NYC Gazette

Researchers from New York University have discovered a significant shift in gender representation within physics, engineering, and computer science (PECS) degrees at highly selective US universities. According to their study, published in Science, these institutions have nearly achieved gender parity in PECS fields over the past two decades. However, less selective universities have experienced an increase in the gender gap.

Joseph Cimpian, lead author of the study and professor of economics and education policy at NYU Steinhardt and NYU Wagner, stated: “These findings challenge our understanding of gender inequality in STEM education.” He emphasized that while women’s representation is nearing equality at top-tier schools, it has either stagnated or declined at other institutions. This discrepancy could have "profound implications for economic equality and innovation in our technological workforce."

The analysis involved data on more than 34 million bachelor’s degrees awarded between 2002 and 2022 using the US Department of Education's Integrated Postsecondary Education Data System. The researchers identified math SAT scores as a key factor influencing male-to-female representation in PECS fields.

In 2002, universities with high math SAT scores had two men for every woman earning PECS degrees. By 2022, this ratio improved to three men for every two women. Conversely, institutions with lower math SAT scores saw the initial ratio worsen from three men per woman to seven men per woman by 2022.

Cimpian noted that Ivy League schools and flagship public research universities are successfully recruiting and retaining women in PECS majors. Meanwhile, less selective schools continue to face challenges.

The study also highlighted that other STEM disciplines such as chemistry and biology maintain roughly equal gender representation across all institution types. This distinction underscores unique challenges specific to PECS fields.

Further analysis using additional datasets revealed that disparities persist even after considering factors like math SAT scores and students' prior intentions to major in PECS. Women of color remain underrepresented despite improvements at some institutions.

Cimpian concluded: “Our findings suggest we need to redirect resources to where the gaps are largest.” He called for a better understanding of challenges faced by less selective institutions where most American students earn their degrees.

This research received partial support from the Institute of Education Sciences (#R305B200010).