GIVING. PRAYING. FASTING
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in physical sciences, 5.2% of bachelor’s degrees in mathematics,
and 4.9% of bachelor’s degrees in computer sciences. They also
earned 3.9% of doctorate degrees in science and engineering.
In addition, women continue to be underrepresented in the field
of engineering. In addition, girls are not taking as many physics
and engineering courses at levels K through 12, although they
are taking many high level courses in mathematics and science
at similar rates as their male peers and are generally performing
well. Conversely, according to a 2012 report by NSF, minority and
low-income students continue to experience achievement gaps
in mathematics and science.
Gilbert thinks the culprit may be a hostile environment and not the
perceived capabilities of girls and young women. “So, I think the
traditional engineering environment is typically characterized …
as male-dominating. It’s typically characterized as isolating, very
competitive, so I think it’s- the work-we can handle-the technical
work, the math, the subjects we can handle, but, often times,
the cultural environment can be a factor that pushes [us] out
and I think that that’s where we need those supportive systems
to help us to not only to [sic] gain our interest but to support us
throughout the process as well,” said Gilbert, who says minority
women experience an even greater isolation than the norm.
Gilbert also faults traditional societal norms with wittingly and
unwittingly discouraging girls and women from pursuing careers
in S.T.E.M. fields.
“I think it’s a cultural ‘thing.’ I think it’s a perception ‘thing.’ And,
I also think it’s not tied to interest. So, I think that if it were tied to
things that were of interest to young girls and young girls of color,
then more young girls would pursue it. I can say definitely when
I was coming up, it was thought of [as] more so what men could
t that-a rarity in most S.T.E.M. fields.