The struggle for our nation to produce more scientists, mathematicians, and engineers continues to threaten our society’s growing dependence on STEM. Whether for the advancement of medical procedures, environmental measurements, or common household appliances, it is crucial for the perspectives applied to this line of work to remain evolving and inclusive of all individuals. A significant aspect of continuing this progression is accounting for and encouraging the contributions of individuals underrepresented within the STEM community, the most historically notable being women. It has been proven that many factors can alter or influence the persistence and performance of women within these fields, including the development of their intellectual abilities at earlier points in their life. Where this journey of intellectual exploration can most dramatically alter the course of a woman’s professional life is within the atmosphere of the higher education institution they select.
Historically, the subject of women’s persistence and performance within higher education has long been connected to an extensive debate rooted in social constructs and stereotypes. In addition, these socially constructed gender roles continued to plague the way women in STEM were perceived, having much of their work dismissed as they were supposedly too fragile or illogical for these disciplines. Focusing on Lehigh’s history specifically, the push to make the college coeducational began long before the Joynt Subcommittee vote favoring the idea in 1969 (Lehigh, 1). Even more so is how a significant portion of these boundary-breaking efforts to deconstruct these sexist ideals were connected to contributions in science and engineering. Some of the most notable include the accidental enrollment of Lehigh’s first undergraduate student to the college of engineering, Margaret Lams becoming the first female graduate researcher through chemical engineering, and Patti Ota becoming one of the first ten female teaching faculty members as a professor of engineering.
In contribution to the ongoing movement of gender equality within the workplace and classroom, the percentage of women pursuing degrees in scientific and technological fields has begun to progressively increase, according to the article written by The Brown and White in 2016 “Women in STEM represented at Lehigh” (Lehigh/Buss,1). As the topic of women in STEM continues to stray from questioning their abilities or validity in their work, focus is beginning to be put on accessibility of resources for them harness their intellectual potential and thrive in science, tech, and math. Of course, just because resources are supposedly available to students of any gender identity does not always translate to being capable to fully take advantage of them. Many times discouragement can develop from a lacking sense of involvement, purpose, or support from their college or communal atmospheres. With these fields themselves constantly evolving in the modern world, the ability to adapt and formulate solutions is critical to a scientist or engineer’s skill set, requiring the most disciplined scholars. Yet this can mistranslate the pressures and obstacles within this field of study as impossible and goals for many women (already pressured by the notion that men are stronger and smarter than them) to be discouraged and switch out (similar to how the first female student was convinced by President Clement Williams to study at another school). While the difficulty of the coursework and dedication cannot be watered down, the support and resources to succeed can be amplified or advertised more on campus. This is why reflecting on the past can help Lehigh’s campus to not repeat the mistakes of the past and to move forward to progress as a united community. As a student hoping to pursue study in molecular biology, I have quickly recognized the importance of utilizing support systems and feeling welcomed in a community and I feel that is crucial for the success of any other female STEM students on campus. On-campus clubs such as Lehigh’s Society of Women Engineers contribute to the growing sense of belonging and community that many discouraged women in STEM struggle with (Lehigh/Buss, 1). Not only find wisdom through fellow students of varying experiences, but also through faculty members they can see themselves realistically reflected in. As suggested within “Persistence of women and minorities in STEM field majors: Is it the school that matters?”, a higher percentage of female faculty members within these departments can also aid in the persistence of female students (Griffith, 1). Such would allow mentor-ship and role models to be present for students to feel reflected in, and would also help to broaden the experiences present within STEM faculty on campus.
The sources I have selected to contextualize my timeline were not chosen based off detailed explanations of the past, but rather a continuation of the discussion of progression for female students and faculty at institutions such as Lehigh. My goal in developing the timeline was to reflect upon the contributions made by and for women to achieve professional and personal success without any socially-constructed boundaries at Lehigh. This timeline is meant to act as a symbol of the ongoing discussions and efforts of Lehigh staff and students to see women represented and thriving through STEM. The frank truth is that if Lehigh hopes to continue advancing in their contributions to the technological and scientific world, they must continue to positively influence and challenge their female STEM population rather than settling on the mindset that they have already done enough to support them.
Title Lehigh Women in STEM
Author Skyler Martinez
Date 14 December 2018
Description I created a timeline that follows the strides made by women in STEM at Lehigh University. This encapsulates the progress of female representation within these fields of study on campus; additionally some of the contributions made by female faculty members under these departments are highlighted.
Format Timeline Js (via Google Sheets)
Subject “Female Faculty and Students” “STEM”
Rights Can be viewed only
Source “A History of Women at Lehigh: 1921-1971.” Lehigh University, www.lehigh.edu/~in40yrs/history/1921-1971.html.
The Lehigh Alumni Bulletin Editorial Staff. “The Impact of the Lehigh Woman.” Lehigh Alumni Bulletin, The Brown and White, February 1965, https://www.lehigh.edu/~inspc/coeducation/lab_spring_1996.pdf.
The Lehigh Alumni Bulletin Editorial Staff. “A century of influence.” Lehigh Alumni Bulletin, The Brown and White, Spring 1996, https://www.lehigh.edu/~inspc/coeducation/lab_spring_1996.pdf.
Buss, Tanner. “Women in STEM Represented at Lehigh.” The Brown and White, The Brown and White, 25 Sept. 2016, thebrownandwhite.com/2016/09/25/women-in-stem/.
Griffith, Amanda L. “Persistence of Women and Minorities in STEM Field Majors: Is It the School That Matters?” NeuroImage, Academic Press, 5 July 2010, www.sciencedirect.com/science/article/pii/S0272775710000750.
Moakler, Martin W., and Mikyong Minsun Kim. “College Major Choice in STEM: Revisiting Confidence and Demographic Factors.” The Canadian Journal of Chemical Engineering, Wiley-Blackwell, 2 June 2014, onlinelibrary.wiley.com/doi/epdf/10.1002/j.2161-0045.2014.00075.x
Works Cited
“A History of Women at Lehigh: 1921-1971.” Lehigh University, www.lehigh.edu/~in40yrs/history/1921-1971.html.
The Lehigh Alumni Bulletin Editorial Staff. “The Impact of the Lehigh Woman.” Lehigh Alumni Bulletin, The Brown and White, February 1965, https://www.lehigh.edu/~inspc/coeducation/lab_spring_1996.pdf.
The Lehigh Alumni Bulletin Editorial Staff. “A century of influence.” Lehigh Alumni Bulletin, The Brown and White, Spring 1996, https://www.lehigh.edu/~inspc/coeducation/lab_spring_1996.pdf.
Buss, Tanner. “Women in STEM Represented at Lehigh.” The Brown and White, The Brown and White, 25 Sept. 2016, thebrownandwhite.com/2016/09/25/women-in-stem/.
Griffith, Amanda L. “Persistence of Women and Minorities in STEM Field Majors: Is It the School That Matters?” NeuroImage, Academic Press, 5 July 2010, www.sciencedirect.com/science/article/pii/S0272775710000750.
Moakler, Martin W., and Mikyong Minsun Kim. “College Major Choice in STEM: Revisiting Confidence and Demographic Factors.” The Canadian Journal of Chemical Engineering, Wiley-Blackwell, 2 June 2014, onlinelibrary.wiley.com/doi/epdf/10.1002/j.2161-0045.2014.00075.x.