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<p>This study examines long-term patterns in women’s participation in U.S. graduate science, technology, engineering, and mathematics (STEM) education, a critical yet understudied stage of the STEM pipeline, with attention to institutional and federal support structures. Using national data from the Integrated Postsecondary Education Data System and the National Science Foundation’s Survey of Graduate Students and Postdoctorates in Science and Engineering, the study analyzes trends from 1997 to 2023 and generates conditional projections through 2035, offering a longitudinal, system-level perspective on graduate STEM participation. Time-series (ARIMA) and panel vector autoregressive (PVAR) models are employed to examine dynamic associations among women’s enrollment, degree attainment, and graduate funding and assistantship mechanisms across STEM fields. Results indicate that women’s representation in graduate STEM enrollment increased from 29.7% to 37.9% and is projected to approach 39% by 2035, while women’s share of STEM degrees is expected to exceed 55%. Growth varies across fields, with particularly rapid increases in computer and information sciences. Teaching assistantships emerge as the support mechanism most consistently associated with women’s enrollment and degree attainment across fields. These findings highlight the role of institutional support structures in shaping participation patterns and provide a system-level perspective to inform institutional and policy efforts aimed at advancing gender equity in graduate STEM education.</p>

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Institutional Support Structures and Women’s Participation in Graduate STEM: A Longitudinal Time-Series and Dynamic Panel Analysis

  • 期刊论文

  • 发表日期：

    2026年5月8日

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  • JoHyun Kim

摘要

This study examines long-term patterns in women’s participation in U.S. graduate science, technology, engineering, and mathematics (STEM) education, a critical yet understudied stage of the STEM pipeline, with attention to institutional and federal support structures. Using national data from the Integrated Postsecondary Education Data System and the National Science Foundation’s Survey of Graduate Students and Postdoctorates in Science and Engineering, the study analyzes trends from 1997 to 2023 and generates conditional projections through 2035, offering a longitudinal, system-level perspective on graduate STEM participation. Time-series (ARIMA) and panel vector autoregressive (PVAR) models are employed to examine dynamic associations among women’s enrollment, degree attainment, and graduate funding and assistantship mechanisms across STEM fields. Results indicate that women’s representation in graduate STEM enrollment increased from 29.7% to 37.9% and is projected to approach 39% by 2035, while women’s share of STEM degrees is expected to exceed 55%. Growth varies across fields, with particularly rapid increases in computer and information sciences. Teaching assistantships emerge as the support mechanism most consistently associated with women’s enrollment and degree attainment across fields. These findings highlight the role of institutional support structures in shaping participation patterns and provide a system-level perspective to inform institutional and policy efforts aimed at advancing gender equity in graduate STEM education.