Across the nation, men are currently earning degrees in physics, engineering, and computer science (PECS) at a rate of approximately 4 to 1 compared to women. To investigate the reasons behind this disparity, researchers from NYU examined bachelor’s degrees awarded in the US from 2002 to 2022. Their findings revealed that the most prestigious universities, as determined by math SAT scores, have nearly eliminated the gender gap in PECS, while less selective universities have witnessed a significant increase in this gap.
“These results challenge our current perceptions of gender disparities in STEM education,” states Joseph Cimpian, the study’s lead author and a professor of economics and education policy at NYU Steinhardt and NYU Wagner. “We observe two contrasting trends: at highly selective institutions, the number of women in PECS is nearly equal to that of men, whereas at universities attended by the majority of American students, the representation of women in PECS has either stagnated or declined. This has significant implications for both economic equality and technological innovation in the workforce.”
Cimpian and his co-author, Jo R. King, a doctoral student at NYU Wagner, analyzed data from more than 34 million bachelor’s degrees awarded from 2002 to 2022, utilizing the Integrated Postsecondary Education Data System (IPEDS) to gather comprehensive data on US degrees.
Their findings, published in Science, highlighted average math SAT scores as the most significant factor influencing male and female representation in PECS. In 2002, institutions with the highest math SAT scores (around 770 and above) had a male-to-female ratio of 2 to 1 in PECS fields, which improved to a ratio of 3 men for every 2 women by 2022. Conversely, at schools with much lower SAT scores (around 450), the ratio grew from 3 men to 1 woman in 2002 to 7 men for every 1 woman by 2022.
The researchers also looked into initial enrollment trends in these math-focused majors and found that the most selective universities, such as Ivy League institutions and prominent public research universities, have succeeded in enhancing the recruitment and retention of women in PECS. In contrast, less selective universities have struggled with both admitting and retaining female students over the past two decades.
Unlike PECS fields, other STEM areas have maintained balanced gender representation across all types of institutions. Cimpian notes that this discrepancy underscores the unique obstacles faced within physics, engineering, and computer science.
The researchers enriched their analysis with two additional nationally representative datasets to determine if the differing patterns of women’s representation in PECS could be attributed to individual student characteristics. They found that the variations in women’s representation across institutions persist even when accounting for previously identified factors like student SAT scores and a prior desire to major in PECS. Importantly, women of color encounter additional challenges, remaining significantly underrepresented even in institutions that are seeing overall improvements in gender balance.
“Our findings indicate a need to allocate resources more effectively to areas where the disparities are greatest,” asserts Cimpian. “While it is essential to continue supporting institutions that are making strides toward equity, we must also gain a clearer understanding of and address the escalating challenges at less selective institutions, where the majority of American students are enrolled.”
This research was partially supported by the Institute of Education Sciences (#R305B200010).
