Engineering Change: Empowering Women to Succeed in STEM at UCLA
From early on, we are taught anything is possible as long as we believe in ourselves. We’re told that our dreams have no boundaries—and neither do we. Yet, for countless young women entering STEM fields, challenges abound. Many women in these spaces lack support and face skewed gender ratios and societal barriers. As we mature, our boundless childhood dreams—of rocketing to the moon, building bridges, and curing the sick—are limited not by our own drive but by factors beyond our control. Daunting, yes, but the best way for women to fight back and succeed in the STEM sphere is to find someone to look up to, and then become that role model for someone else—because the next space mission, bridge, or cure might live within a young girl who needs just one woman to show her it’s possible.
In 2024, female students comprised just 34% of the engineering population at the UCLA Samueli School of Engineering, with a total of 1,375 women out of 4,049 admits. This proportion remains the same in masters and PhD programs, with women only representing 31% and 33% of admitted students, respectively. Yet, the distribution of female applicants within the engineering programs suggests a clear tendency for women to pursue engineering fields related to biology and chemistry, where they outnumber male students. The societal perception of biology as a “soft” and more feminine science has created a culture in which women believe other STEM fields (physical sciences, math, and engineering) are too masculine to pursue. It is not a shock, then, that nonscientists are more likely to believe a woman is a scientist if she has a stereotypically masculine appearance. Without the encouragement and support to choose these “hard science” fields, women face significant constraints that make success much harder to achieve than for their male counterparts.
The underrepresentation of women goes beyond societal beliefs; in the classroom and workplace, women face biases that hinder their opportunities for advancement. When the myth of male superiority in STEM fields remains unchallenged, it creates an environment where gender-based sexual harassment can persist, further undermining women’s participation. Unsafe working environments contribute to increased stress, lower productivity and grades, and, in extreme cases, cause women to drop out of school or quit a job. This culture also creates a hiring bias in which men are less likely to recruit female candidates for physical science jobs. In a Harvard study, researchers found that men were invited to interview for positions at a constant rate independent of their GPA, while women were deemed more hirable if they had a moderate GPA. In other words, women with high GPAs were disregarded for being “too smart” and were interviewed at the same rate as men with low GPAs. Even when women are accepted into STEM positions, they are still less likely to receive funding, awards, and authorship due to their perceived inferiority.
Dr. Deanna M. Needell, a UCLA professor in the Department of Mathematics, has experienced the effects of this gender imbalance firsthand. In her undergraduate classes as a Computer Science major, Dr. Needell recalls that during the “start of [her] male-dominated STEM journey,” she realized that the male students “had been coding for years and had experience that [she] simply was never exposed to.” Dr. Needell’s journey reflects an unfortunately common challenge where women must overcome both skill gaps and cultural biases to succeed.
But, like many women, Dr. Needell’s passion for her field allowed her to fight against these systems and pursue a career in mathematics and machine learning. Her commitment demonstrates that barriers women face are not reflective of their capabilities; women are as, if not more, proficient as men when given the same resources. Women tend to outperform men in school, achieving better grades and graduating on time more often than men. Yet, drive and talent alone are not enough to dismantle the impediments women face. Meaningful progress requires intentional action and structural reforms to create equitable opportunities in STEM.
One of the most powerful ways to address gender inequality in STEM is to develop networks of women who support one another. As Dr. Needell says, “seeing people who look like you in roles helps you envision yourself in such a role.” Several organizations at UCLA have taken this message to heart, creating communities in which women can explore STEM fields with the support of other women: the American Medical Women’s Association Undergraduate Division, the Association for Women in Mathematics at UCLA, the Society of Women Engineers at UCLA, the Society of Women in Statistics, and Women+ in the Physical Sciences. These spaces provide connections to female mentors which help prepare female students crush interviews and have a safe space to talk deeply about navigating male-dominated fields. As a result, female students can gain a sense of belonging and a place to make sure their voices are heard.
Another piece of advice Dr. Needell offers is to remember that everyone approaches their career differently. Her approach to mentoring female (and all her) students centers on encouraging them to challenge traditional stereotypes—to realize that they do not have to conform to what is expected of them, but instead to make their own path. For female students, finding a mentor who supports this mindset can be invaluable, providing guidance on how to navigate their unique STEM journeys.
But, most importantly, the best thing women can do to break stereotypes is to persevere and serve as role models for others. By pursuing their passions and excelling in their fields, women both challenge existing biases and create more supportive environments for future generations. Their achievements demonstrate to younger women that success is possible, inspiring them to believe in their own potential. For, as Dr. Needell says, “if I want to encourage women to do mathematical research, I can do so by doing mathematical research myself.”
Works Cited
Deanna Needell (UCLA mathematics professor) in discussion with the author, February 2026.
Moraga, Cynthia. “Report to the University-Wide Council on Engineering Education (UCEE).” 2025.
National Academies of Sciences, Engineering, and Medicine. 2020. Promising Practices for Addressing the Underrepresentation of Women in Science, Engineering, and Medicine: Opening Doors. Washington, DC: The National Academies Press. https://doi.org/10.17226/25585.
Quadlin, Natasha. "The Mark of a Woman’s Record: Gender and Academic Performance in Hiring." American Sociological Review 83, no. 2 (2018): 331-360. DOI: 10.1177/000312241876229.
