Girls RISE Resources Directory
The Girls RISEnet resource catalog is a dynamic listing of crowd-sourced research and resources on engaging girls in engineering. Registered members of girlsrisenet.org can contribute resources through the "My Account" link above. If you are not a member of the site, please contact us to submit or suggest an addition.
2011 | By: U.S. Department of Commerce Economics and Statistics Administration
Science, technology, engineering, and math (STEM) workers are essential to American innovation and competitiveness in an increasingly dynamic and global marketplace. In this third report, we examine demographic disparities in STEM education and find that educational attainment may affect equality of opportunity in these critical, high-quality jobs of the future.
This report follows an analysis of labor market outcomes and gender disparities among STEM workers. We find that regardless of race and Hispanic origin, higher college graduation rates are associated with higher shares of workers with STEM jobs. But non-Hispanic Whites and Asians are much more likely than other minority groups to have a bachelor's degree. By increasing the numbers of STEM workers among currently underrepresented groups through education, we can help ensure America's future as a global leader in technology and innovation.
Other key findings of this report include:
- Non-Hispanic Whites comprise the largest group of STEM workers, accounting for about seven out of ten STEM workers, which aligns closely with their share of the overall workforce.
- Non-Hispanic Asians are most likely (42 percent) to graduate college with a STEM degree, while the propensities of other groups are all fairly similar (17-22 percent).
- Half of all non-Hispanic Asian workers with STEM degrees have STEM jobs, compared to 30 percent of Hispanics and non-Hispanic Black and American Indian and Alaska Native workers.
- One in five STEM workers is foreign-born, of which 63 percent come from Asia.
- STEM workers in all demographic groups, including the foreign-born, earn more than their non-STEM counterparts. Hispanics and non-Hispanic Blacks receive a significantly larger STEM premium than do non-Hispanic Whites.View External Website42_educationsupportsracialandethnicequalityinstem_0.pdf
2011 | By: Harris Interactive survey commissioned by Microsoft
Presents the findings of two national surveys, conducted online by Harris Interactive, of college students currently pursuing science, technology, engineering and math (STEM) degrees and of parents of K-12 students. The goal of the surveys was to gain insight about what can better prepare and inspire students to pursue post-secondary education in STEM subjects.View External Website44_STEM_Perceptions-Students_and_Parents_Study.pdf44_STEM-IG.pdf
2011 | By: U.S. Department of Commerce Economics and Statistics Administration
Executive Summary
Our science, technology, engineering and math (STEM) workforce is crucial to America's
innovative capacity and global competitiveness. Yet women are vastly underrepresented in
STEM jobs and among STEM degree holders despite making up nearly half of the U.S. workforce and half of the college-educated workforce. That leaves an untapped opportunity to expand STEM employment in the United States, even as there is wide agreement that the nation must do more to improve its competitiveness.View External Website
2011 | By: Mary Ann Zehr
Statistics shows that ELLs students are less likely than fluent peers to enroll in advanced math and science courses. View External Website
2011 | By: Byars-Winston, Angela
This webinar, sponsored by the STEM Equity Pipeline, focuses on the relevance of cognitive beliefs and cultural variables on academic and career commitment in science and engineering. Data from studies of underrepresented STEM populations at the undergraduate level will be presented. Examples of strategies for increasing STEM career interests, commitment to research, reinforcing STEM students' academic self-efficacy beliefs, and reducing perceived academic barriers at the individual, department, and institutional levels will be discussed. An archived version of the webinar (with audio) and presentation slides are available.View External WebsiteView External Website