Women In STEM Fields Research Articles

Research on Women's Educational Inequality

Education is a tool to achieve social equality. To achieve educational equality, it is necessary to prevent inequalities caused by student capital (such as gender, family, city where one lives and studies, etc.). This paper focuses on the inequalities faced by women in education. This paper uses online interviews to invite participants to discuss their educational disparities. This paper found that females are easily bound by the stereotypes around them in the process of making choices, such as major choices, schools, and life choices. This kind of constraint pushes females in the direction of the social stereotype that women are more suitable. However, some women rebel against these constraints. Stereotypes influence women's professional choices and, indirectly, their job choices. Finally, it leads to a gap for women in STEM fields.

Inégalités de genre : hommes alliés dans les STEM – motivations et freins

Although STEM-related careers offer promising prospects, girls and women remain underrepresented and less inclined to engage in these fields. This article explores men's role as allies for better inclusion of women in STEM fields. A qualitative study with seven professionals in the sector reveals an awareness of gender inequalities, often attributed to personal choices. The findings highlight barriers to engagement including unawareness of systemic inequalities, professional costs of advocating for equality, and personal dilemmas. Motivations are grounded in moral values and ethical considerations.

Impact of Gender Stereotypes on Career Advancement in STEM Fields in Tanzania

Purpose: The aim of the study was to analyze the impact of gender stereotypes on career advancement in STEM fields in Tanzania. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: In Tanzania, gender stereotypes significantly impede career advancement for women in STEM fields, creating barriers to their professional growth and development. Research reveals that societal expectations and cultural biases often undervalue women’s contributions and limit their opportunities for advancement. Women face challenges such as unequal access to resources, mentorship, and networking opportunities compared to their male counterparts. These stereotypes contribute to lower representation of women in leadership positions within STEM sectors, further perpetuating gender disparities. Unique Contribution to Theory, Practice and Policy: Social role theory, stereotype threat theory & expectancy-value theory may be used to anchor future studies on impact of gender stereotypes on career advancement in STEM fields in Tanzania. Establish mentorship programs that pair LGBTQ+ individuals with supportive mentors who can provide guidance and advocacy. Implement and enforce policies that promote diversity and inclusion in hiring and promotion practices within STEM fields.

ELLAS Architecture and Process: Collecting and Curating Data on Women’s Presence in STEM

The underrepresentation of women in STEM fields needs to be highlighted through data to assist decision-makers and public policy creators in addressing the issue effectively. However, the lack of structured, organized data published openly in this domain is still a reality. To address this problem, a Latin American research network called ELLAS was created. The project's goal is to develop a platform with Semantic Web-based technologies to structure and concentrate data from Brazil, Peru, and Bolivia, initially. This paper presents the processes defined for the collection and curation of both unstructured and structured data, sourced from scientific articles, social networks, and existing open data. We explore the architecture design in a way that facilitates understanding of the details of the processes and the actors involved for each data source. We present the preliminary results from the application of these processes, and the strategies for future work, which include the data extraction and curation, and the ontology and knowledge graph development We also present some of the undergoing work, such as the survey development and application as well as showing what still hasn't been done, such as the platform development.

Gender Dynamics in STEM Fields: Women's Experiences in Different Cultural Contexts

Purpose: The general aim of this study was to explore gender dynamics in STEM fields particularly, women’s experiences in different cultural contexts. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the gender dynamics in STEM fields. Through a comparative analysis across diverse cultural settings, significant variations in women's experiences in STEM were revealed, with some societies demonstrating greater gender equity and support for women. However, persistent disparities and challenges related to cultural norms and gender roles were observed in others. The research underscored the intersectional nature of gender dynamics in STEM, emphasizing the interconnectedness of gender with other dimensions of identity such as race and ethnicity. Additionally, cultural stereotypes and societal expectations were identified as significant barriers to women's participation and advancement in STEM fields. The findings underscored the importance of context-specific approaches to promoting gender equity in STEM and highlighted the need for challenging stereotypes and fostering inclusive environments for women in STEM fields globally. Unique Contribution to Theory, Practice and Policy: Social Cognitive Career theory (SCCT), intersectionality theory and Cultural-Historical Activity theory (CHAT) may be used to anchor future studies on gender dynamics in STEM fields. The study provided valuable recommendations with significant implications for theory, practice, and policy. It contributed to theoretical advancements by highlighting the intersectional nature of gender dynamics in STEM, offering practical recommendations for stakeholders in education and workforce development, and suggesting policy interventions aimed at promoting gender equity in STEM fields. The study emphasized the importance of organizational change, global collaboration, and continuous evaluation and improvement in advancing gender equity in STEM. By implementing these recommendations, stakeholders could work towards creating more equitable and inclusive environments where women could thrive and contribute meaningfully to STEM fields worldwide.

Gender Gap in STEM Pathways: The Role of Gender-Segregated Schooling in Mathematics and Science Performance

According to the World Economic Forum, the occupational gender gap with men dominating well-remunerated STEM careers is a key factor in the gender pay gap. However, the problem of underrepresentation of women in STEM fields is mitigated or reversed in some Eastern European and Islamic countries. This disparity suggests that cultural factors are at play. Gender-segregated schooling, which is commonly practiced in Islamic countries, is often seen as a contributing factor. However, the issue of gender-segregated education sparks much controversy. Critics argue evidence is lacking, and segregation may foster sexism and hinder social skills.In New Zealand, there is a significant opportunity to conduct research on gender segregation, as approximately 14.43% of girls and 14.35% of boys attend single-gender schools for their secondary (high school) education. In contrast to the USA and Australia, where single-gender schooling is predominantly offered by private and/or Catholic schools, the majority of New Zealand gender-segregated schools are state schools.Utilising the TIMSS 2019 dataset, our analysis revealed that girls from low socio-economic backgrounds and boys from higher socio-economic backgrounds who attend single-gender schools exhibit significantly higher mathematics and science achievement scores compared to their counterparts in co-educational settings. This success is particularly striking for girls in low socio-economic settings. Given mixed international evidence, this suggests that there must be protective factors at single-gender New Zealand schools, positively influencing these students. We examine potential factors setting apart girls-only schools to provide an explanation of our results: (1) a mitigated influence of gender socialisation practices and stereotype threat and (2) explicit messaging aimed at challenging stereotypes and empowering girls to actively engage in STEM fields.

"STEM in Genere”: an impact evaluation

Research on labour market disparities between men and women has long since identified horizontal segregation in the educational system as one of the main factors driving the gender pay gap. One of the factors identified in the literature believed to be at the heart of horizontal gender segregation is the lack of representation and visibility of women in STEM fields. In this paper, we investigate the effectiveness of a program named “STEM in Genere”, developed within the Gender Equality Plan 2022-2024 of the University of Brescia (Italy), which is aimed at contrasting the underrepresentation and the stereotypical representation of women in science among primary and lower secondary school students. Students of participant classes will meet an educator for a total of 2 hours, in which counter-stereotypical thinking of women in science will be stimulated via learning games. Teachers of participant classes will follow in parallel a dedicated workshop about non-stereotypical science teaching. The effects of the program on students' gender stereotypes in science and study/job aspirations will be evaluated via a randomised controlled trial (RCT) conducted in primary and secondary schools of the Brescia province, an affluent province located in the northern part of Italy. In particular, we will randomise classes within participating schools to have a good balance between the statistical power of the experiment and potential contamination threats. The contribution of this evaluation is threefold. First, we will collect first-hand data on students' views and aspirations in a country - Italy - in which the population traditionally holds quite conservative views about gender roles. Second, we will provide robust, experimental evidence on the effectiveness of the program “STEM in Genere”, which is potentially scalable nationwide. Lastly, we will contribute to the methodological debate about question framing in survey methodology, by randomly varying the formulation of the questions in the surveys. Policy implications for educational and learning environments will be discussed.

The Important Role Social Capital Plays in Navigating the Computing Education Ecosystem for Black Girls

Black women represent the greatest underrepresentation in STEM fields, particularly the technology sector. According to a 2015 article in The Verge , Black women make up between 0% and 7% of the staff at the eight largest technology firms in the United States. This points to a glaring problem in terms of equity and inclusivity in the technology sector. Similar to their underrepresentation in the STEM sector, Black women's underrepresentation in the tech sector is related to pervasive and persistent prejudice and biased policies that endure in the United States, which have limited—and continue to limit—their access to quality education and spaces where Black women's cultural capital (i.e., ways of being) is acknowledged and appreciated. For most people, including Black women, social networks often make available opportunities and pathways toward realizing the roles they can play in the world or a particular industry. These webs of relationships and the embedded quality in them can be defined as an individual's social capital and be applied to any industry, including STEM and technology fields. In a practical sense, social capital allows an individual to leverage relationships for resources (e.g., information about internships and jobs or encouragement to persist through a difficult college course). In turn, these resources can contribute to economic opportunities (i.e., jobs) or social opportunities, such as relationships with gatekeepers who work in STEM fields that may lead to opportunities like jobs, projects, or financial backing. Research suggests that the social networks of Black young women rarely overlap with the networks of predominantly White and Asian males, who are overrepresented in the technology field. This weakens Black women's awareness of opportunities and training, and undermines their motivation to persist in the STEM sector. As a result of this increasing understanding of the role of social capital in career development, K–12 and higher education programs that are focused on equity in STEM fields have increasingly turned to the concept of social capital to address the traditional underrepresentation of certain groups, particularly Blacks, Latinos, and women in STEM fields. The following research investigates the experiences of Black girls who attended a program, Google's Code Next, designed to engage Black and Latinx youth in computer science. We argue that it is crucial for computer science programs not just to teach hard coding skills but also to build on young Black women's social capital to accommodate the young women in creating and expanding their tech social capital, enabling them to successfully navigate STEM and technology education and career pathways. Specifically, this article explores a subprogram of Code Next and how it has contributed to young Black women's persistence in STEM, and particularly in technology. The findings suggest that the young women employed an expanded sense of social capital in addition to an expanded cultural capital (i.e., language, skills, ways of being) and worldview (i.e., sense of belonging and self-efficacy) to make sense of their possible selves in the world of technology.

Teaching evolution: attitudes & strategies of educators in Utah – an update 20 years later

ABSTRACT Previous research on evolution education in Utah college biology courses highlighted how frequently professors faced student challenges to evolution and examined the strategies they used to deal with those challenges. In the twenty years since that study, the population of Utah has become less religious and more diverse. Meanwhile, the US population has become more accepting of evolution. To investigate college biology evolution education in Utah’s current demographic and ideological climate, we repeated research completed in 2002. Statistical analysis of group differences between the 2002 sample (N = 78) and the 2022 sample (N = 135) suggests that current college biology instructors experience fewer challenges to evolution. Strategies for dealing with student challenges also shifted. The 2022 sample reported greater reliance on presenting religion and science as not mutually exclusive and highlighting evolution as science, while reporting reduced emphasis on presenting evolution and religion as distinct concepts. The recent sample had more than double the proportion of women as the previous sample, reflecting a nationwide trend of stronger representation by women in STEM fields. Our findings suggest that instructors who teach evolution should periodically examine their methods to ensure they are teaching in a way that connects with current students.

Male psychologists and female mathematicians: Gender beliefs and undergraduate degree choices

AbstractGlobally, men and women are numerically dominant in undergraduate degrees in math and psychology, respectively. A variety of theoretical perspectives predict that individuals who adhere more to gender stereotypes will be more represented in gender‐dominant fields. Using a pre‐registered methodology, we recruited men and women enrolled in psychology and math degree programmes in the United Kingdom and assessed a variety of gender beliefs and identities. Overall, femininity was (marginally) higher in psychology, and higher amongst women generally. Moderated regression analyses revealed that women who were low in masculinity and high in femininity (the stereotypical pattern) were most likely to be in psychology degrees, whilst women who were low in both were most likely to be enrolled onto math programmes. For men, no component of gender identity or beliefs predicted degree programmes. Overall, these results demonstrate how dimensions of gender identity may account for gender differences in undergraduate representation. Specifically, women in STEM fields tend to not describe themselves in stereotypical masculine or feminine traits. We discuss implications for efforts to increase uptake of gender stereotype incongruent career paths (e.g., women in STEM) with a particular focus on how femininity may be rejected in counter‐stereotypical domains.

Preparing Zimbabwean Women for the Future of Work: The Role of STEM Education in The So-Called Fourth Industrial Revolution

ABSTRACT As we stand on the cusp of what Schwab claims to be the Fourth Industrial Revolution (4IR), the world of work is undergoing a rapid and profound transformation. Zimbabwe strives to ready its labour market for the seismic changes already underway. In order to thrive in the future of work, the World Economic Forum advises that a country must educate its populace in Science, Technology, Engineering, and Mathematics (STEM) fields. Unfortunately, Zimbabwean women remain underrepresented in STEM professions, with a mere 28.79 percent of women holding STEM degrees, compared to 71.21 percent of men. These statistics underscore the urgent need to educate more women in STEM fields. This paper addresses the bigger question: “Is Zimbabwe ready for the future of work”? To this end, this paper offers a nuanced analysis of the 4IR and its implications for Zimbabwe’s future of work. Drawing on primary and secondary literature, we map out women’s barriers and propose strategies to overcome them. This paper uses an integrative literature review, making a valuable novel contribution to the burgeoning literature on the intersection of the 4IR, gender equality and the future of work in Zimbabwe. The paper showcases that Zimbabwe is unprepared for the changing nature of work and needs to increase women’s participation in STEM subjects. By empowering Zimbabwe’s women in STEM fields, we can ensure that they can thrive in the future of work and that Zimbabwe can participate fully in the digital economy.

The impact of college experience on female students' self-perceived employability in STEM majors.

The under representation of women in STEM fields is a persistent issue worldwide. In China, although women have made significant progress in pursuing STEM degrees in recent years, they continue to face challenges in the workforce. Given the importance of the self-perceived employability (SPE) of female STEM students in China, the research questions are: How do curriculum experience, extracurricular experience, and faculty supportive activities affect the SPE of female STEM students in Chinese universities? To what extent does university stratification affect the relationship between college experience and female STEM students' SPE? We analyzed the 2018 data of the Chinese College Student Survey (CCSS) consisting of a sample of 59,066 students, and six focus group interviews. The findings suggest that curriculum experience, extracurricular experience and faculty supportive activities have a positive impact on the SPE of female students, but the gender gap in SPE is still valid as reflected by the fact that women have lower SPE than men in each tier of universities and that men benefit more in terms of the increase in SPE from most types of college activities and support except academic ones. This study reveals that the different tiers of universities in China affect female students' SPE in different ways, and provides valuable evidence for academic as well as university administrators and policymakers regarding how college experience affect women and how university stratification can affect female students' college experience and their career expectations and paths.

Urbanization and Women’s Social Status: Progress and Challenges in China

This paper examined the relationship between urbanization and women's social status by analyzing China's case from 2010 to 2022. The paper first analyzed how the conditions have improved in aspects of education, pay, health, and gender conceptions, then identified challenges that still exist, including underrepresentation of women in STEM fields, reduced employment, unhealthy mental conditions, and domestic violence. According to the challenges and based on successful cases in other parts of the world, the promotion of gender-sensitive education, encouragement to react to gender discrimination, promotion of social support, and provision of domestic violence support programs are suggested. The analysis of China's case on the problem showed that urbanization influenced women's social status both positively and negatively. Urbanization provides women with a wide variety of opportunities for personal development and independence attainment but may expose them to mental health issues, reduced employment, and domestic violence. Problems including the limited number of women working in STEM fields remain unsolved due to cultural norms and conventional gender conceptions.

Women in the American Scientific Affiliation: Past, Present, and Future

Roles of women in STEM fields, including social and natural sciences, have changed significantly since WWII. Studying the inclusion of women in the American Scientific Affiliation (ASA) provides a distinctive gender-based case study related to Christian mission and the evangelical Christian community. Analysis of fifty years of news­letters, leadership statistics, and membership numbers illuminates the story of women over time. The history of women in the ASA parallels the larger advancement of women, while also illuminating unique challenges within the evangelical Christian context.

Use of Google Earth Engine for Teaching Coding and Monitoring of Environmental Change: A Case Study among STEM and Non-STEM Students

Computational skills are advantageous for teaching students to investigate environmental change using satellite remote sensing. This focus is especially relevant given the disproportionate underrepresentation of minorities and women in STEM fields. This study quantified the effects in both a STEM and a non-STEM class of Earth science remote sensing modules in Google Earth Engine on students’ self-efficacy in coding, understanding remote sensing, and interest in science and a career in environmental research. Additionally, the STEM students engaged in a course-based undergraduate research experience (CURE) on water quality. Satellite imagery was used to visualize water quality changes in coastal areas around the world due to the COVID-19 pandemic shutdown. Pre- and post-surveys reveal statistically significant changes in most students’ confidence to apply coding skills to investigate environmental change and understand remote sensing. The intervention was not sufficient to lead to significant changes in interest in science or a career in environmental research. There is great benefit in incorporating remote sensing labs to teach environmental concepts to STEM and non-STEM students and to bolster the confidence of underrepresented minorities and females in STEM.

New Perspectives on Barriers to Women in STEM Fields

New Perspectives on Barriers to Women in STEM Fields

Exploring the Opportunities, Challenges, and Ways Forward of Women in STEM Fields: A Case Study

The underrepresentation of women in STEM fields impacts their participation in a male- dominated workplace. Moreover, gender discrimination and biases that affect their perceived abilities influence their decisions regarding their pursuit of STEM careers. Nonetheless, the involvement of women in STEM field continues to grow steadily. However, limited research exists to provide in-depth insights into the general experiences of women in STEM in the Philippines. Thus, this case study sought to explore the opportunities, challenges, and ways forward of women in STEM fields. The participant was selected through purposive sampling and underwent online interview via Zoom meeting. The recorded interview was transcribed and coded. Categories were clustered; then, emerging themes were derived. Based on the findings, despite the limited career advancement and gender discrimination in some aspects, women can still grow personally and professionally in STEM fields. Moreover, STEM fields offer equal job opportunities based on qualifications, and not on gender, enabling rewarding careers and driving technological advancement. However, women continue to encounter challenges caused by cultural traditions that favour men, even in the presence of opportunities. To overcome these challenges, women have adopted strategies aimed at empowering themselves, showcasing their capabilities, and challenging cultural norms within STEM fields. In conclusion, the challenges faced by women in STEM fields have diminished over time, while opportunities have expanded. Women have also demonstrated adaptability in their workplaces by employing strategic approaches and cultivating a positive mindset, allowing them to be treated equitably alongside their male counterparts.

The Gender Gap in STEM Careers: An Inter-Regional and Transgenerational Experimental Study to Identify the Low Presence of Women

Currently, the number of job offers in STEM careers (Science, Technology, Engineering and Mathematics) is growing up, but by contrast, the number of graduates in these fields is decreasing, particularly women graduates. Consequently, if we do not promote the training of women in STEM careers, the gender gap, far from narrowing, will continue to widen. This paper presents the research carried out in the ALAS project (Accompanying girLs towArds STEM careers), which consists of an experimental analysis based on a multi-model study to discover the possible causes of this low participation of women in STEM fields. The models used are the (1) expectancy–value theory of motivation, (2) social role theory, and (3) gender stereotypes theory. Additionally, participatory workshops have been carried out, with the aim of capturing the students’ reactions when they are introduced to STEM practices. The surveyed target groups range from primary education groups up to university graduates and enterprise employees, including both students and teachers. The obtained results show that there are still social patterns that make young people differentiate certain types of activities based on gender, especially at secondary school age. Nevertheless, the findings reveal that beyond the three studied models, a key factor in young people’s decision to be enrolled in STEM careers is their educational environment.

Gender penalties and solidarity — Teaching evaluation differentials in and out of STEM

Employing a comprehensive, ten-year data set of class-level observations and institutional data from a large US university, we explore gender disparities in STEM fields by isolating differences in student evaluations of teaching effectiveness (SETEs). Faculty teaching face-to-face or hybrid classes receive significantly higher scores on average when compared to themselves online — a premium that is independent of gender. In STEM fields, the face-to-face premium for males is double that for females. The gender composition of the class matters. As the percentage of female students increases, SETE scores increase on average for females teaching in STEM fields but not for males. These results have implications for the ongoing problem of retention of women in STEM fields.

“Oscillating Between Hope and Despair”: A Narrative Case Study of Culture and Coping for Women in Engineering in Higher Education and Industry

Women in engineering in all phases (students, faculty, and industry) are traditionally underrepresented, and have been underrepresented in the field for decades (Eaton et al., 2020). The United States government has invested in STEM disciplines to address the low presence of women in STEM fields and the STEM workforce (National Academy of Sciences, 2016). Lower representation can be attributed to numerous factors, including a lack of institutional commitment, lack of representation throughout students’ upbringing, inappropriate cultural recruitment/outreach efforts, educational discrepancies throughout PK-12, and social expectations among others (Seymour & Hewitt 1997; Geisinger & Raman, 2013; Camacho et al., 2010; Smith et al., 2012). Not only is there low representation in the field of engineering, but also low retention for students, faculty, and industry due to the same factors that impact representation. The current qualitative study is a narrative case study utilizing relational interviewing. Participants included three women in the engineering field-- an undergraduate student, a professional engineer, and a faculty member and administrator. The key themes we uncovered-- Impact of Dominant Culture; Lack of Belonging/Connection; Justification of Existence; Emotional Turmoil; Coping Strategies—are woven throughout and across the narratives. Actionable change that we hope will come from this narrative study include determining ways we can make the engineering field more inclusive at all levels– in the classroom, on co-op, at universities, in academia, and on the field in industry.