Empowering Women in Chemical Sciences and Engineering through Outreach: A Platform to Explore Careers in the Pharmaceutical Industry

Abstract

This paper describes a grassroots outreach program at Bristol Myers Squibb (BMS), organized by women chemists and chemical engineers, for women studying chemistry and chemical engineering. This effort supports the company's belief that excellence in creativity and innovation is enhanced when its scientists and engineers bring diverse experiences and backgrounds to the teams inventing and developing novel medicines. The in-person event includes seminars, poster sessions, lab tours, a networking lunch, and a discussion panel for students from local colleges and universities. These events were designed to expose students to potential careers in the pharmaceutical industry. We present data from 275 survey respondents out of the 354 participants from the past 7 years. The survey results were overwhelmingly positive and showed that the events were particularly impactful in (1) increasing an understanding of what chemists or chemical engineers do in the pharmaceutical industry, (2) presenting a broader view of academic options, (3) building higher confidence in the students' choice of major, and (4) fostering a sense of belonging and pride to be a woman in a STEM field. These events enhanced the company's ability to attract and hire top talent, while engaging current employees as role models for the next generation of women in STEM. We believe the program is an excellent model for other companies, industries, and professional societies to attract talented students from underrepresented groups to STEM fields.

Rebalancing the Historical Female Underrepresentation in Education

“…On the other hand, we can assume that interactions with women engineers having high responsibilities -during internships, seminars or conferences, for example -have more impact. This has also been reported by recent research 46 that shows the positive impact produced when women chemical engineering students have the opportunity to interact with professional women chemical engineers (including the positive impact of this interaction on the student's self-esteem and view of the profession).…”

“…On the other hand, we can assume that interactions with women engineers having high responsibilitiesduring internships, seminars or conferences, for examplehave more impact. This has also been reported by recent research that shows the positive impact produced when women chemical engineering students have the opportunity to interact with professional women chemical engineers (including the positive impact of this interaction on the student’s self-esteem and view of the profession). This situation can also be explained by what feminists call “the invisibility of women” . Because of a system of andocracy, this term was coined by feminist movements to reflect the gender discrimination against women and their exclusion from social, institutional, and ideological systems.…”

Exploration of Strategies for Organic Integration of Labor Education and Occupational Therapy for College Students

“…Some scholars believe that after occupational therapy, students' social adjustment ability scale scores and daily living ability scale scores have been improved, suggesting that college students' self-care ability has been improved, their interest in things has increased, and they can communicate with others more effectively; their initiative has been strengthened, their interpersonal skills have been exercised, and their social function is close to normal. Regarding social function restoration, scholars are more consistent in their conclusions that occupational therapy can improve students' positive emotions, expand social support, strengthen students' verbal and emotional communication with others, and reduce the degree of emotional indifference [ 10 ]. There was a significant improvement effect on the social adjustment of college students who had just joined the workforce.…”

Pivoting to Remote Learning: An Inquiry-Based Laboratory Closed Gaps in Self-Efficacy and Science Identity Between Students from Underrepresented Groups and Their Counterparts

“…Question 13.5 was not included because it would require an in-person lab experience. To determine % change in the SEI or SII value for each student, the prevalue was subtracted from the postvalue, divided by the max pre-SEI (15) or SII (20) value, and then multiplied by 100%. This value was called percent Likert scale change, and the mean percent Likert scale changes for various student groups were used to compare course effectiveness.…”

“…Self-efficacy is defined as a person’s belief in their ability to perform at their desired level, while science identity is a measure of one’s sense of belonging in the scientific community . Self-efficacy and science identity are key predictors of persistence in STEM education and eventual pursuit of STEM careers. − …”