Nationwide, in 2000, girls made up less than 17 % of those who took the introductory level AP computer science exam, and less than 11 % of those who took the advanced computer science exam.  (AAUW Foundation, 2000. Tech-Savvy:  Educating Girls in the New Computer Age.)

 There has been a steep decline in women's participation in undergraduate computer science. In 1984, women earned 37 percent of undergraduate computer science degrees. In 1999, women earned less than 20 percent of computer science degrees. (Thom, M. 2001. Balancing the Equation.  National Council for Research on Women.)

Today, women are more likely to work as managers or professionals than men (38% of women versus 28% of men), and are better educated, with 62% of women versus 56% of men having completed 4-year college or some post-secondary education.  (Bond et.al., 2002.  National Study of the Changing Workforce. Families and Work Institute, Washington, DC)

 Men make up 2.4% of childcare workers (US Department of Labor, 2002)

 Men make up 1.8% of dental hygienists (US Department of Labor, 2002)

 Men make up 6.2% of early childhood teaching assistants (US Department of Labor, 2002)

 Men make up 21.2% of Librarians, Archivists and Curators (US Department of Labor, 2002)

 Men make up 10.9% of Occupational Therapists (US Department of Labor, 2002)

 Men make up 5.1% of licensed practical nurses (US Department of Labor, 2002)

 Men make up 5.8% of Speech Therapists (US Department of Labor, 2002)

 Men make up 25% of teachers overall, but only 2.3% of pre-k and kindergarten, 17% of elementary, and 14.6% of special education teachers. (US Department of Labor, 2002)

 Women make up 6.9% of Mechanical Engineers (US Department of Labor, 2002)

Women make up 20.1% of Architects (US Department of Labor, 2002)

 In 1996, women earned 53 percent of undergraduate degrees in biology and 46 percent of degrees in math and statistics, but just 19 percent of physics degrees and 18 percent of engineering degrees. (Thom, M. 2001. Balancing the Equation.  National Council for Research on Women.)

 Women make up 1.8% of carpenters (US Department of Labor, 2002)

Women make up 16.5% of Chemical Engineers (US Department of Labor, 2002)

 Women make up 10.8% of  Civil Engineers (US Department of Labor, 2002)

 Women make up 19.4% of Dentists (US Department of Labor, 2002)

 Women make up 2.5% of electricians (US Department of Labor, 2002)

 Women make up 10.3% of Electrical and Electronic Engineers (US Department of Labor, 2002)

 Women make up 20.6% of employees in farming, forestry and fishing (US Department of Labor, 2002)

 Women make up 4.1% of Firefighters and fire prevention personnel(US Department of Labor, 2002)

 Women make up 8.1% of Aerospace Engineers (US Department of Labor, 2002)

 Women make up 7.2% of Industrial Engineers (US Department of Labor, 2002)

 A recent seven-year study found that women are twice as likely as men to leave science and engineering jobs for careers in other fields.   (Thom, M. 2001. Balancing the Equation.  National Council for Research on Women.)

 Women make up 1.1% of operating engineers (US Department of Labor, 2002)

 Women make up 4.2% of Airline Pilots and Navigators (US Department of Labor, 2002)

 Women make up 18.3% of Police and detectives (US Department of Labor, 2002)

 Women make up 2.4% of roofers (US Department of Labor, 2002)

 Women make up 4/9% of truck drivers (US Department of Labor, 2002)

 Men make up 7.1% of registered nurses (US Department of Labor, 2002)

 Women constitute 45 percent of the workforce in the U.S., but hold just 12 percent of science and engineering jobs in business and industry.  (Thom, M. 2001. Balancing the Equation.  National Council for Research on Women.)

 Men make up 9.8% of dieticians (US Department of Labor, 2002)

 Girls are more successful in math and science programs that incorporate a cooperative, hands-on approach than in programs that stress competition and individual learning. (Thom, M. 2001. Balancing the Equation.  National Council for Research on Women.)

 Strategies that increase girls' success in the sciences are also effective with boys, especially those from under-represented groups.  (Thom, M. 2001. Balancing the Equation.  National Council for Research on Women.)

The shortage of women in technology-related education programs has led to a national shortage of workers in the technology industry, costing the high tech industry and estimated $4 billion a year.  (CCAWMSETD, 2000. Land of Plenty: Diversity as America’s Competitive Edge in Science, Engineering, and Technology.)