, compared with about one in ten men. Likewise, approximately 14 percent of female STEM majors end up in education occupations, compared with approximately 6 percent of men. Similar shares of men and women with STEM degrees worked in business and financial occupations or other fields.
**These may include different choices men and women typically make in response to incentives in STEM education and STEM employment – for example, STEM career paths may be less accommodating to people cycling in and out of the workforce to raise a family – or it may be because there are relatively few female STEM role models. Perhaps strong gender stereotypes discourage women from pursuing STEM education and STEM jobs
