Repairing the STEM pipeline

Hopkins faculty members are working to improve STEM spaces' accessibility and inclusivity for women in the field
By
Rachel Wallach
/
Published
March 8, 2021
The "pipeline" metaphor popular in higher ed STEM fields describes the journey a student interested in science, technology, engineering, or mathematics must take through increasingly specialized studies to become a tenured faculty member.
The pipeline is infamous for its gender inequity: Women make up more than half of biology doctorate earners, but only 21% of full professors in the life sciences, for example. Attention to this inequity usually focuses on the "water" leaking out—women who begin their studies in a STEM field but leave somewhere along the way before reaching a tenured position. Outdated theories rooted in misconceptions about gender hold that women "leak" because the work is too hard, or they can't balance its rigors with family life, leading to ineffective attempts to propel women past these obstacles.

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