Exploring Gender Differences Between Doctoral Students in STEM: A Pilot Study

• In Event: Gender, STEM, and Higher Education: Empirical Evidence and Theoretical Considerations

Abstract

Over the past decade there has been an increase in the number of science and engineering (S&E)
degrees awarded to female doctoral students (NSF, 2016). Despite this increase in degree
attainment, women continue to be underrepresented in STEM doctoral programs. One factor
contributing to this underrepresentation is the graduate school experience. Graduate programs in
science and engineering are built around assumptions that ignore constructs of gender
differences. In an attempt to understand these differences, it is critically important to explore the
challenges faced by both male and female doctoral students. This paper presents findings from a
pilot study that explores gender difference among 52 doctoral students at two southeastern
universities. The results show that female doctoral students experience a higher degree of
perceived gender bias compared to their male counter-part. This study contributes to existing
literature concerning higher education, STEM, and gender differences by establishing a new line
of inquiry focused specifically on doctoral experiences in STEM.

Author

• Andrea L. Tyler, Tennessee State University