In a notable shift within Brigham Young University's School of Family Life, 2024 Fall Semester's Applied Statistics and Data Management course (SFL 305) was made up entirely of female students.
This development highlights a growing trend of increased female participation in STEM, or science, technology, engineering and mathematics, fields, a movement mirrored by national statistics and ongoing efforts to close gender disparities. The all-female enrollment in SFL 305 garnered attention from students, faculty and administrators alike.
Dr. Ashley Larsen Gibby, professor of SFL 305 at BYU’s School of Family Life, views the shift as a positive indicator of change.
"So often, women receive ample messages that they are not good at math, hard sciences, etcetera — anything stereotypically 'male.' And that is simply just not true. Women can and do succeed in these fields everyday, often at impressive levels compared to their male colleagues,” she said.
This increase at BYU reflects broader national trends. The number of women in the STEM workforce grew by 31% from 2011 to 2021, increasing from 9.4 million to 12.3 million, according to data from the National Center for Science and Engineering Statistics (NCSES).
Women now make up 35% of the STEM workforce. However, women remain underrepresented in certain STEM fields, particularly in areas like engineering and computer science, where men still hold a significant majority of positions.
The unique composition of the SFL 305 class offers insight into what works when it comes to increasing female participation in statistics. The opportunity to learn and collaborate with other women in a supportive environment can create a sense of belonging, a factor that has been shown to play a role in female retention in mathematics and science fields.
“In my experience, the most effective way to survive and thrive in a male-dominated space is to find the other women there and develop meaningful relationships with them. I have loved relying on, being energized by and getting inspiration from women who are having similar experiences to me,” Gibby said.
BYU student Lauren Bain, a TA of the SFL 305 class, shared her perspective.
"It’s definitely a unique experience to be in a class with all women," Bain said. “Having an all-female stats class shows me the opportunity women really have in this field and how important it is that we are participating. What we do really matters."
Gibby emphasized the importance of inclusive learning environments.
"Statistics is such a meaningful space to be in — people listen to statistics. They hold some authority. Women need to be in spaces where decisions are being made because of their unique perspectives and experiences, and stats can help them do that. As they do it together, it becomes more powerful,” Gibby said.
The increased presence of women in STEM is also connected to larger national efforts to address gender disparities. While women make up about 58% of all bachelor’s degrees in the United States, they remain underrepresented in most STEM fields, according to a report from the National Girls Collaborative Project.
The organization highlights the importance of fostering early exposure to STEM-related activities, access to role models and mentorship programs to encourage sustained interest and participation among girls and young women.
BYU has made efforts to contribute to these larger movements by supporting initiatives aimed at increasing female participation in STEM, including many programs within the School of Family Life. This female representation also offers mentorship focused on navigating careers in male-dominated fields.
One of the key challenges faced by women in STEM is the "confidence gap," a well-documented phenomenon where women often doubt their abilities — despite being equally qualified as their male peers. Learning environments such as the one seen in SFL 305 at BYU may help reduce this gap.
Supportive spaces help students feel more comfortable asking questions, collaborating with peers, and pursuing leadership opportunities, Gibby said.
"I think having an all-female class gives everyone space to process some of those messages (on gender stereotypes), get encouragement and see ample examples that go against those stereotypes,” she said.
While women represent 57% of undergraduate students in the U.S., they make up only 38% of STEM undergraduates, with even lower representation among women of color, according to reports by The Yale Scientific Magazine. This disparity underscores the need for institutional support and initiatives aimed at improving access to STEM fields.
The all-female SFL 305 class at BYU is a small but significant step forward. It highlights the possibility of change when educational environments are built to be inclusive and empowering.
Nairobie Rubio, an SFL 305 student, agreed.
"It’s motivating to see what’s happening here," Rubio said. "It makes me feel like I’m part of something bigger — something that’s changing for the better."