Why we must place a focus on the ‘E’ in STEM

Over the past year, the federal government has been placing a heavy emphasis on gender equality. 2017 was the first time a gender-based analysis was applied to the federal budget, and the 2018 budget tabled in February demonstrated a clear commitment to greater gender equality, particularly in science, technology, engineering, and math (STEM) fields. And there have been several recent announcements of federal government support and funding for programs that encourage young Canadians’—and especially girls’—involvement in STEM activities, like the announcement in January of $50-million of funding for a CanCode youth tech literacy initiative. These efforts are highly encouraging and, I dare say, it’s about time. The benefits of a diverse workforce have been proven in study after study. Ensuring the equal participation of women in the Canadian economy is integral to Canada’s innovation agenda, economic growth, and competitiveness. Moreover, foundational skills in STEM will prepare Canadian youth for any future career path they choose to pursue—regardless of their gender. But young women are less likely to study in these high-demand STEM fields, which can offer excellent career and income opportunities. According to a 2011 Statistics Canada analysis, among high school students with grades between 80 and 89 per cent, about 52 per cent of boys chose to study a STEM subject at university. Only 22 per cent of girls chose the same. There is a clear discrepancy between male and female students entering STEM, even if they hold the same academic credentials. This discrepancy is even more stark in engineering. That same 2011 study found that women between the ages of 25 and 34 accounted for 59 per cent of all science and technology graduates. But today women only comprise 21 per cent of engineering graduates. While policies and programs that encourage girls’ interest in STEM are necessary and long overdue, we need a focus on the ‘E’ in STEM. Too often when discussing STEM disciplines an emphasis is placed on science, technology, and math, with engineering forgotten. But engineering is one of the top three best-compensated professions in Canada, alongside business and health. Moreover, an engineering career can offer a much higher earning potential than average; the median income in Canada is $35,200, while the median annual salary for engineers is $72,000. Targeted efforts to ensure women’s equal participation in the engineering profession can therefore be a key pathway to making real and lasting change to women’s economic security. Yet despite engineering being a key economic opportunity, women make up only 12.8 per cent of practising professional engineers, with some provinces sitting as low as 9 per cent women. Why are women not choosing to pursue an engineering education or career? There are a variety of reasons such as a lack of female engineering role models, a misunderstanding of the profession, and the stereotype that engineering is a male-dominated profession that is not meant for women. The engineering profession is working hard to reduce these and other barriers, through initiatives like mentorship programs that allow young female engineers to take advantage of the knowledge and experience of those who have gone before them. But for diversity to be achieved in both post-secondary engineering education and in the profession, engineering needs to amplify its voice. Federal initiatives, events, and programs need to place an emphasis on the “engineering” within STEM. With a renewed federal focus on the ‘E’ in STEM, our profession hopes that more young women will explore what engineering can offer them, and will consider pursuing an engineering education. Because we know that engineering can give them a highly successful and rewarding career. Russ Kinghorn, MBA, FEC, P.Eng., IntPE, is president of Engineers Canada. The Hill Times