Everyone has heard that less than 20% of computer science degrees are awarded to females.

But few know that 40% of degrees were awarded to women back in 1986.

Something changed – and no one has ever really found the underlying reason (lots of conjecture).

The media and politicians have, many times, given huge attention given to encouraging more women to enter computer science.

But did you know that 90% of elementary school teachers are women, 88.5% of nurses are women, and 77% of K-12 teachers are women?

Have you seen a program to encourage men to enter those professions? I have not and I have been watching for those for more than a decade – they do not exist.

Created in part, with AI assistance.

Gender imbalance is treated as a crisis in some fields, and as a non‑issue—or invisible—in others.

Why do we see programs encouraging girls into STEM, but not boys into nursing or teaching?

A. Society frames male‑dominated fields as a problem, but female‑dominated fields as normal

• 80–90% female in teaching or nursing is treated as “natural.”
• 80–90% male in engineering or CS is treated as “a crisis.”

B. Policy and funding follow political narratives

• Billions of dollars have been spent on “girls in STEM” initiatives.
• There is no equivalent “boys in caregiving professions” initiative.

C. Institutions fear backlash

Encouraging boys into nursing or early‑childhood education runs into:

• stereotypes about men working with children
• concerns about optics
• fear of controversy

Some male elementary teachers have said that parents view them with suspicion.

Male elementary teachers often face suspicion from parents and colleagues due to outdated stereotypes.

https://www.edutopia.org/article/why-we-need-more-male-teachers-elementary-schools

Only about 11% of elementary teachers are male. Many report being viewed with suspicion by parents, sometimes being asked to avoid physical contact with students or being monitored more closely than female colleagues

https://www.npr.org/2020/01/27/799502777/why-are-there-so-few-male-teachers-in-elementary-school

Male teachers describe being scrutinized more than female peers — from being asked not to hug students to being monitored during recess. Experts say this deters men from entering the field.

https://www.washingtonpost.com/education/2022/04/21/male-elementary-teachers-suspicion/

Male nurses report being viewed with suspicion by patients and colleagues, often being assumed to be in management or security rather than clinical roles. Some patients refuse care from male nurses due to gender bias.

https://www.nursingworld.org/news/news-releases/2022/male-nurses-face-stereotypes-and-bias-in-the-workplace/

Though male nursing numbers are rising, many still report patients asking for female nurses, being questioned about their career choice, or being stereotyped as ‘not nurturing enough’.

https://www.nursingtimes.net/news/workforce/male-nurses-still-face-stigma-and-stereotypes-despite-increasing-numbers-12-04-2023/

D. Advocacy groups are asymmetric

There are powerful, well‑funded organizations pushing for women in STEM. There are no equivalent organizations pushing for men in teaching or nursing.

The result: gender imbalance is reinforced, not reduced

When you combine:

• cultural expectations
• historical inertia
• asymmetric advocacy
• asymmetric funding
• asymmetric messaging

you get:

• Nursing: ~88.5% female
• K–12 teaching: ~77% female
• Elementary teaching: ~90% female

Gender imbalance is treated as a problem when women are underrepresented.

Gender imbalance is ignored when men are underrepresented.

What would a balanced approach look like?

A genuinely gender‑equitable society would:

• Encourage girls in STEM and boys in caregiving professions
• Address stigma against men in teaching and nursing
• Recognize that gender imbalance cuts both ways
• Value care work enough that men feel socially and economically comfortable entering it
• Stop treating “women entering male fields” as progress and “men entering female fields” as suspicious or unimportant