This chart shows only the adjusted ratios. The actual counts in each population are given later in the chapter.
As explained in footnote 1, the introduction of the 6-2 program makes it impossible e to identify "EE" and "CS" with 61 and 6-3 after 1993. For the current sophomore class, the ratio of women to men is almost identical for 6-1, 6-2, and 6-3.
 For the purposes of these charts, computer science program is not counted as "engineering" so as to make more meaningful comparisons with other schools. If we ignore computer science (6-3), then 53% of MIT men and 53% of MIT women received degrees in engineering in 1993.
MIT degrees in computer science are reported separately from EE beginning with the 1976 NCES data.
MIT EECS Department, April 1992, pp. 49-51.
These charts should be interpreted with care, due to the different numbers of men and women, and differing ratios of men and women at the various institutions. For the institutions shown here, the number of 1991 total degrees to men and women are: MIT(91), 731 men, 376 women; MIT(93) 748 men, 352 women; CMU, 588 men, 287 women; RPI, 803 men, 160 women; GA Tech, 1406 men, 423 women; UC Berkeley, 2986 men, 2695 women; Cornell, 1241 men, 751 women; Stanford, 869 men, 601 women; Princeton, 669 men, 441 women; Cal Tech, 156 men, 27 women; Harvard 1008 men, 725 women.
 For CalTech, the actual numbers are small--6 out of 27 women received degrees in EE, vs. 24 out of 156 men.
This note will mention some of the national studies sparked by this concern.
This data must be interpreted with some care, since student preferences are not always indicated accurately on admissions forms. Also note that this is a comparison of aggregate numbers. Not all students who indicate an intention to major in EECS end up doing so. The point is that EECS has historically attracted more students than it has "lost."
Responses are considered to be different if they show a statistically significant difference at the 1% level, as computed by the Mann-Whitney "U" test.