The substantial gender gap in the science, technology, engineering, and mathematics, or STEM, workforce can be traced to the underrepresentation of women at various milestones in their career pathways.¹ Research shows that calculus is a crucial step in this journey, and gaps in mathematical confidence between the genders greatly affect women’s decisions to stay in STEM.²
Higher attrition rates among women in STEM courses are linked to a lack of confidence in their mathematical abilities. Even when controlling for academic preparedness, career intentions, and instruction, the odds of women being discouraged from continuing in calculus are 1.5 times greater than those for men.³
The U.S. Department of Education tracks the percentage of public and private high school graduates who completed select math courses. An examination of this data reveals interesting patterns that indicate that math confidence levels among young women may be increasing — a positive trend that could lead to more women pursuing STEM careers.
The importance of advanced math coursework for STEM
Entering a STEM degree program typically requires a strong foundation in math.⁴ Calculus is a key course for students pursuing STEM majors, as it forms the foundation for understanding advanced concepts in physics, engineering, and computer science. Statistics show that 81% of students who persisted in STEM majors had taken calculus or advanced math in high school, while just 36% of students who left STEM majors had taken calculus or advanced math.⁵
The tables shown here present a comparative analysis of mathematics course completion rates between men and women over four key years: 1990, 2000, 2009, and 2019.
While men consistently outpaced women in calculus in the earlier years, the gap has narrowed progressively. Women’s completion of algebra II and precalculus/mathematical analysis experienced the most substantial increases, followed by geometry. Calculus and algebra I showed more modest growth over time — but growth, nonetheless.
Percentage of public and private high school graduates who completed selected mathematics courses in high school: 1990 through 2019
Our findings
Our analysis shows a significant increase in women completing advanced math courses over the past 30 years. This trend indicates that women students are becoming more proficient and confident in higher-level math, which could lead to greater success in STEM fields. Findings also indicate positive advances in STEM and suggest continued progress in gender parity within mathematics.
These upward trends are promising, indicating that women are not only enrolling in more advanced math courses but are also excelling in them. The increased completion rates in advanced mathematics, particularly calculus, among women may potentially signal a positive movement toward greater gender balance in STEM fields. This progress is essential for fostering a more diverse and inclusive scientific community, ultimately leading to broader perspectives and innovations.
Footnotes
1 Jessica Ellis, Bailey K. Fosdick, and Chris Rasmussen (2016). “Women 1.5 times more likely to leave STEM pipeline after calculus compared to men: Lack of mathematical confidence a potential culprit.” PLOS ONE, Volume 11, Issue 7.
2 Ellis, Fosdick, and Rasmussen, 2016.
3 Ellis, Fosdick, and Rasmussen, 2016.
4 Colleen A. Evans, Rong Chen, and Ryan P. Hudes (2020). “Understanding determinants for STEM major choice among students beginning community college.” Community College Review, Volume 48, Issue 3, pages 227-251.
5 Xianglei Chen (2013). “STEM Attrition: College Students’ Paths into and out of STEM Fields, Statistical Analysis Report.” National Center for Education Statistics.
