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Related papers
Asia Proceedings of Social Sciences, 2020
Globally, women are underrepresented in science, technology, engineering and mathematics (STEM) fields. Although women’s participation in higher education is increasing, they are still significantly underrepresented in STEM fields. It is important to understand the forces at play, which drive women's choice of STEM education. A variety of factors impact the choice of females to take STEM path including personal (I.e. self-concept, self-efficacy, personal preferences, self-stereotyping and intrinsic motivation) as well as the external factors (i.e. role models, family, teacher’s influence as well as low recruitment of women in STEM fields). This paper systematically reviews the literature on young women’s intention to undertake STEM education in Malaysian context. The paper has adopted the PRISMA protocol for Systematic Literature Review (SLR). The paper has identified 10 research papers which have attempted to identify the factors effecting female participation in STEM education...
Women and Science, Technology, Engineering, and Mathematics (STEM)
The Oxford Handbook of Women and the Economy, 2017
Researchers from economics, sociology, psychology, and other disciplines have studied the persistent underrepresentation of women in science, technology, engineering, and mathematics (STEM). This chapter summarizes this research. It argues that women’s underrepresentation is concentrated in the math-intensive science fields of geosciences, engineering, economics, math/computer science, and physical science. Its analysis concentrates on the environmental factors that influence ability, preferences, and the rewards for those choices. The chapter examines how gendered stereotypes, culture, role models, competition, risk aversion, and interests contribute to the gender STEM gap, starting in childhood, solidifying by middle school, and affecting women and men as they progress through school and higher education and into the labor market. The results are consistent with preferences and psychological explanations for the underrepresentation of women in math-intensive STEM fields.
Women in STEM - Science, Technology, Engineering and Mathematics. A View from Inside
The number of Turkish universities strongly increased from 1999 to present and the total number of students in technical sciences grew accordingly. Perhaps unsurprisingly, there are greater proportions of men than women involved in engineering and technical programs, although it is a documented fact that women in STEM jobs earn significantly more than those in non-STEM occupations and experience a smaller wage gap relative to men. But STEM is not a compact or amorphous “block”, large differences existing between its components. For example, the discrepancy between the proportion of women to men in science faculties and that in the engineering faculties shows that the trend is not to discriminate against women in all domains relating to exact sciences, but especially in those that are more “hands-on”. Engineering is thought to be a domain where “male” qualities, such as physical strength and endurance to effort and severe weather are highly important, giving rise to the stereotype of the strong engineer working in adverse conditions, which is probably one of the reasons why girls are less likely to be interested in pursuing this career. In an attempt to understand the motivation for choosing a career path, issues such as early encounters with technology, fair evaluation systems, non-gender biased education and an experimental teaching style will be addressed, together with issues related to barriers like early gender biased education, a theoretical teaching style, gender biased teachers and attitudes, difficulty in conciliating between careers and families and between professional obligations and personal life
Gender Differences in STEM Education : A Review Study
Sotang, Yearly Peer Reviewed Journal
The low participation of females in STEM (Science, Technology, Engineering, and Mathematics) subjects is a worldwide issue. There are so many problems being raised in the context of studying higher education for females. The purpose of this study is to explore the effecting factors in enrollment and success in STEM education for females. It is based on the review of literature on female enrollment and participation in STEM education. Due to several factors such as stereotypes and biases, societal and cultural misconceptions, lack of confidence and self-perception, and gender-based discrimination are the major causes to enhance the gender gap in STEM education. To create a more inclusive environment for females in STEM education the role of nation, society, and family is to be supportive. Women should fight against all kinds of discrimination based on their willpower. This study would help to empower women and also contribute to investigate the cause of gender inequality in STEM educ...
The experience of women students in engineering and mathematics careers: a focus group study
2021 IEEE Global Engineering Education Conference (EDUCON)
in tertiary education enrolled in engineering, manufacturing, and construction programs is between 6% and 7% between 2015-2018; in contrast, the percentage of male students choosing these careers is around 20-21%. This study aims to analyse the perception of undergraduate and graduate students of STEM studies to identify the support and barriers that influenced their career decision-making, focusing on the socio-cultural context, and the support and barriers perception of women in the university context during Abstract-The gender gap is a problem that occurs in different forms in regions and countries around the world. It is a goal of large international organisations, governments, companies and other entities. Although it is not a new issue, it is important to continue studying it and seek mechanisms and strategies to attract and maintain more women in these areas. In particular, in the field of education and employment, the STEM areas present large gender gaps whose reduction would not only impact the equality of men and women but would also have an impact on the economy of the countries and on improving the economic situation of women. In this context, there are initiatives in Latin America working on this issue, but it is necessary to look more deeply into the elements that influence the decision to study careers in these areas. In this context, two focus groups have been held as roundtables with STEM women from different Latin American and European countries, to answer a series of questions centred on their motivations and decisions before and during their university studies. The results obtained have provided some inputs for defining gender equality action plans in ten Higher Education Institutions from Chile, Colombia, Costa Rica, Ecuador, and Mexico. Furthermore, the results show similarities with previous studies involving STEM women with different Latin American profiles. Keywords-gender gap, women students, STEM, qualitative analysis, engineer, mathematician. I. INTRODUCTION Nowadays, the gender gap in STEM (Science, Technology, Engineering, and Mathematics) is a challenge. According to the UNESCO Sustainability Development Goals (SDG), organisations and governments worldwide have plans to reduce the gender gap, not only in STEM but also in all the societies' areas, according to the UNESCO Sustainability Development Goals (SDG). This is not only a problem that affects women; it is crucial for the future of society. According to the World Economic Forum, the forthcoming future is characterised by the transformation of the industries favouring technological skills. The new technologies will merge the physical, digital, and biological worlds, impacting all disciplines and economies. STEM careers will have a crucial role in this transformation. However, women are underrepresented in those areas. According to the UNESCO Institute for Statistics, the mean percentage of female students
Researchers from economics, sociology, psychology, and other disciplines have studied the persistent under-representation of women in science, technology, engineering, and mathematics (STEM). This chapter summarizes this research. We argue that women's under-representation is concentrated in the math-intensive science fields of geosciences, engineering, economics, math/ computer science and physical science. Our analysis concentrates on the environmental factors that influence ability, preferences, and the rewards for those choices. We examine how gendered stereotypes, culture, role models, competition, risk aversion, and interests contribute to gender STEM gap, starting at childhood, solidifying by middle school, and affecting women and men as they progress through school, higher education, and into the labor market. Our results are consistent with preferences and psychological explanations for the under-representation of women in math-intensive STEM fields.
Women in STEM in Higher Education
Lecture Notes in Educational Technology
In this paper we present different initiatives carried out by Spanish universities for the incorporation of the gender perspective in STEM disciplines. One of these initiatives is the collection of guides of the Vives University Network for university teaching. These guides cover the sections of objectives, contents, evaluation, learning environment, organizational modalities, teaching methods, and didactic resources with the aim of making women scientists visible in the discipline and eliminating the androcentric vision that predominates in science and engineering. In particular, we analyze the fields of engineering, mathematics, and physics. With the aim of being more than just a review of different initiatives, the paper unifies the fundamentals on which these initiatives are based. Thus, the general principles are well defined, and those aspects more related to each university and discipline particular cultures are identified. The comparison between initiatives will allow us to ...
A Brief Analysis of the Situation of Women in Science, Technology, Engineering and Mathematics
2020
Probably, the global discussion about the differences between men and women in all contexts is reaching its climax and maybe in a few years, we no longer have to discuss because it becomes a settled controversy, but that moment has not yet arrived. The aim of this paper is to present a brief discussion of actual data about women's presence in Science, Technology, Engineering and Mathematics (STEM), an overview of the past and present is provided. Next to the present analysis, some reflections of other author and their own point of view will be presented to help the reader to acquire his own criteria about this subject.