1. Beede, David N., Tiffany A. Julian, David Langdon, George McKittrick, Beethika Khan, and Mark E. Doms. "Women in STEM: A Gender Gap to Innovation." Social Science Research Network. Social Science Electronic Publishing, n.d. Web. 07 Apr. 2015. Carrell, Scott E., Marianne E. Page, and James E. West. "Sex and Science: How Professor Gender Perpetuates the Gender Gap." NBER. N.p., n.d. Web. 07 Apr. 2015. Chen, Xianglei. "STEM Attrition: College Students’ Paths Into and Out of STEM Fields." National Journal for Education Statistics (2013): n. pag. Print. Miyake, Akria, Lauren E. Kost-Smith, Noah D. Finkelstein, Steven J. Pollock, Geoffry L. Cohen, and Tiffany A. Ito. "Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation." Science. American Association for the Advancement of Science, 26 Nov. 2010. Web. 07 Apr. 2015. Reshma Jagsi, M.D., D.Phil., Elizabeth A. Guancial, M.D., Cynthia Cooper Worobey, M.D., Lori E. Henault, M.P.H., Yuchiao Chang, Ph.D., Rebecca Starr, M.B.A., M.S.W., Nancy J. Tarbell, M.D., and Elaine M. Hylek, M.D., M.P.H. N Engl J Med 2006; 355:281-287July 20, 2006DOI: 10.1056/NEJMsa053910July 20, 2006 Rosser, Sue V., and Mark Z. Taylor. "Why Are We Still Worried about Women in Science?" American Association of University Professors. N.p., n.d. Web. 07 Apr. 2015.. Shauman, Kimberlee A. "Gender, College Dropout, and the “Structural Characteristics” of STEM Majors." University of California, Davis, n.d. Web.. x Gender Discrepancy in STEM Alexis Cascino, Kristen Hartwick, and Andrew Kowalski The Pennsylvania State University References STEM is a widely used acronym to group science, technology, engineering, and math together because of the interrelationships that they share. It has been seen throughout the years that females are underrepresented in these four fields, especially in engineering. To date, college female students are 37% less likely than male college student to obtain a bachelor’s degree in STEM. This may be due to the stereotypes held by parents and teachers that females lack the ability to do well in these four content areas. Even when females receive a degree in STEM they are less likely than males to work in a STEM occupation. Females are more likely to go into the education field or the health care field. Additionally, females fill close to half of the jobs in the entire U.S. economy, but they hold less than 25% of STEM jobs. Results What are the underlying causes of underrepresentation of women in STEM majors and careers? Discussion and Conclusion From our research, we have found that the gender gap in STEM is drastic; however, there are some factors that can decrease this drastic gap. When females are taught the introductory math and science courses by a female, they are more likely to go into study STEM and go into a STEM related field. When comparing this data to other courses, such as humanities, the gender of a humanities professor has minimal to no effect of the student outcomes. Our results suggest that the gender of a professor has little impact on males, whereas, females, it has a very powerful effect for math and science courses. This means females show a strong correlation between having a female professor in math and science course and staying within STEM. Among the highest ability females, those who had a female professor for the introductory math and science courses are 26% more likely to major in STEM compared to females who had male professors for these introductory courses. For this particular study, no original research was performed. All results were found using peer reviewed articles, in particular secondary sources. All statistics that were found and analyzed were taken from peer review articles. It is important to keep in mind when analyzing the data that there was no primary research available for this topic. Materials and Methods Figure 1: This figure represents the proportion of students (both male and female) that start as a STEM major and who exit STEM majors by either dropping out of school. Results Figure 2: This figure represents the proportion of students (both male and female) that start as an engineering major and who exit engineering major by either dropping out of school. Results BackgroundResults Research Question