Figure 5: Doctoral Degrees Earned by Women from 1966 to 2000 



Percent 

 60 



50 



I 



40 



30 



20 



10 



1966 



1968 



1970 



1972 



1974 



1976 



1978 



1980 



1982 



1984 



1986 



1988 



1990 



1992 



1994 



1996 



1998 



2000 



Life sciences 



Mathematics/computer science 

 Physical sciences 

 Engineering 



Data not available for 1 999 



Source: National Science Foundation. Division of Science Resources Statistics. Science and Engineering Degrees: 1 966-2001 . 

 NSF 04-31 1 . Project Officers. Susan T Hill and Jean 1^. Johnson (Arlington. VA 2004). 



Some researchers suggest that the shortage of women pm^iiing degrees in 

 science is due to a lack of preparation aind mentoring. Recent research 

 reported that women are not adequately prepared in K-12 or 

 undergraduate school and so they lose interest in the sciences. According 

 to several studies, in grade 12, high school girls took fewer courses in 

 science, scored slightly lower on standardized science exams, were more 

 Ukely to have negative attitudes toward science, and were less likely to 

 declare science as a college m^or, as compared with high school boys.* 

 Some of the women students and faculty with whom we talked reported 

 that a strong mentor was a crucial part of their academic training. In fact, 

 some students and faculty told us they had pursued advanced degrees 

 because of the encouragement and support of mentors. Some felt that 



*U.S. General Accounting Office, Gende}- Equity: Men's and Women's Participation in 

 Higher Education, GAO-^01-128 (Washington, D.C.: December 15, 2000). 



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GAO-04-639 Gender Issues 



