An examination of these factors provides a greater understanding of the reasons that disparity among groups entering the fields of science, mathematics, and engineering has persisted. Blacks Hispanics Asians American Indians American Indians in Higher Education S ince 1980, more women than men have enrolled in college, and since 1982, women have earned more undergraduate degrees than have men. In 1995, women constituted 49 percent of the U.S. population ages 18 to 24 and earned 55 percent of all bachelor s degrees awarded, up from 43 percent in 1966. Approximately 1 in 6, or 17 percent, of engineering bachelor s degrees were awarded to women in 1995, an increase from less than 1 percent of the total in 1966. Women were awarded 35 percent of the bachelor s degrees in mathematics and computer science in 1995, a slight increase over 1966.
Women are, however, as well or more highly represented than men in some science fields.
Systematic data on minority participation in science, mathematics, and engineering education have been collected only since the late 1970s. The bulleted data below show disparities persisting over time. Recent studies provide insight into the role that precollege preparation, self-confidence, work and family, availability of role models, peer support, and teaching methods play in maintaining that disparity. Many aspects of SME majors, which have evolved largely to meet the educational needs of young men, force women into conflict with their own socialization experiences. The resolution of these conflicts is sometimes accomplished by leaving the major, sometimes by making personal adjustments to the dominant male social system.