It is no secret that Americans lag behind other countries in math and science achievement. While various forms of referendum have been proposed to address the insatiable ranking, valid progress is yet to be achieved. In 2009, President Obama set a goal for Americans: advance to the top of achievement rankings in science and math. Additionally, in order to further ignite participation, the Administration allocated “$4.35 billion Race to the Top 2009 competition focused not only on encouraging states to develop comprehensive strategies to improve achievement and provide rigorous curricula in STEM subjects, but also to broaden the participation of women and girls” (WHITE HOUSE SOURCE). Although raising the scores of already excelling students
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According to a poll conducted by the American Society for Quality in 2009 of people ages eight to 17, “24 percent of boys but only 5 percent of girls said they were interested in an engineering career” (qtd in “Why So Few?” 21). Since even in childhood and adolescence young women demonstrate a lower interest in engineering, an initial obstacle in increasing female participation requires promoting the appeal of engineering and accumulating traction with the rising demographic. Amongst high school students, for example, the gender divide in engineering related courses can be observed through data complied by College Board, the powerhouse company of all projective testing: “Fewer girls than boys take advanced placement courses in STEM-related subjects” (cited in “Why So Few?” 5). With both a lower articulated interest, and data displaying lower participation, female adolescents exhibit a total evasion from engineering, and courses in its wake. Therefore, in order to combat the gender divide, effective means of encouraging women to be open-minded to, and additionally actively pursue participation, the study and profession of engineering is absolutely
According to a poll conducted by the American Society for Quality in 2009 of people ages eight to 17, “24 percent of boys but only 5 percent of girls said they were interested in an engineering career” (qtd in “Why So Few?” 21). Since even in childhood and adolescence young women demonstrate a lower interest in engineering, an initial obstacle in increasing female participation requires promoting the appeal of engineering and accumulating traction with the rising demographic. Amongst high school students, for example, the gender divide in engineering related courses can be observed through data complied by College Board, the powerhouse company of all projective testing: “Fewer girls than boys take advanced placement courses in STEM-related subjects” (cited in “Why So Few?” 5). With both a lower articulated interest, and data displaying lower participation, female adolescents exhibit a total evasion from engineering, and courses in its wake. Therefore, in order to combat the gender divide, effective means of encouraging women to be open-minded to, and additionally actively pursue participation, the study and profession of engineering is absolutely