U.S. Department of Commerce
Economics and Statistics Administration

Women in STEM: A Gender Gap to Innovation
Executive SummaryO
ByDavid Beede,
Tiffany Julian,David Langdon,
George
McKittrick,
Beethika Khan,
andMark Doms,
Office of the
Chief Economist

ur 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.
Although women fill close to half of all jobs in the U.S. economy, they hold less than 25 percent of STEM jobs. This has been the case throughout the past decade, even as collegeeducated women have increased their share of the overall workforce.
Women with STEM jobs earned 33 percent more than comparable women in non-STEM jobs –considerably higher than the STEM premium for men. As a result, the gender wage gap issmaller in STEM jobs than in non-STEM jobs.
Women hold a disproportionately low share of STEM undergraduate degrees, particularly inengineering.
Women with a STEM degree are less likely than their male counterparts to work in a STEM
occupation; they are more likely to work in education or healthcare.
There are many possible factors contributing to the discrepancy of women and men in STEM
jobs, including: a lack of female role models, gender stereotyping, and less family-friendly
flexibility in the STEM fields. Regardless of the causes, the findings of this report provide evidence of a need to encourage and support women in STEM.

Figure 1. Gender Shares of Total and STEM Jobs, 2009
100%

ESA
Issue Brief#04-11

80%
52%

Men

76%

60%

August 2011
40%
48%

Women

20%
24%

0%
All jobs

STEM jobs

Source: ESA calculations from American Community Survey public-use microdata.
Note: Estimates are for employed persons age 16 and over.

What is STEM?
The acronym STEM is fairly specific in nature—referring to science, technology, engineering andmath—however, there is no standard definition forwhat constitutes a STEM job. Science, technology,
engineering and math positions consistently makethe lists of STEM occupations, but there is lessagreement about whether to include other positions such as educators, managers, technicians,
healthcare professionals and social scientists. In
this report, the Economics and Statistics Administration (ESA) defines STEM jobs to include professional and technical support occupations in thefields of computer science and mathematics, engineering, and life and physical sciences. Three management occupations are also included because of
their clear ties to STEM.1 Education jobs are notincluded because of the nature of the available
data.2 In addition, social scientists are not included.3
ESA’s STEM list contains 50 specific occupation
codes (see Appendix Table 1), and in 2009, there
were 7.4 million workers in these jobs, representing 5.3 percent of the workforce. To better put
these jobs into context, we divide STEM occupations into four categories: computer and math, engineering and surveying, physical and life sciences,and STEM managerial occupations.4 Across all levels of educational attainment, the largest group of
STEM jobs is within the computer and math fields,
which account for close to half (47 percent) of all

STEM employment. Second are engineering andsurveying occupations, representing approximately
one-third of all STEM employment, while 12 percent are in the physical and life sciences, and 8 percent in STEM management jobs.5
Parallel to our list of STEM occupations, we also
identify a set of STEM undergraduate degree fields
that span computer science and mathematics, engineering, and life and physical sciences (see Appendix Table 2). We define STEM degree holders as
persons whose primary or secondary undergraduate major was in a STEM field. Consistent with theoccupations selected for this report, we exclude
business, healthcare, and social science majors.6

Women in STEM jobs
According to the Census Bureau’s 2009 American
Community Survey (ACS), women comprise 48 percent of the U.S. workforce but just 24 percent of
STEM workers. In other words, half as many
women are working in STEM jobs as one might expect if gender representation in STEM professions
mirrored the overall workforce. (See Figure 1.)
This underrepresentation has remained fairly constant over the past decade, even as women’s shareof the college-educated workforce has increased.
As shown in Table 1, between 2000 and 2009,
women’s share of the STEM workforce remained
constant at 24 percent, while their share of all college-educated workers increased from 46 to 49
percent. Using data from the Census Bureau’s Cur-

Table 1. Total and STEM Employment by Gender and Educational Attainment, 2000 and 2009
(thousands of workers)
Male
FemalePercent Female
2000
2009
2000
2009
2000
2009
All workers
69,098 73,580 60,619 67,058
47%
48%
College-educated
18,995 22,167 16,415 21,433
46%
49%
STEM workers
5,321
5,640
1,680
1,790
24%
24%
College-educated
3,259
3,738
1,002
1,199
24%
24%
Source: ESA calculations from Census 2000 and 2009 American Community Survey public-use microdata.
Note: Estimates are for employed persons age 16 and over.

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U.S. Department of Commerce, Economics and Statistics Administration

Table 2. Employment in STEM Occupations in 2009
(thousands of workers)
Male
2000
2009
STEM total
5,321
5,640
Computer science and math
2,202
2,534
Engineering
2,185
2,079
Physical and life sciences
551
553
STEM managers
382
474

Female
2000
2009
1,680
1,790
940
929
318
330
310
374
111
157

Percent Female
2000
2009
24%
24%
30%
27%
13%
14%
36%
40%
23%
25%

Source: ESA calculations from Census 2000 and 2009 American Community Survey public-use microdata.
Note: Estimates are for employed persons age 16 and over.

rent Population Survey (CPS) going back to 1994,
almost identical trends emerge.
Among STEM jobs, women’s representation hasvaried over time. While the female share has declined in computer and math jobs, their share hasrisen in other occupations. In 2009, women comprised 27 percent of the computer and math workforce (the largest of the four STEM components), a
drop of 3 percentage points since 2000. (See Table
2.) Engineers are the second largest STEM occupational group, but only about one out of every sevenengineers is female. Interestingly, the number offemale engineers edged up by 12,000 over nine

years, while the number of male engineers declinedby 106,000. In physical and life sciences jobs, however, women made up about 40 percent of theworkforce in 2009, up from 36 percent in 2000.
STEM managers is another area that has shown
growth, with women’s share of the workforce increasing to 25 percent.
Men are much more likely than women to have a
STEM job regardless of educational attainment.
Figure 2 demonstrates that higher education levels
generally correspond to an increased likelihood of
having a STEM job for both men and women. The
gap lessens somewhat at the doctoral level, but

Figure 2. Share of Workers in STEM Jobs
by Gender and Educational Attainment, 2009
25%
Men
Women

20%

15%

10%

5%

0%
No College Some college

Associate
degreeBachelor's
degreeMaster's
degreeDoctorate

Professional
degreeSource: ESA calculations from American Community Survey public-use microdata.
Note: Professional degrees include medical, dental, veterinary, and law degrees. Estimates are for employedpersons age 16 and over.

U.S. Department of Commerce, Economics and Statistics Administration3

women still lag far behind men in STEM employment.7

STEM worker earnings and gender
There are two notable findings in examining therelationship between STEM, gender and earnings.
First, as is clearly documented in our previous report “STEM: Good Jobs Now and for the Future,”
STEM workers earn considerably more than their
non-STEM counterparts (what we call in this report
the “STEM earnings premium”). Second is the gender wage gap – a robust finding that women earnconsiderably less than men, even after controllingfor a wide set of characteristics such as education
and age. Figure 3 highlights how these two findings
intersect by showing the average hourly earnings offull-time, year-round workers in private sector
STEM and non-STEM jobs. On average, men andwomen earn $36.34 and $31.11 per hour, respectively, in STEM jobs – higher than the $24.47 thatmen earn and $19.26 that women earn, on average, in other occupations. For every dollar earned
by a man in STEM, a woman earns 14 cents (or 14

percent) less, smaller than the 21 percent genderwage gap in non-STEM occupations, but a clear
gender disparity nonetheless.
While illustrative, these simple comparisons do nottake into account the many factors that can help
explain why STEM workers tend to earn more than
non-STEM workers, or why women earn less thanmen. Following the methodology of our earlier
STEM report, we use regression analyses to control
for many of these factors, including workers’ age,educational attainment, and region of residence.
The results of these analyses underscore both the
STEM earnings premium and the gender earnings
gap.
In our previous report on this issue, we found that
STEM workers earn significantly more than their
non-STEM counterparts in the private sector. So,
one way to compare men and women in STEM is tosee to what extent their STEM earnings premium
varies. Our analysis shows that, all else being equal,
women in STEM jobs earn 33 percent more thantheir female peers in other jobs, while the STEM
premium for men is 25 percent.

Figure 3. Average Hourly Earnings by Gender and Occupation, 2009$36.34$31.11

14% gender wage gap:
For every dollar earned by a man,
women in STEM earn $0.86.

Men
Women

$40

$30

$24.47$19.26

21%

$20

$10

$0
STEM jobs

Non-STEM jobs

Source: ESA calculations from American Community Survey public-use microdata.
Note: Estimates are for full-time year-round private wage and salary workers age 16 and over.

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U.S. Department of Commerce, Economics and Statistics Administration

Figure 4. Regression-adjusted Gender Wage Gap ofCollege-educated STEM Workers by Occupation, 2009
14%
12%

12%

12%

10%
9%
8%

8%

7%
6%

4%
STEM
total

Computerand mathEngineering

Physical andlife sciences

STEM
managerial

Source: ESA calculations from American Community Survey public-use microdata.
Note: Estimates are for full-time year-round private wage and salary workers age 25 and over.

Given that the STEM premium for women is higher
than for men, we would expect women in STEM toface a smaller gender earnings gap than women inother occupations. Not surprisingly, we find thatthe gap shrinks but does not disappear for womenin STEM. Furthermore, as we look at more specificgroups of STEM workers (which allows us to makebetter “apples-to-apples” comparisons of male andfemale wages), we find an even smaller genderwage difference. Figure 4 shows the regressionadjusted gender wage gap for college-educated
STEM workers in each of the four major occupational groups. Interestingly, the most maledominated STEM occupational group—engineers—
is also the one with the smallest regressionadjusted wage gap; female engineers earned 7 percent less per hour than male counterparts. Physicaland life sciences occupations, the most genderbalanced STEM group, have an 8 percent wage gap,
and STEM managers a 9 percent gap. Notably
higher was the 12 percent gender wage gap in computer and math occupations.

STEM degrees and fields of study
by gender
Since the gateway to many high-paying STEM jobs
is a STEM degree, it is useful to examine the extent
to which college-educated workers had STEM degrees. The 2009 ACS provides a rich new data
source for analyzing the link between undergraduate studies and subsequent employment. The ACS
data on undergraduate fields of study show thatwomen account for nearly half of employed college
graduates age 25 and over, but only about 25 percent of employed STEM degree holders and an
even smaller share – just about 20 percent – of
STEM degree holders working in STEM jobs.
There were 2.5 million college-educated working
women with STEM degrees in 2009 compared with
6.7 million men. What makes this disparity evenmore alarming is that, in the overall labor force,
there are 21.4 million women (49 percent of thetotal) and 22.2 million men who are employed andhave bachelor’s degrees.
Among STEM majors, the distribution of men and

U.S. Department of Commerce, Economics and Statistics Administration

5

Figure 5. College-educated Workers with a STEM Degreeby Gender and STEM Degree Field, 2009
Math degree

6.7 million workers
6%

Computer degree15%

2.5 million workers

100%

10%
14%
75%
18%

Engineering degree

48%
50%

57%
Physical and life sciences degree

25%

31%
0%

Men
Women
Source: ESA calculations from American Community Survey public-use microdata.
Note: Estimates are for employed persons age 25 and over. The shares for men and women do not add up
to 100% due to rounding.

women differs significantly. As shown in Figure 5,
well over half (57 percent) of female STEM majors
study physical and life sciences, while fewer than
one-third (31 percent) of men choose these fields.
The share of women choosing math majors is also
higher than men: 10 versus 6 percent. The bulk ofmen with STEM majors (48 percent) choose engineering degrees, two-and-a-half times the share ofwomen who choose engineering. Equal shares ofmale and female STEM majors enter computer science. In terms of raw numbers, however, men in
the workforce with STEM degrees outnumber
women across all four fields of study.8

6

STEM jobs. (See Figure 6.)
Men are more likely to have non-STEM management jobs than women, 16 percent and 11 percent,respectively. In contrast, female STEM majors aretwice as likely as men to work in education or
healthcare. Nearly one in five STEM collegeeducated women works in healthcare occupations,compared with about one in ten men. Likewise,
approximately 14 percent of female STEM majors
end up in education occupations, compared withapproximately 6 percent of men. Similar shares ofmen and women with STEM degrees worked inbusiness and financial occupations or other fields.

STEM degrees and careers
by gender

STEM premiums and gender

As noted in the previous section, college-educatedwomen are much less likely than men to major in
STEM fields. But even when women choose STEM
degrees, their typical career paths diverge substantially from their male counterparts. About 40 percent (2.7 million) of men with STEM college degrees
work in STEM jobs, whereas only 26 percent (0.6
million) of women with STEM degrees work in

As highlighted in our earlier STEM report, receiving
a STEM degree tends to result in higher earnings
later in life. Figure 7 illustrates the considerable
extent to which the earnings premium from having
a STEM job or STEM degree varies by gender.
Women enjoy a much bigger STEM job premium
than men, but a slightly smaller premium for having
earned a STEM bachelor’s degree. Specifically,
when we control for whether or not women have

U.S. Department of Commerce, Economics and Statistics Administration

Figure 6. College-educated Workers with a STEM Degreeby Gender and STEM Occupation, 2009
6.7 million workers

2.5 million workers

Other occupations

23%

23%

Business & financial occupations

5%

6%

Non-STEM managers

16%

11%

Healthcare occupations

10%

19%

Education occupations

6%

100%

75%

50%

14%
25%
STEM occupations

40%
26%

0%
Men
Women
Source: ESA calculations from American Community Survey public-use microdata.
Note: Estimates are for employed persons age 25 and over. The shares for men and women do not add up
to 100% due to rounding.

STEM degrees, we find that college-educatedwomen (regardless of choice of undergraduate major) earn 20 percent more in STEM jobs than elsewhere. This is nearly double the 11 percent premium that college-educated men realize working in
STEM. On the other hand, female STEM degree
holders earn 9 percent more than women withother degrees, regardless of their job. The STEM
degree premium for men is somewhat higher atnearly 12 percent. The biggest STEM-related wage
premiums go to men and women who both major
in a STEM field and choose a STEM job. This career
path nets women 29 percent higher hourly earnings, on average, than their peers who have neither
a STEM degree nor a STEM job. The corresponding
premium for men is smaller, but also sizeable, at 23
percent.

Figure 7. Wage Premium from Having a STEM Job and/or Degree
29%
STEM degree
and job
9%

23%
STEM degree

30%
25%
20%

12%
15%
20%
11%

STEM job

10%
5%

0%
Men

Women

Source: ESA calculations from American Community Survey public-use microdata.
Note: Estimates are for full-time year-round private wage and salary workers who have at least abachelor’s degree and are age 25 and over.

U.S. Department of Commerce, Economics and Statistics Administration

7

Conclusion
This report finds that women are underrepresented
both in STEM jobs and STEM undergraduate degrees and have been consistently over the last decade. The relatively few women who receive STEM
degrees are concentrated in physical and life sciences, in contrast to men, who are concentrated
primarily in engineering. Women who do receive
STEM degrees are less likely to work in STEM jobs
than their male counterparts. And while women
working in STEM jobs earn less than their malecounterparts, they experience a smaller genderwage gap compared to others in non-STEM occupations.
The underrepresentation of women in STEM majors and jobs may be attributable to a variety offactors. These may include different choices men
and women typically make in response to incentives in STEM education and STEM employment –for example, STEM career paths may be less accommodating to people cycling in and out of the workforce to raise a family – or it may be because there
are relatively few female STEM role models. Perhaps strong gender stereotypes discourage womenfrom pursuing STEM education and STEM jobs.
While this report does not – and cannot – explain
why gender differences in STEM exist, it does aim
to provide data and insight that will enable more
informed policymaking. The findings provide definitive evidence of a need to encourage and support women in STEM with a goal of gender parity.
Given the high-quality, well-paying jobs in the fields
of science, technology, engineering and math,there is great opportunity for growth in STEM insupport of American competitiveness, innovationand jobs of the future.

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U.S. Department of Commerce, Economics and Statistics Administration

Appendix Table 1. Detailed STEM occupations and Standard Occupational Classification (SOC)
SOC
Code

Occupation

Computer scientists and systems analysts
Computer programmers
Computer software engineers
Computer support specialists
Database administrators

Occupation

Computer and math occupations
Network systems and data communications
15-10XX
analysts
15-1021
Mathematicians
15-1030
Operations research analysts
15-1041
Statisticians
Miscellaneous mathematical science occupa15-1061
tions

Network and computer systems administrators

SOC code

15-1081
15-2021
15-2031
15-2041
15-2090

15-1071

Engineering and surveying occupations
Surveyors, cartographers, and photogrammetAerospace engineers

17-1020
17-2011

Agricultural engineers
Biomedical engineers
Chemical engineers
Civil engineers
Computer hardware engineers
Electrical and electronic engineers
Environmental engineers

17-2021
17-203117-2041
17-2051
17-2061
17-2070
17-2081Industrial engineers, including health and safety
Marine engineers and naval architects

17-211017-2121

Materials engineers
Mechanical engineers
Mining and geological engineers, including
mining safety engineers
Nuclear engineers
Petroleum engineers
Engineers, all other
Drafters
Engineering technicians, except drafters
Surveying and mapping technicians

17-213117-2141
17-2151

Sales engineers

41-9031

Physical and life sciences occupations
19-1010
Physical scientists, all other19-1020
Agricultural and food science technicians
19-1030
Biological technicians
19-1040
Chemical technicians
19-2010
Geological and petroleum technicians
19-2021
Nuclear technicians
Other life, physical, and social science techniChemists and materials scientists
19-2030
cians
Environmental scientists and geoscientists
19-2040
Agricultural and food scientists
Biological scientists
Conservation scientists and foresters
Medical scientists
Astronomers and physicists
Atmospheric and space scientists

Computer and information systems managers
Engineering managers

STEM managerial occupations
11-3021Natural sciences managers
11-9041

U.S. Department of Commerce, Economics and Statistics Administration

17-2161
17-2171
17-2199
17-301017-3020
17-3031

19-2099
19-401119-402119-403119-4041
19-4051
19-40XX

11-91219

Appendix Table 2. Detailed STEM undergraduate majors

Computer majors
Computer and information
systems
Computer programming anddata processing

Computer science
Information sciences

Computer administration
management and security
Computer networking andtelecommunications

Math majors
Mathematics

Statistics and decision science

Mathematics and computerscience

Applied mathematics

Biomedical engineering

Engineering majors
Environmental engineering
Geological and geophysicalengineering
Industrial and manufacturing
engineering
Materials engineering andmaterials science
Mechanical engineering

Chemical engineering

Metallurgical engineering

General engineering
Aerospace engineering
Biological engineering
Architectural engineering

Civil engineering
Computer engineering
Electrical engineering
Engineering mechanics physics
and science

Mining and mineralengineering
Naval architecture and marine
engineering
Nuclear engineering

Animal sciences
Food science

Physical and life sciences majors
Genetics
Microbiology

Plant science and agronomy

Pharmacology

Soil science
Environmental science
Biology
Biochemical sciences
BotanyPhysiology
Zoology
Miscellaneous biology
Nutrition sciences
Neuroscience
Cognitive science andbiopsychology

Molecular biology

Petroleum engineering
Miscellaneous engineering
Engineering technologies
Engineering and industrial
management
Electrical engineering technology
Industrial production
technologies
Mechanical engineering related
technologies
Miscellaneous engineering
technologies
Military technologies

Physical sciences
Astronomy and astrophysics
Atmospheric sciences andmeteorology
Chemistry
Geology and earth science
Geosciences
Oceanography
Physics
Nuclear, industrial radiology, andbiological technologies

Ecology

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U.S. Department of Commerce, Economics and Statistics Administration

The Commerce Department’s Economics andStatistics Administration has released twoother reports detailing the roles of women in
American society. The first, Women-Owned
Businesses in the 21st Century, was released in
October 2010. The second, Women in America:
Indicators of Social and Economic Well-Being,
was released in March 2011. Both reports canbe found at http://www.esa.doc.gov/reports
Endnotes
1
These occupations are computer and information
systems managers, engineering managers, and natural sciences managers.
2
Although our principal data source, the 2009 American Community Survey (ACS), collects detailed information on workers’ occupations, it does not breakout educators by their specific field. As a result, it is
not possible to distinguish math and science professors from other professors. Data from the Bureau ofLabor Statistics’ Occupational Employment Statistics
program show that there are roughly 200,000 postsecondary teachers in STEM fields, and so their exclusion is unlikely to materially affect our results.
3
The National Science Foundation does count social
scientists among “science and engineering jobs” inkeeping with the agency’s mission supporting “allfields of fundamental science and engineering, except
for medical sciences.” This report, however, follows adifferent approach.
4
Note that persons in science occupations include
not just scientists but also science technicians. Likewise, engineering and surveying occupations include
engineering technicians and drafters, and computer
occupations range from computer support specialists
to computer software engineers.
5
The estimates reported in this paragraph are basedon 2009 data from the American Community Survey(ACS). The estimates are very similar to those cited in
STEM: Good Jobs Now and For the Future (http://
www.esa.doc.gov/Reports/stem-good-jobs-now-andfuture), p. 2, which were based on 2010 data fromthe Current Population Survey. The estimates arevery similar but not exactly the same because they
were drawn from different samples of workers in two
different years.
6
In the few cases where both the primary and secondary undergraduate majors were in STEM fields, weused the primary major as the STEM major.
7
Few persons with professional degrees (e.g., MBA’s,law, and medicine) work in STEM jobs because such

U.S. Department of Commerce, Economics and Statistics Administration

persons typically have jobs that we do not characterize as STEM.
8
Using data from a different source, the number ofbachelor’s degrees conferred annually in STEM fields
in the United States increased about 20 percent between 1998 and 2008 (from 200,000 to 240,000). But
women’s share has not risen and remains far below
parity with men (35 percent in both years), despite
the fact that a majority of all bachelor degrees areconferred on women (56 percent in 1998 and 57 percent in 2008). About one-quarter of bachelor’s degrees awarded to men are in STEM fields, comparedwith one-tenth conferred on women; these shares
have remained about the same between 1998 and2008. About two-thirds of STEM degrees awarded tomen were in engineering and computer science, compared with one-quarter awarded to women. Over
half of STEM degrees awarded to women were in
biological sciences compared with 20 percent formen. See U.S. Department of Commerce, Economics
and Statistics Administration and Executive Office of
the President, Office of Management and Budget(2011) Women in America: Indicators of Social andEconomic Well-Being (http://www.esa.doc.gov/sites/
default/files/reports/documents/
womeninamerica.pdf), p. 23.

The authors are economists in the Office of the Chief
Economist of the U.S. Department of Commerce’s
Economics and Statistics Administration.

Technical inquiries:
Office of the Chief Economist(202) 482-3523
Media inquiries:
Office of Communications(202) 482-3331
U.S. Department of Commerce
Economics and Statistics Administration
1401 Constitution Ave., NW
Washington, DC 20230
www.esa.doc.gov

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