A multi-year science research or engineering experience in high school gives women confidence to continue in the STEM pipeline or seek advancement in other fields: A 20-year longitudinal study

• Published in: PloS one 2021-11, Vol.16 (11), p.e0258717
• Main Authors: Hunt, Patricia K, Dong, Michelle, Miller, Crystal M
• Format: Article
• Language: English
• Subjects: Adolescent; Adult; Confidence; Curricula; Engineering; Engineering - standards; Engineering - statistics & numerical data; Engineering and Technology; Evaluation; Female; Females; Gender; Gender aspects; Girls; High schools; Humans; Internship programs; Learning - physiology; Longitudinal Studies; Mathematics; Mathematics - statistics & numerical data; Middle schools; People and Places; Physical Sciences; Schools; Science - standards; Science - statistics & numerical data; Scientists; Secondary school students; Secondary schools; Sexism; Skills; Social Sciences; STEM education; Students; Technical education; Technology - statistics & numerical data; Women; Workforce; Young Adult
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0258717

There remains a large gender imbalance in the science, technology, engineering and mathematics (STEM) workforce deriving from a leaky pipeline where women start losing interest and confidence in science and engineering as early as primary school. To address this disparity, the Science Research & Engineering Program (SREP) at Hathaway Brown School was established in 1998 to engage and expose their all-female high school students to STEM fields through an internship-like multi-year research experience at partnering institutions. We compare data from existing Hathaway Brown School SREP alumnae records from 1998-2018 (n = 495) to Non-SREP students and national datasets (National Center for Educational Statistics, National Science Foundation, and US Census data) to assess how SREP participation may influence persistence in the STEM pipeline and whether SREP alumnae attribute differences in these outcomes to the confidence and skill sets they learned from the SREP experience. The results reveal that women who participate in the SREP are more likely to pursue a major in a STEM field and continue on to a STEM occupation compared to non-SREP students, national female averages, and national subsets. Participants attribute their outcomes to an increase in confidence, establishment of technical and professional skills, and other traits strengthened through the SREP experience. These data suggest that implementing similar experiential programs for women in science and engineering at the high school stage could be a promising way to combat the remaining gender gap in STEM fields.