Houston Daily

The University of Houston has released research highlighting how students perceive various STEM fields differently. The study finds that stereotypes persist, with both boys and girls envisioning engineering and computer science as male-oriented professions, while math and science are viewed with more gender parity, slightly favoring girls.

Allison Master, an assistant professor at the University of Houston College of Education and the lead researcher, emphasized the importance of addressing these perceptions. “We talk about STEM as this big monolith, but when you actually look more closely, there are a lot of differences between STEM fields. There’s a lot of equity gaps, and we’re doing better at addressing some of them than others. We should put our resources where the biggest problems are.”

The significant findings of this research, published in the Proceedings of the National Academy of Sciences, highlight a need for change in the perception and teaching of STEM subjects. “If we can change their perceptions, they feel like they can belong in these fields,” Master stated.

The research underscores the impact of stereotypes formed in early education on students' future choices in college majors and their professional fields. National data shows women earn only 21% of computer science and engineering degrees in the U.S., while they hold 60% of degrees in biological sciences.

“We need a lot of viewpoints in computer science and engineering,” Master explained, pointing out issues such as technological design not always accommodating diverse needs. The survey results suggest progress, as girls showed a slight edge over boys in math and were either equal or slightly favored in science.

The study involved two surveys targeting over 2,700 students from different school levels in New England and the South. Co-authors of the article are Andrew N. Meltzoff and Sapna Cheryan from the University of Washington, and Daijiazi Tang, a UH MQMLS Ph.D. graduate now with the University of Michigan.

Master noted that perceptions need to be reshaped to ensure all students view careers in STEM as accessible. She further advocated for broader access to coding classes in schools. “We need to be giving all kids equal opportunities to try computer science and engineering activities,” she emphasized.

Ericka Mellon contributed to this report.