Emilie du Chatelet once said “judge me for my own merits, or lack of them, but do not look upon me as a mere appendage to this great general or that great scholar.” Du Chatelet was an 18th century French woman who played a “crucial role in the development of science” through her study of mathematics and physics.
Du Chatelet, like many women prior to and since the Scientific Revolution, went to great lengths to have her work recognized. The path for female scientists, mathematicians, and engineers has always been a difficult one, and for centuries, women have struggled to obtain equal recognition for their accomplishment and skill in such fields.
The world of science, technology, engineering, and mathematics (STEM) is traditionally associated with men rather than women. This is partially due to the number of men with STEM related occupations compared to the number of women.
The latest annual data states that 57 percent of women participate in the U.S. workforce, yet a closer examination of fields such as engineering and computer science yield even less satisfying results.
According to the National Girls Collaborative Project, “women remain underrepresented in the science and engineering workforce, although to a lesser degree than in the past, with the greatest disparities occurring in engineering, computer science, and the physical sciences.”
- 39% of chemists and material scientists are women
- 27.9% of environmental scientists and geoscientists are women
- 15.6% of chemical engineers are women
- 12.1% of civil engineers are women
- 8.3% of electrical and electronics engineers are women
- 17.2% of industrial engineers are women
- 7.2% of mechanical engineers are women
Addressing this issue is not easy because, “the underlying reasons for this gender imbalance are complex,” states The Huffington Post. Research suggests, however, that “gender stereotyping from the earliest age impacts the enrollment of women in STEM.”
Gender stereotypes are ingrained in our society through the media, toys, parents, and peers. Children encounter them at a very young age. Even before the infants are born, girls are assigned the color pink while boys are blue.
Girls are taught at a young age that they’re not “supposed to” like math, science, robotics, or video games. For years, my sisters and I weren’t allowed to participate in robotics in elementary school because it was “only for boys.”
Similarly, boys are taught “not to cry,” or limit displaying emotion in general. They’re not supposed to play with dolls or enjoy arts and crafts.
While steps have been taken to address the issue of these pre-determined gender roles for children, gender stereotyping is just as apparent in one’s adult life. Both men and women encounter sexism on a daily basis, and the world of STEM is no exception.
Earlier this month, in an attempt to re-examine gender roles, platform engineer Isis Anchalee wrote on Medium about her experiences of being a woman in the tech industry in response to an ad campaign in which she participated.
Anchalee describes how “I’ve had men throw dollar bills at me in a professional office (by an employee who works at that company, during work hours)[...] I’ve had an engineer on salary at a bootcamp message me to explicitly ‘be friends with benefits’ while I was in the interview process at the school he worked for.”
While she makes it clear that both men are responsible for the comments above, Anchalee also states that “they are not bad people.” Such patterns of inappropriate behavior, however, Anchalee states, should not have to be tolerated.
To further address the issue of gender stereotypes and everyday sexism, Anchalee posted this photo on Twitter to spread her message of gender diversity in STEM using the hashtag #iLookLikeAnEngineer.
Since doing so, Anchalee's message has spread across social media, reaching a wide audience of both men and women.
One of the main reasons that young girls shy away from any interest in STEM is a lack of female role models. Similarly, the workforce can be more challenging for women because, "women tend to have a harder time finding female mentors in STEM occupations." Having a role model or mentor is important for anyone in any career. Yet, "it is especially important for women in STEM, because they are often less likely than their male coworkers to promote themselves."
Anchalee, however, serves as an inspiration and a much desired role model.
She describes herself as "a passionate self-taught engineer, extreme introvert, science-nerd, anime-lover, college dropout, hip hop dancer, yoga teacher/hoop-dance teacher, really authentic friend and HUMAN." Not only does she not fit the "cookie-cutter" mold of an engineer (and there shouldn't be one anyway!), but more importantly, she has confidence in her abilities.
Tackling the challenge of gender-stereotyping and everyday sexism is no easy feat, and it will not be immediate. Addressing the issue of a lack of women in STEM fields prompts a larger conversation of eliminating preconceived gender roles and societal expectations.
For any young girl or women interested in pursuing a career in science, technology, engineering, or mathematics, I strongly encourage that you don't let your gender define what you can or cannot do. To quote Gertrude B. Elion, "Don't let others discourage you or tell you that you can't do it."
