STEM Gender Gap Research Articles

The lack of STEM vocations and gender gap in secondary education students

The gender gap in STEM vocations among high school students still remains a troubling reality. Several studies indicate that students in general have less interest in science and technology subjects, and this disparity is even more distinguishable among female students. In fact, the aforementioned gender gap in STEM begins to manifest itself at an early age and worsens during adolescence. Some of the multiple causes include cultural factors, gender stereotypes, and lack of female role models. Therefore, it is essential to promote gender equality and encourage inclusion and diversity in the educational environment as a key measure to reduce the gap. This is why in this study comprehensive research was carried out to analyse the factors that contribute to the gender gap in STEM careers. To this end, a survey was conducted of approximately 1,000 secondary education students from a range of centres in the Canary Islands. The survey yielded insights into the direct influence of close references on students and the lack of female role models. This allowed the identification of effective measures to increase women’s participation in these fields. One of the suggested solutions is the implementation of practical workshops, in which female figures play a key role. These workshops are used to demonstrate to students that there are numerous role models nearby who can motivate and encourage them to explore and develop their interest in the field of science and technology. By providing said opportunities and role models, our aim is to build their confidence and provide them with the necessary tools to take advantage of all the opportunities that the STEM field has to offer.

Preferences, Access, and the STEM Gender Gap in Centralized High School Assignment

Preferences, Access, and the STEM Gender Gap in Centralized High School Assignment

Motherhood penalty and the gender gap in STEM and medicine.

Motherhood penalty and the gender gap in STEM and medicine.

Comparative analysis of gender disparity in academic positions based on U.S. region and STEM discipline.

Despite a move toward gender parity in the United States (U.S.) workforce, a large gender gap persists in the fields of science, technology, engineering, and mathematics (STEM); this is particularly true for academic (i.e., instructor and tenure track) STEM positions. This gap increases as women advance through the traditional steps of academia, with the highest degree of gender disparity in tenured positions. As policies, politics, and culture, which all contribute to gender equity across the world, vary across regions in the United States, we expect that the gender gap in STEM might also vary across geographic regions. Here, we evaluated over 20,000 instructor and tenure track positions in university STEM departments across the U.S. to evaluate whether and how the geographic region of a university might determine its proportion of women in STEM academic positions. Similar to previous research, regardless of geographic region, more men were employed in both tenure track and instructor positions across STEM fields. However, variation existed regionally within the U.S., with the Mountain region employing the lowest proportion of women in tenure track positions and the East North Central and Pacific regions employing the greatest proportion. We expect this regional variation could be caused by differences in state and local policies, regional representation, and mentorship, resulting in inconsistent support for women, leading to differences in work environments, hiring, and job retention rates across the country. A better understanding of which geographic areas within the U.S. have more equal distributions of women in the STEM field will help us to identify the specific mechanisms that facilitate more equal and inclusive opportunities for women and other underrepresented groups across all levels of STEM academia.

The gender gap in STEM at top U.S. Universities: change over time and relationship with ranking

Addressing the gender gap in science, technology, engineering, and mathematics (STEM) fields may be an opportunity to promote equity and enhance institutional environments and their performance. We aimed to measure male-dominated undergraduate programs’ change in gender diversity over time, whether it has been converging, and whether it correlates with disciplinary ranking. We considered the number of degrees conferred in 60 disciplines over 19 years at 24 universities representing the top 20 universities of two lists using data from the National Center for Education Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS). We found that the nine most male-dominated disciplines fell within STEM, suggesting continued effort is needed to address the gender gap. Eight of the nine most male-dominated disciplines increased in gender diversity over time, especially between the two most recent time periods, suggesting contemporary policies are often effective. We also found that five out of eight of the most male-dominated disciplines converged over time, which may imply increasing homogeneity in these universities’ gender-diversity policies in some disciplines. Of the nine most male-dominated disciplines, computer science and mechanical engineering had statistically significant results that suggested higher-ranked universities in these disciplines weakly correlated with higher disciplinary gender diversity. The weak correlation between rank and women’s representation suggests that universities with increased resources are better able to create effective initiatives to increase women’s representation in STEM. More broadly, our results suggest these 24 universities’ initiatives have been effective in reducing the STEM gender gap from 2002 to 2021, but room for improvement remains.

Equilibrium Grading Policies With Implications for Female Interest in STEM Courses

We show that stricter grading policies in STEM courses reduce STEM enrollment, especially for women. We estimate a model of student demand for courses and optimal effort choices given professor grading policies. Grading policies are treated as equilibrium objects that in part depend on student demand for courses. Differences in demand for STEM and non‐STEM courses explain much of why STEM classes give lower grades. Restrictions on grading policies that equalize average grades across classes reduce the STEM gender gap and increase overall enrollment in STEM classes.

Interventions for gender equality in STEM education: A meta‐analysis

AbstractBackgroundAlthough gender inequality in education is gaining increasing attention, female underrepresentation remains pervasive in STEM fields. Many studies have applied various interventions to narrow the gender gap in STEM education.ObjectivesIn this study, we conducted a systematic meta‐analysis to examine the effectiveness of various interventions for gender equality in STEM education and tested the influence of moderator variables.MethodsTen databases—ERIC, IEEE, JSTOR, ProQuest‐Education, SAGE Journals, Scopus, Springer Link, Taylor & Francis, Web of Science, and Wiley Online Library—and seven high‐quality journals in related fields were selected as literature resources. The Preferred Reporting Items for Systematic Reviews and Meta‐analyses (PRISMA) process was used to identify eligible articles for the random‐effects meta‐analysis.Results and ConclusionsThe overall effect size (Hedges' g) was 0.434, indicating that the interventions promoting gender equality in STEM education had a near‐medium positive effect. There were significant differences by the type of intervention, but not by the type of intervention outcome. The results of the moderator analysis showed a significant difference in moderator variables, including country, educational level, form of experiment, intervention level, and different measurement methods, whereas there was no significant difference in the moderator variables, including economic development level and sample size.ImplicationsThis study examined the effectiveness of gender equality interventions and the impact on it of different types of intervention, intervention outcomes, and moderator variables. These results have implications for the design of gender equality interventions in STEM education.

College major choice and beliefs about relative performance: An experimental intervention to understand gender gaps in STEM

Beliefs about relative academic performance may shape college major choice and explain gender gaps in STEM, but little causal evidence exists. To test whether these beliefs are malleable and salient enough to change behavior, I run a randomized experiment with 5,700 undergraduates across seven introductory STEM courses. Providing relative performance information shrinks gender gaps in biased beliefs substantially. However, students’ course-taking and major choice are largely unchanged. If anything, initially overconfident men and women were discouraged by the intervention. Increasing female STEM participation may require more intensive or targeted intervention.

Navigating a male dominated domain: experiences of female STEM students in higher education in Ireland

ABSTRACT It is well established that female participation in STEM diminishes at all stages of the education pipeline. National policy in Ireland is focussed on initiatives to address the STEM gender gap from early years to the end of secondary school (age 18/19) education. However, strategy in higher education is limited, with gender equality policy primarily aimed at staff and the broader institution. This qualitative research study, involving in-depth interviews with 21 female STEM students provides new insights into the experiences of female students who choose mathematics-intensive STEM fields (physics, computer science, engineering, and mathematics), where the gender gap is most pronounced. The aim of the study was to identify how a predominately male-dominated STEM course and environment influenced female students’ experiences. Prior to entering university, participants held high self-concept and interest in STEM. Using a situated expectancy-value theoretical lens to interpret the data, the research found that unconscious gender bias in university led female students to feel undervalued by their male peers. This negatively impacted their self-beliefs and interest, resulting in female students feeling more pressure to perform and less willing to participate in the learning environment. The implications for policy, practice, and future research are considered.

High School Enrolment Choices—Understanding the STEM Gender Gap

High School Enrolment Choices—Understanding the STEM Gender Gap

Empowering Girls in STEM: The Transformative Impact of Early Exposure to Education in Male-Dominated Fields

This research paper examines the transformative impact of early exposure to education in male-dominated fields of Science, Technology, Engineering, and Mathematics (STEM) on empowering girls. Through an extensive literature review and empirical analysis, the study investigates the significance of introducing women to STEM education and activities from an early age. The research highlights the positive correlation between early exposure to STEM and their confidence, self-efficacy, and determination to excel in traditionally male-dominated fields. By delving into the experiences and perceptions of girls who have undergone early STEM exposure, this paper sheds light on the barriers they overcome and the opportunities that arise from such interventions. The findings emphasize the crucial role of early empowerment in narrowing the gender gap in STEM and fostering a more inclusive and equitable workforce for the future. Additionally, the study proposes actionable recommendations for educators, policymakers, and stakeholders to further support and sustain the momentum of empowering girls in STEM through early education initiatives. Index Terms- Early Exposure Empowerment Gender Equality STEM Education

STEM EDUCATION AND THE GENDER GAP: STRATEGIES FOR ENCOURAGING GIRLS TO PURSUE STEM CAREERS

Science, Technology, Engineering, and Mathematics (STEM) are becoming increasingly important in today's society as they drive innovation and shape the future of the global economy. However, there is a persistent gender gap in STEM education and careers, with women significantly underrepresented in these fields. This gender gap can be attributed to various factors, including societal stereotypes, a lack of role models, and inadequate support systems for girls and women interested in pursuing STEM careers. This study aims to understand why women tend to avoid STEM careers and how to encourage women to be more involved in STEM fields. This study uses qualitative methods with interview collection techniques. The results of the study show that there are several aspects for women to be involved in STEM (1) initial exposure to the STEM field, (2) providing positive role models for women, (3) creating an inclusive and supportive learning environment, and (4) working actively to eliminate gender bias and stereotypes. Encouraging girls and young women to pursue STEM fields is critical as it not only helps create a more diverse and inclusive workforce but also opens up opportunities for innovation and advancement. Studies have shown that exposing girls to STEM fields at an early age can significantly impact their interest and confidence. In addition, they have access to positive female role models. They are creating an inclusive and supportive learning environment for girls in STEM fields. In conclusion, addressing the STEM gender gap and encouraging girls to pursue STEM careers is critical to creating a diverse and inclusive workforce, driving innovation and progress.

Gender equity and the gender gap in STEM: is there really a paradox?

Gender equity and the gender gap in STEM: is there really a paradox?

Reinforcing the STEM pipeline in vocational-technical high schools: The effect of female teachers

Although secondary Vocational-Technical Education (VTE) is highly prevalent in low-income settings in the developing world, this sector remains understudied in the Economics of Education literature. Situated in the Chilean context, this study examines the effect of exposure to a female VTE teacher on STEM pipeline persistence from secondary to post-secondary level. We find that having at least one female teacher in secondary STEM-VTE programs increases overall enrollment in STEM higher education programs by 2.1 percentage points, primarily driven by women choosing postsecondary VTE diplomas in STEM fields. The effect of female VTE teachers in enrollment in these diplomas reaches 4.0 percentage points, equivalent to an 18% reduction in the observed gender gap. We argue that female VTE teachers, acting as role models, have the potential to mitigate the traditional barriers that young women encounter to persist in the STEM pipeline, thereby contributing to closing the STEM gender gap.

Under My Skin: Reducing Bias in STEM through New Approaches to Assessment of Spatial Abilities Considering the Role of Emotional Regulation

Reducing gender bias in STEM is key to generating more equality and contributing to a more balanced workforce in this field. Spatial ability and its components are cognitive processes crucial to success in STEM education and careers. Significant gender differences have consistently been found in mental rotation (MR), the ability to mentally transform two- and three-dimensional objects. The aim of this pilot study is to examine factors in psychological assessment which may contribute to gender differences in MR performance. Moreover, findings will inform the development of the new approaches to assessment using computer adaptive testing (CAT). (1) Background: The study examines the impact of emotional regulation on MR performance in primary school children whose mean age was 9.28 years old. (2) Methods: Skin conductance was measured to assess the impact of emotional reactivity (ER) on performance during an MR task. (3) Results: Patterns of ER influence response time (RT) on specific items in the task. (4) Conclusions: Identifying the effects of emotional arousal and issues of test construction such as stereotyped stimuli and item difficulty in tests of spatial ability warrants ongoing investigation. It is vital to ensure that these factors do not compromise the accurate measurement of performance and inadvertently contribute to the gender gap in STEM.

Teachers’ Perceptions of Increasing STEM Self-Efficacy Among Female Middle Grades Students

A gender gap persists in the fields of science, technology, engineering, and mathematics (STEM). Although females constitute half the total workforce in the United States, they make up just greater than a quarter of employees in STEM fields. In recent years, one approach to addressing the gender gap in STEM has involved middle grades science teachers helping young adolescent females view themselves as potential scientists from a young age. Through a variety of targeted strategies, science teachers have supported female students in building STEM self-efficacy by encouraging their participation in varied initiatives. This qualitative multi-case study investigated how two middle grades science teachers build STEM self-efficacy in female students both during and outside of formal instruction. Data sources included surveys, interviews, and classroom artifacts. Findings featured specific examples of classroom initiatives that participants believed built female students’ self-efficacy as well as participants’ reasoning for the initiatives’ use and perceived outcomes of their utility. Our findings also indicated that participants’ efforts to build female students’ STEM self-efficacy were hampered by participants’ lack of clarity regarding the meanings of STEM education and STEM self-efficacy. Implications for middle grades teacher education and STEM-focused professional development are included.

Bye bye Ms. American Sci: Women and the leaky STEM pipeline

More than two-thirds of STEM jobs are held by men. In this paper, I provide a detailed analysis of the STEM pipeline from high school to mid-career in the United States, decomposing the gender gap in STEM into six stages. Women are lost from STEM before college, during college, and after college. Men are more likely to be STEM-ready before college, scoring higher on science tests and having taken more advanced math and science courses. This accounts for 35% of the overall gender gap in STEM careers. During college, men are far more likely than women to start in a STEM major, accounting for 26% of the gap. After college, male STEM graduates are more likely to enter STEM jobs, accounting for 41%. Men’s higher persistence in STEM majors is a smaller factor, while women attend college at higher rates than men, which works to reduce the final gender gap in STEM. The results show that there is no single stage to focus on in understanding the gender gap in STEM.

The association between owning a videogame console and the gender gap in STEM: an instrumental variable approach

The association between owning a videogame console and the gender gap in STEM: an instrumental variable approach

Good Morning, Winner: Subverting Girl Nerd Stereotypes in Booksmart (2019)

Nerds have been a staple of teenage films for decades. Although these characters possess great intellectual abilities, their lack of social skills, sense of style, and romantic and sexual experience places them at the bottom of the high school's social scale. Despite the prevalence of this character type, girl nerds are scarce. Even though this lack of girl nerds can be attributed to the pressure for women—both real and fictional—to conform to beauty standards, it also reflects stereotypes regarding women’s scientific and technical inclinations. Considering the fact that nerds are almost always interested in computers, the lack of girl nerds mirrors the STEM gender gap while contributing to its perpetuation by failing to provide role models for spectators. This article analyses how Booksmart (Olivia Wilde, 2019), a recent teen film in which the protagonists are two nerd girls, subverts nerd stereotypes by eschewing the makeover trope and placing an emphasis on internal transformation, sorority and a rejection of stereotypes.

Gender bias in the classroom: A network study on self and peer ability attribution

Stereotypes can contribute to the gender gap in STEM by shaping people’s expectations on their own and others’ performance. When gender is salient, expectations on task performance might reflect gender constructs even when information on individual abilities is available. We tested this hypothesis in a network study on students from ten high school classes in Milan, Italy. We asked the students to choose the four best candidates from their classmates for three hypothetical inter-class competitions in reading, math, and science. Results showed that females were more likely to be nominated for the reading competition but less likely for science. We did not find any statistically significant results for the math competition. We also found that female students were less likely to nominate themselves for any competition, regardless of the subject, even controlling for their own performance and self-concept.