UC Merced Undergraduate Research Journal

The STEM field has become one of the most high-paying and impactful fields in our society.  However, data shows that women only makeup 25% of STEM employees and 30% of STEM graduates. To understand how these inequalities emerged, it is important to look at the beginning of the STEM education pipeline.

The purpose of this research is to discover how schools can reduce gender bias in their classrooms. My research discusses two main causes of the lack of female participation in STEM: microaggressions and implicit biases. Microaggressions are implicit or explicit actions or comments that are aimed at someone’s abilities based on a certain characteristic, in this case, gender. Implicit bias is the unconscious bias some may hold against women in STEM. These issues are commonly seen within the STEM education, both among peers and educators.

My proposed solution to reduce gender bias in classrooms is to create an outreach program or organization that provides girls the support they need to be successful in STEM. The first outcome for this program would be to provide a support system for female STEM students. This would be done by hosting study sessions, research opportunities, and even a student-mentor program. The other outcome for this program would be to educate teachers and administrators on how they can create a gender-inclusive classroom and support their female students. I believe this initiative would help not only educate the public on the issue, but also encourage more female students to pursue a career in a STEM pathway.