UWLP Blog - Education

Using data collected by Envision Utah, a nonprofit that engages Utahns in collaborative, bottom-up decision making, the report explores the perceptions of Utah college students as they consider and prepare for careers. The findings offer important insights about the pipeline of teachers and provide recommendations for attracting and retaining the best educators for Utah’s classrooms.

The Utah State University Utah Women & Leadership Project (UWLP) recently published a research snapshot, “Women and STEM—A 2025 Update,” that revisits and builds upon the findings of a similar 2022 report. The recent report offers an expanded snapshot of how STEM is shaping the lives of women, girls, and families in Utah. This update explores key developments in education, employment, barriers, and emerging opportunities within the STEM landscape.

Utah Women & Leadership Project has released the fourth of six white papers that share the results of a comprehensive statewide study conducted in the fall of 2024.

Newly released research by UWLP research brief provides insight into students’ perspectives of higher education attainment and gender-specific barriers.

Researchers conducted a study to establish a baseline of public perceptions about the awareness, understanding, and attitudes around challenges Utah women and girls face. This summary includes K-12, Higher Ed, and Organizational Strategies.

Did you miss this Fall forum? Don't worry! You can read about it and watch the full recording here.

Structured gap time experiences for full-time missionary service are increasingly common for women attending Utah colleges and universities. This brief describes both costs and benefits of gap time experiences.

As we understand more about women’s decisions and broaden awareness about the benefits of higher education, we can foster a supportive environment for women’s education within families and communities, then translate that support into higher graduation rates among women.

Results from the recent Utah study of secondary students show gender differences in the educational experiences and aspirations of Utah’s youth. In this article, we draw attention to the barriers they face and we offer suggestions for overcoming the gender gap.

Taking vital steps will not only mitigate gender disparity observed at the level of advanced education in Utah but will move the needle in other areas of gender inequity in the state, such as the gender wage gap.

Schools continue to struggle more than ever to find qualified, effective leaders. Hence, finding, preparing, and supporting future educational leaders – women and men—is imperative for the future of Utah.

The UWLP White Paper Series offers research-based reports on specific issues that impact Utah girls and women, along with related policy recommendations. This paper focuses on women's equality in Utah.

This research and policy brief sheds light on some of the nonwork-related effects of COVID-19 on women in Utah’s labor force, particularly those with children in the home. Learn about how COVID-19 has had an impact on childcare and homeschooling.

This brief provides an update for 2021, focused only on the higher education portion of the previous related briefs. The purpose of this brief is to determine what, if any, progress has been made in women’s leadership within Utah’s higher education sector.

This 4-part series introduces educators, parents, and other influencers to research studies focused on the biological and socialized distinctions between genders with application to designing customized and effective learning experiences.

On November 17th, the Utah Women & Leadership Project hosted a workshop entitled “Emotional Wellbeing for Young Women: Understanding Your Brain, Body, and Behavior.” Read the recap here.

This new curriculum encourages young women to pursue post-secondary education. This curriculum packet was designed to assist the Utah Women & Leadership Project's mission of strengthening the impact of Utah girls and women. It is available to use, free of charge, with groups of young women in various settings (e.g., churches, schools, community, nonprofit, families). It is not to be used by those intending to make a profit.

Throughout much of history, women have been seen as an extension of their male relatives when it comes to finances; American women were not allowed to own property in their names until the mid-1800s, overt pay discrimination was legal until 1963, and women could not access credit on their own until 1974.

Female college students in Utah face unique challenges and have lagged their national peers in terms of college completion. Informed academic advisors are well-positioned to help Utah women gain the many lifelong benefits that come from finishing a college degree.

According to a recent article in Utah Business Magazine, Utah had the strongest job growth in the nation in 2018, with no signs of slowing down. Forbes ranked Utah second in their 2018 Best States for Business scorecard, moving it up from third the previous year. Given the increase in the number of high-tech firms in Utah, it should come as no surprise that many jobs are based in the STEM.

Utah fathers recognize the strong influence local culture can have on the way their daughters develop their sense of self. The state’s distinct environment, with its own set of social norms, can affect girls and young women in both positive and negative ways. Fathers can work to support their daughters’ efforts to navigate cultural influences.

This idea sheet is based on a 2019 gathering of 25 elementary school principals and other administrators who met to discuss ways they can support girls in Utah, both in educational success and in many other areas of life.

This idea sheet is based on a 2018 gathering of 25 mothers who are raising school-aged daughters in Utah. With the knowledge that mothers are one of the most powerful influences in a girl’s life, this discussion focused on various topics, including culture, confidence and self-discovery, education, personal and social development, and resilience.

This idea sheet is based on a 2018 gathering of 65 leaders of women’s networks, groups, and organizations in Utah in many arenas. It provides an overview of opportunities to influence cultural attitudes in ways that are relevant in all settings, followed by specific ideas and solutions to advance and empower women and girls in more distinct environments.

School counselors recognize they can influence the culture within their schools and even beyond. But first, they must be aware of the cultural pressures and messages reaching female students. For example, they can recognize how confidence and low self-esteem may affect educational success or aspirations and explore the impact of social media.

Utah’s population is growing and changing. While Utah maintains its signature demographics, it is also trending toward the nation in key metrics. Utah is becoming more ethnically diverse, fertility is decreasing, and migration has become a constant and significant source of population growth.

Over the past several years, Utah men and women have made great strides toward increasing postsecondary educational attainment as an increasing proportion of adults hold a college degree or trade certificate. These efforts have brought the state closer to reaching its goal of 66% of the population holding a postsecondary degree or certificate by 2020.

Utah is full of engaged, passionate individuals who frequently ask the question, “What can I personally and/or professionally do to strengthen the impact of Utah girls and women?” To provide specific answers to that question, the Utah Women & Leadership Project (UWLP) team hosted a series of “think tank” gatherings to collect best practices.

When I began working in marketing, my boss was a woman. She allowed me flexibility and let me bring my preschooler to the office on occasion. I also unfortunately witnessed and experienced overt sexism in the company culture, which negatively affected how I and other women were promoted, compensated, and treated.

Sheer numbers tell us it’s difficult for women to reach the highest echelons of business, politics, academia, and entertainment. Cultural and social norms can make it feel like a woman’s place isn’t in leadership, and sometimes the little voices in our heads tell us we just aren’t good enough.

In 2014, the Utah Women & Leadership Project (UWLP) released a research and policy brief titled, “The Status of Women Leaders in Utah Education.” The document was one of four released in 2014 that focused on understanding the status of women’s leadership in politics, education, nonprofits, and business.

Did you know that 72% of Utah’s adult women work? In Utah, women make up 44% of the total workforce. Utah Women and Education researchers have conducted in-depth research to shed light on why more young women around the state are not attending and graduating from college.

Celina is a trusted center of influence with an extensive diversified network. Her passion and enthusiasm live in serving the communities of her home state. Born and raised in West Jordan, Celina’s background is in the travel and hospitality industry where she worked in various roles over 10 years.

A majority of the participants who had never attended college had once aspired to go. Some still see it as part of their future although existing data show that only a small percentage will actually follow through later in life. Participants who never aspired to get a college degree were a minority in this population.

Utah Women and Education Project researchers conducted in-depth research in 2010 to discover why more young women around the state are not attending and graduating from college. We discovered that fathers in Utah have a significant influence on their daughters’ college choices and regarding graduating from college.

A majority of the participants’ mothers wanted their daughters to attend college. Some mothers wanted their daughters to become independent career women while others believed that a college degree should be used as a backup plan in case their husbands were unable to care for them.

Ms. Han grew up in San Diego, California as the oldest of 7 children (5 brothers and 1 sister). She moved to Lehi, Utah while in high school and graduated from Lehi High. After high school she attended Snow College and UVSC. At UVSC she was involved with ASUVSC, the Service Learning Center, and many other campus organizations.

Not surprisingly, almost 90% of the young women participating in our survey believed that they received at least some level of support from their teachers in their high school scholastic efforts. A small minority (6%) felt they did not receive any support at all. The participants also provided in-depth responses regarding the influence of teachers.

In 2010, Utah Women and Education Project researchers conducted in-depth research to discover why more young women around the state are not attending and graduating from college. In this blog, we look at the influence school counselors and administrators have on young women attending college.

One of the things we discovered during our research is that school counselors and administrators can have a powerful influence on a young woman’s college decision. However, in our sample we found that only 32% of counselors and only one lone principal seized the opportunity to do so with these young women.

During my MATC schooling my senior year we had to prepare a career packet which consisted of a resume and a referral letter from an adult. He was obliged to provide the letter for me and after reading it, I realized how much confidence he had in my abilities to learn, and be a wonderful contributor to society.

I have never been one led by particular goals or a designated path. I’m a farm kid from Idaho who learned the value of hard work and doing the right thing at a young age from the parents and grandparents who raised me. At every opportunity I have had in life, I have tried to do the right thing.

In 2010, Utah Women and Education Project researchers conducted in-depth research to discover why more young women around the state are not attending and graduating from college. Here, we look at some of the many benefits women experience after getting a college degree.

We discovered that many young women in Utah do not understand the broad value of a college education. Most (96.3%) study participants understood that a college degree can benefit them financially; they knew they could potentially get a “good” or “higher paying job” if they had more education.

I have heard many law students describe their decision to come to law school as a “calling,” and because when you choose to follow a path you also choose its destination, a “calling” to the law as well. Students’ stories of this “call” illustrate a spiritual impetus that moved them here with a hunger to acquire legal skills.

I believe often times we are called to do the work we do. Several opportunities and experiences have lead me to women’s leadership. I have always been interested in why women lead and was so curious to understand the origins of those transformational moments in a women’s life.

Female students’ (in K-12) achievement in mathematics and science is on par with their male peers and female students participate in high level mathematics and science courses at similar rates as their male peers, with the exception of computer science and engineering” (NSF, Science & Engineering Indicators, 2016).

I didn’t know my path would lead towards being a House Representative. I’ve always been drawn to serve people. It felt right to be involved with my community and contribute as much as I can to where it is needed. After seeing the lack of improvements, I wanted to stand up and give the unheard a loud voice.

I have come to realize that I am a product of “hardy stock” –a line of strong women. Both my mother and her mother were born in Pacific Junction, Iowa, a town that regularly experiences the flooding of the Missouri River. When I asked my mother “why do people stay?” Her reply was, “It’s their home, where would they go?”

She directs all research on workforce development and STEM education for API, with a special focus on promoting the industry’s work with non-traditional allies. This research includes studies on employment projections, educational attainment trends, building trades and labor unions.

Six primary themes emerged from the qualitative data gathered from the combined survey and dialogue table notes. There is interesting overlap between these data and those listed above. First, the most frequently mentioned solution is to help more women in Utah to attend and complete college.

Eva Tukuafu, MSW, LCSW is a clinical program manager and social worker in the Movement Disorder and Neuromuscular Divisions at the University of Utah, Department of Neurology. She joined the Department of Neurology in April 2015 in a newly created position.

Utah has improved its national ranking for individuals in science and engineering occupations as a percentage of all occupations: from 19th in 2013 to 13th in 2014.5 Yet, Utah women are not necessarily part of this growth, as they lag behind men in STEM participation.

The gender wage gap in Utah is one of the highest in the nation; women are much more likely to work minimum wage jobs, and women in Utah have lower levels of educational achievement—particularly at the bachelor’s degree level and higher—than women across the nation.

Michelle Mumford is an attorney in private practice in Salt Lake. She attended law school at Brigham Young University and worked at a large law firm on Wall Street after law school. She took eight years off to be at home with young children, and then reentered the legal profession as a clerk for Judge Monroe G. McKay.

In this blog we highlight the results from the first two research questions analyzed: “Why does Utah struggle with getting more women in leadership roles?” and “What do you think about Utah women, leadership, and confidence?” Data on these questions were gathered from the UWLP LinkedIn group.

I am passionate about making a difference. As the director of the Division of Family and Community Relations in the Public Affairs Department of The Church of Jesus Christ of Latter-day Saints, my responsibilities include local business, interfaith and community relationships, as well women’s, LGBT and race issues.

Overall, women in Utah live in poverty at a lower rate than the national average: Utah women (12.2%) vs. U.S. women (16%), and census data for 2015 ranks Utah 12th in the nation for the percentage of people living above the poverty line. The poverty rates are notably worse for certain groups.

DeLaina Tonks has been the director of Utah’s award-winning Mountain Heights Academy since 2009. Prior to leading Mountain Heights Academy, DeLaina taught high school French and Spanish, and worked as an instructional designer in Upper Arlington, Ohio. She also ran a family business for several years.

I am majoring in Business Management with an emphasis in International Business and with a minor in Digital Media Product Management and Russian studies. In addition to regular course work, I am a member of Phi Theta Kappa Honor Society, Golden Key International Honor Society, and Phi Kappa Phi Honor Society at UVU.

There are many barriers preventing girls and young women from obtaining a post-secondary degree. Financial concerns are number one, and yet all of the data points to the fact that in our state, scholarships and financial aid are drastically underutilized. The other major barrier is more subtle, and may be more specific to Utah girls.

Crystal is the managing partner and co-founder of Brand.Pink: a cause-oriented marketing, branding, PR, and event production firm since 2010. She is also the Executive Director of the Utah Cultural Alliance. In existence since 1981, the Utah Cultural Alliance boasts over 150 member organizations and individuals.

One of the reasons I love working for McKinnon-Mulherin is that we are always working on new projects with diverse clients, which keeps things interesting and satisfies my hankering to learn about new things. Over the years, I’ve done everything from writing million-dollar government proposals to creating multi-day instructor-led training.

My primary career for the past 25 years has been raising my five wonderful children. I have been a volunteer and taught ESL to federal inmates for the 17 of those years at Davis County Jail. I have also been a mentor at an alternative high school for low income students and I’ve spent many years as a member on the community council.

Margaret R. Tarampi, Ph.D. Assoc. AIA is a Research Associate in the Center for Spatial Studies at University of California Santa Barbara and a postdoctoral researcher working with Mary Hegarty in the UCSB Department of Psychological & Brain Sciences. She's also an Associate Instructor in the Department of Psychology at UofU.

A PhD Candidate Counseling Psychology at BYU, her academic research is primarily in the area of multicultural competence in Psychotherapy. Her social justice interests are broadly defined, but can expressed through the term intersectional feminism. Mica enjoys community activism and is involved with several non-profits.

Holly Richardson is a wife, mother, small business owner and political activist, often known as “Holly on the Hill.” She is delighted to currently work with Dr. Susan Madsen and the team at the Utah Women and Education Initiative.Other previous work has included being a midwife, a state legislator, and a social media consultant.

Eve Miller is the director of research for FranklinCovey Education and an adjunct instructor at the University of Utah. Eve has a PhD. in cognitive neuroscience from the University of Utah and did most of her academic research on the environmental factors that play a role in cognitive performance.

Charlene McArthur Albarran was born and raised in Pocatello, Idaho. She graduated with honors from Boise State University with a Bachelors of Science in Mathematics and Statistics. She was founder and CEO of three companies. She has also founded and served as president of two foundations, both dedicated to the homeless.

I’m still figuring out my path, and I think that’s true of most people. I am an activator, achievor, learner, and futurist, so I spend probably too much time visioning what’s ahead and how I can get there. I also am one who will try a variety of paths and methods and see what sticks.

Worked for the Utah Department of Human Services since 1991. Currently, the Director of the Office of Licensing and oversees the licensure of all human service programs throughout the state, including treatment facilities and foster homes. Prior to that worked with the Division of Child and Family Services for over 20 years.

I am currently Superintendent of Schools in the Iron County School District located in Cedar City Utah. I love my job and can’t imagine doing anything else (professionally) that could be more rewarding. I am committed to the work and the service that takes place in our schools and love the people I am privileged to associate with everyday.

There are some days when the weight of my responsibilities and my physical limitations are poignant. It’s almost enough to make you crazy to think that you can’t just jump in a car and go wherever you want to go—that you have to get a ride with someone or pay for a taxi.

I have worked at Mountainland Applied Technology College in Utah County for almost 12 years. Throughout my time there I have worked in a variety of departments including Student Services, Finance, and currently as the Director of Healthcare Programs. When I made the decision to go back to school, I knew it would have to be 100% online.

I am currently a PhD candidate in Education, Culture, and Society at the University of Utah. I have been teaching writing composition courses at the U of U, as well as a variety of other English, communication, general education, and writing courses at several other local universities and colleges.

I have always loved school. I was a quintessential teachers pet as a kid, got good grades, always did my homework, and wanted nothing more than to teach high school. I went to Boise State right out of high school on an honors scholarship, but still had to work two jobs to pay for my apartment and living expenses.

I am studying to be a pediatric nurse practitioner. Besides the fact that working with kids can be great fun, I believe that if you want to have healthy populations you need to start with supporting the health of children. I am attending school in Colorado because my specialty is not offered in Utah.

I graduated from BYU in Accounting in 1981. I earned my CPA in California and worked in Public Accounting with a “big 8” firm. Over the years I remained engaged in my profession even when I was predominantly a full time mother. I eventually stepped back into the workforce part time, and then full time.

Sometimes a degree is only viewed as a stepping-stone to a lucrative career, but maybe that’s part of the problem with the gender and education gap. If a college education is only viewed as a prereq to that nice salary position, those who don’t see themselves in the breadwinner role or the white-collar job.

I currently work at Utah State University Eastern as the Director of Student Life, Leadership, and Involvement. In this position, I work directly with our student government and student activities team, leadership programs, and diversity and inclusion programs.

I attend the University of Utah School of Medicine as a second year medical student, so right now my life mostly consists of studying, studying, and studying. The good news is the things I get to learn and do are incredibly exciting and I feel very privileged to be learning how to care for patients.

Before retiring in May 2014, my mom, Kathy, worked in a sector of education which is often overlooked, but imperative for those struggling with speech difficulties. As a speech language pathologist (SLP) she was employed in the Utah public school districts for a little over 35 years.

A long and circuitous path has led me to my current career in education. As an undergraduate in the early 00’s I was pretty dead-set on following a route that would lead me directly to a PhD in primatology. I spent a few years working at the Lemur Conservation Foundation in Central Florida.

I currently work as an office manager at Ascione Law in Orem. I really groove on organization and in improving and streamlining systems and processes. I am an ISTJ for you Myers-Briggs fans. I am interested in moving into operations but the lack of a degree is limiting my ability to do that.

I’m currently at Westminster, and I actually LIKE doing research and writing literature reviews. I never want to leave grad school. I work as a legal assistant for a solo practice attorney, and the clerk at Staples calls me his “little sidekick.” I like to play “The Hills” in the background while I write papers and file court documents.

When I saw my son start to struggle, all I could think was “That will not happen to my child!” So I started learning more and more about dyslexia. I found help for my son and a passion for helping other families and their children. There is no reason that ANY CHILD should ever be ashamed of the way they think and learn.

There are 21 women out of approximately 65 interns. Moreover, there are only 3 women of color that I can see (including myself). Of course, this is a dramatic improvement from 1998, when now-Salt Lake City Mayor (and my former boss) Jackie Biskupski first took her seat in the House of Representatives.

I received my PhD in Business Policy and Strategy from The Ohio State University. I earned a Master’s in Organizational Behavior and a B.A in Economics, both from Brigham Young University. Prior to my appointment on the faculty at Westminster College, I was on the faculty at Cal Poly for seven years.

I’m really excited about the possibilities for teaching children different non-violent conflict resolution practices and for contributing to a more sustainable, socially equitable educational system.I think it’s a moral imperative to take action through education to make the world a more peaceful place.

This is my first semester in the Master’s of Occupational Therapy program at the University of Utah. It has been a blast so far! There are 34 of us in the class of 2018 and we have become close already. Our professors are so knowledgeable and provide us with a lot of practical insights. I am thrilled that this dream came true for me!

While cold calling or emailing your resume may work, it really is best if you are able to network with your interviewer. Do you know someone who might know your interviewer? Have them introduce you or put in a good word for you. Networking is everything, but it’s become this overwhelming buzzword.

As a result of my egalitarian upbringing, it had never occurred to me that I could not have both a family and a career (after all, my mom did). I was seventeen before I encountered a certain idea typically prevalent within my faith culture: that good, worthy motherhood was only of the full-time stay-at-home variety.

Trying to choose between career paths or majors? Are you having trouble deciding between many interesting and appealing work settings? Are you looking for a rewarding, respected field where you can be a professional and still desire flexibility for your family? Perhaps you are looking for a profession with great pay.

When I married at 20, I knew I was making the right choice for me. I had found my best friend, and I wouldn’t let him go. I had one year until college graduation, and he had three. We started our life together as your typical poor, struggling college students, but we had a plan.

In many ways am a walking billboard for young Utah mother stereotypes. I met my husband in high school, we married when I was 20. I spend my days taking our two daughters, ages 2 and 4, to playdates with friends or story time at the library. We frequently attend Sunday dinners and group birthday celebrations.

I am also a survivor of domestic violence. I am committed to educating my community as to the very real dangers that we are facing. I have spent countless hours on Capitol Hill advocating for change and pressing for new legislation that will truly protect and empower victims of domestic violence.

One day I stumbled upon an online community of women and discovered my situation was far from unique. With their examples and support, I began to look outside the home for things that would help give me a sense of purpose. As I began to do so, I felt recharged. I found that I truly enjoyed the process of solving a problem.

When I was five years old I decided I wanted to be a “pony doctor.” While other children my age watched cartoons when they got home from school, I watched a TV show on Animal Planet called Emergency Vets, which documented the various cases seen at Alameda East Veterinary Hospital in Denver, Colorado.

When I was just a young kid, I remember expressing to anyone that would listen what I wanted to be when I grew up. Every time I told a new listener what I wanted to be, I added preposterous new desires to my list of possible careers. Even after I graduated, I still had no idea what I want to do as a career...

Our counselors would interrupt our AP class periods to beg us to take the AP tests, dusting the $90 price tag under the words “class exempt” and “step ahead in college.” But when we were asked to indicate how many of us were actually planning on going to college, about half of us raised our hands. Half. In an AP class. Why?

In September of 2013, the Center for American Progress released a report titled “The State of Women in America: A 50- State Analysis of How Women Are Faring Across the Nation.” The report ranked Utah last of all 50 states in terms of women holding positions of decision making and leadership. Because the focus was solely on the percentage of women in elected office and private sector management positions, we determined that a more detailed look at the status of women and leadership in various sectors within the state would be useful.

Utah leaders have set a goal of having 66% of the state’s adults earn postsecondary degrees or vocational certificates by the year 2020. The goal is based on data from Georgetown University projecting that to remain competitive, Utah’s economy will need 66% of its population to have some form of postsecondary education by 2018.

They say the apple doesn’t fall far from the tree. There are occasional outliers, but in general, kids learn of their own potential and learn habits by watching their parents. My mom and dad love to learn. They read. They study. They write. They listen and discuss interesting topics in conversation.

My father was a teacher and the football coach at the high school I attended. I felt lucky to be in his health class. As a teenager I felt he had the best job a father could have. During high school I struggled with the decision of what course of study to pursue in college.

My marine biology dream was put on the shelf a couple years later because, at the ripe old age of 12, I decided that since I did not live by the ocean, being a marine biologist was not a realistic possibility. And while my logic for not pursuing that dream was flawed, looking back I realize my commitment to going to college was cemented.

Think of an important young girl in your life. Maybe she’s your teenage granddaughter, your niece in first grade, or your toddler. No matter her age, chances are she’s already forming her view of college. How do you show her that earning a college degree is an exciting challenge that will add great benefits to her life?

This is the second in the 2013 series of Utah Women and Education Initiative (UWEI) Research and Policy Briefs written to help state leaders, educators, legislators, and community members understand the current state of higher education for women in Utah. The first brief on education attainment of the Utah population included information about Utah’s big goal of having 66% of Utah’s population with postsecondary degrees or vocational certificates by the year 2020.

Utah leaders created a big goal: 66% of Utah’s population will have postsecondary degrees or vocational certificates by the year 2020. Utah’s economy will need 66% of its population with some form of postsecondary education by 2018 to remain competitive.

Here we are in January and we find ourselves thinking about opportunities to improve ourselves and our lives… at least you can’t look anywhere without being reminded it’s time to make new goals, start a new exercise routine, or organize some aspect of your life.

Among those most likely to vote nationally and in Utah are college educated women. In fact, the percentage of women who register and vote increases with every level of educational attainment. High school graduates take the rate up to 66.6%, and those with some college register at an even higher rate of 77.2%.

Utah’s tech jobs pay 57% more than the state’s average wage, and the top 10 bachelor-degree majors with the highest median earnings are all in STEM fields. Dr. Cheryl Hanewicz, technology management department chair at UVU says, “There are not a lot of women in the fields, but these are the high-paying fields.”

You were more likely to be prepared when you started school if your mother had a college degree. You were more likely read too. If your mother had to work, she was more likely to find a family-friendly job that provided some flexibility and/or higher pay, allowing her to spend more time with you.

Since 1940, Utah has consistently been above the national average in the percentage of adults holding bachelor’s degrees or higher. However, in the last two decades Utah has lost its advantage, and this is particularly true for women in the state. According to the Utah Foundation, the educational attainment of Utah women was higher than the national average.

The critical need for college-educated individuals within the state of Utah has become an ongoing discussion in a variety of settings. In fact, a newly released study commissioned by the Utah System of Higher Education (USHE) found that 99 percent of Utahns sampled believe that higher education is important; 82 percent say it is “very important.” Yet, in 2008 only 29 percent of Utahns 25 years and older held bachelor’s degrees or higher.

Most women will work during some stage of their lives – whether by choice or by circumstance. The greater a woman’s tools to succeed, the greater her options for work that is both meaningful and that allows her to make more money – increasing her chances of living above the poverty line.