against and have inadequate resources at improving their outlook unless substantial social changes are made to society. Socialization and societal outcomes Educational outcomes It has been suggested that, due to the social and environmental factors described above, high school and college women tend to have lower confidence levels in their mathematical ability compared to men. Shelley Correll's observations using the National Educational Longitudinal Survey (NELS) revealed that, on average, women who positively assessed their math ability before testing had a higher average score than women who did not rate themselves well. Moreover, longitudinal studies on both sets of women also revealed that the ones who did rate themselves highly were more likely to subsequently enroll in college-level calculus. Goldman later discovered that positive math assessments played an important role in women's choices to enroll in engineering. However, other studies have before and since emphasized women’s early life experiences in shaping their career aspirations. Feeling they are not skilled enough to successfully complete an engineering program or other advanced mathematical and/or science courses, some women perform poorly and thus complete a self-fulfilling prophecy. Instead, in the U.S labor force, there is approximately less than 1 female engineer for every 10 males. According to the U.S. Bureau of Labor Statistics for 2011, 13.6% of those employed in Architecture and engineering occupations were women. Further studies have also shown that a lack of pre-degree training in high school did not sufficiently explain women engineer's dropout rates later in college. Analyses of males' and females' grades revealed that, on average, women who had dropped out of engineering programs were either approximately as qualified or even more qualified than their male peers who continued their studies. Additionally, surveyed female dropouts revealed that very few (approximately 9.8% to 11.5%) actually dropped out because they viewed the work as too difficult. Among their primary reasons for dropping were: loss of interest in the field, the inability to see themselves as professional engineers, inappropriate behavior from male peers, and the highly pressured environment professional engineers worked under. A phenomenon called "stereotype threat" may also help explain women's educational outcomes. Because of existing stereotypes regarding women's ability to excel in mathematics-intensive coursework, they are sometimes said to perform worse than they originally would have had the stereotypes not existed. Workplace outcomes According to Hersch, a significant number of corporations have increased the number of women engineers hired in the