Gender imbalance in doctoral education in science, technology, engineering, and mathematics (STEM) fields raises important questions about the extent to which women experience differential access, encouragement, and opportunity for academic advancement. Through primary school and middle school, girls and boys typically indicate an equal interest and demonstrate equivalent levels of achievement on several science and mathematical indicators, but girls’ interest in pursuing scientific degrees and careers wanes by high school.Source: American Institutes for Research (AIR)
Accurately identifying the nature of the imbalance is an important first step in addressing it. The alternate method used in this brief to account for the gender breakdown among undergraduate degree recipients provides a more reliable gauge of gender imbalance at the doctoral level.
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