Table 1.
Categorical distribution of project discipline.
Percentage of SREP projects from 1998–2018 across STEM fields.
Table 2.
Race/ethnicity of HB students from 1998–2018 and public secondary school students.
Table 3.
Public sources utilized in analyses by source and comparison.
Fig 1.
Students declaring STEM majors.
(A) Percentage of SREP students from 1998–2018 (n = 259) declaring STEM majors compared to national averages from 1998–2014 and (B) those declaring STEM majors subdivided into disciplines. National percentages were obtained from Appendix Table 2–16 from [13], with sample size unavailable). Limiting SREP alumnae to the years 1998–2014 to match the national data does not significantly change any category.
Fig 2.
SREP graduates declare and persist in STEM majors more often than students nationally.
Percentage of students (A) declaring a STEM major when entering college out of all majors and (B) staying in a STEM major out of those who originally declared a STEM major. SREP students declared and actual from 1998–2014 (n = 238) compared to 2011–12 male and female freshman assessed again in 2012–13 (n = 2,237,000, Table 2–12 from [59]).
Table 4.
Females awarded bachelor’s degrees in STEM fields.
Fig 3.
Post-graduate education and STEM occupation are impacted by SREP participation.
(A) Percentage who completed a graduate or professional degree (including MD, DO, DDS, DVM, LLB, or JD) of SREP alumnae from 1998–2015 (n = 336) compared to 1998–2013 HB Non-SREP alumnae (n = 915) and all female (n = 41,883,102), White female (n = 28,947,767), and Asian female (n = 3,053,851) 20-40-year-olds with a high school education or above from the 2015–2019 5-year ACS [52]. (B) Percentages of STEM and Non-STEM occupations for SREP alumnae from 1998–2013 reporting (n = 286) compared to 1998–2013 HB Non-SREP alumnae reporting (n = 560) and all employed female (n = 31,297,104), male (n = 33,955,393), White female (n = 21,962,960), and Asian female (n = 533,709), 20-40-year-olds with a high school education or above from the 2015–2019 5-year ACS [52].
Fig 4.
SREP alumnae credit their SREP experience with the strengthening of critical personal attributes and skills.
Respondents (n = 152) indicated which (A) attitudinal goals and (B) content skills were increased through their participation in the SREP.
Fig 5.
SREP alumnae are instilled with confidence and empowerment to persevere in the STEM pipeline.
Percentage of respondents answering by theme on (A) the impact of the SREP (n = 141) and (B) of being a woman in their post-HB career (n = 114).