Academic literature on the topic 'Gender and STEM'
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Journal articles on the topic "Gender and STEM"
Beijerinck, Herman C. W. "Gender diversity in STEM." Europhysics News 48, no. 2 (March 2017): 16. http://dx.doi.org/10.1051/epn/2017202.
Full textNikitina, I., and T. Ishchenko. "GENDER DISPARITIES IN STEM." Pedagogy of the formation of a creative person in higher and secondary schools, no. 84 (2022): 196–99. http://dx.doi.org/10.32840/1992-5786.2022.84.35.
Full textArabit García, Javier, María Paz Prendes Espinosa, and José Luis Serrano Sánchez. "La enseñanza de STEM en Educación Primaria desde una perspectiva de género." Revista Fuentes 1, no. 23 (2021): 64–76. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12266.
Full text蔡, 星颖. "Does STEM Gender Equality Paradox Exist?" Advances in Social Sciences 11, no. 10 (2022): 4448–53. http://dx.doi.org/10.12677/ass.2022.1110608.
Full textMoss-Racusin, Corinne A., Christina Sanzari, Nava Caluori, and Helena Rabasco. "Gender Bias Produces Gender Gaps in STEM Engagement." Sex Roles 79, no. 11-12 (February 12, 2018): 651–70. http://dx.doi.org/10.1007/s11199-018-0902-z.
Full textSavostina, Elena, Inna Smirnova, and Olga Khasbulatova. "STEM: professional trajections of the youth (Gender aspect)." Woman in Russian Society, no. 3 (September 25, 2017): 33–44. http://dx.doi.org/10.21064/winrs.2017.3.3.
Full textHeybach, Jessica, and Austin Pickup. "Whose STEM? Disrupting the Gender Crisis Within STEM." Educational Studies 53, no. 6 (October 2, 2017): 614–27. http://dx.doi.org/10.1080/00131946.2017.1369085.
Full textKong, Stephanie, Katherine Carroll, Daniel Lundberg, Paige Omura, and Bianca Lepe. "Reducing gender bias in STEM." MIT Science Policy Review 1 (August 20, 2020): 55–63. http://dx.doi.org/10.38105/spr.11kp6lqr0a.
Full textRobnett, Rachael D. "Gender Bias in STEM Fields." Psychology of Women Quarterly 40, no. 1 (July 24, 2015): 65–79. http://dx.doi.org/10.1177/0361684315596162.
Full textBromley, Matt. "Closing the gender gap: STEM." SecEd 2015, no. 18 (June 18, 2015): 8–9. http://dx.doi.org/10.12968/sece.2015.18.8.
Full textDissertations / Theses on the topic "Gender and STEM"
Newton, Sunni Haag. "Gender differences in STEM academic career paths." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/49095.
Full textWallenius, Todd J. "Challenging gender roles through STEM education in Nepal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259120.
Full textScience, Technology, Engineering, Mathematics (STEM) education programs are currently being introduced and expanded across “developing” nations. STEM programs often conflict with hegemonic gender norms, for example by targeting girls and women in male dominated societies. However, given the cultural complexity of STEM for girls, implementing educators are rarely asked their point of view on programs from abroad. This study explored the perceptions of educators in Nepal who participated in the Girls Get STEM Skills (GGSS) program, a program funded through the U.S. Department of State for 2015/2016. The 8-month program reached 254 girls across three government schools and included the donation of 30 laptops. In August, 2016, the researcher conducted one-on-one interviews and focus groups with 18 participants at GGSS school sites in Pokhara, Nepal. Qualitative data was gathered on educators’ perceptions of teacher roles, Nepal as a developing nation, gender imbalance in STEM, and the GGSS curriculum. The study argues that educators viewed educational topics through the lens of bikas, the Nepali word for development. This suggests that the principal impact of STEM programs—as part of larger development initiatives—may be the creation and reinforcement of new social meanings rather than the tangible impacts of the projects themselves.
Turen, Ege. "Gender Identity in Career Decisions| Masculinity and Femininity in STEM and non-STEM fields." Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10009328.
Full textThe purpose of the present study is investigating whether gender identity (masculinity and femininity) has an effect on women?s career choices (STEM or non-STEM), and their person-environment fit, job satisfaction, and turnover intentions with their choices. One-hundred eight-two female employees recruited via Amazon?s Mechanical Turk and a snowball/network sampling strategy completed an online survey. The results supported that masculine females were more represented in STEM jobs. However, feminine females were not more represented in non-STEM jobs. Furthermore, results revealed that higher person environment fit resulted with higher job satisfaction and lower turnover intentions for female employees. However, there were no significant relationship between gender identity, and person-environment fit, job satisfaction, and turnover intentions. These results suggest that gender identity may affect female employees? career decisions, and their person-environment fit is important for their job satisfaction and turnover intentions.
Arnett, Alexandra N. "The Gender Gap in STEM: Do Conservative Gender Role Attitudes in Adolescent Girls Affect the Likelihood of Working in a STEM Career?" Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1428.
Full textMazzola, Bridget T. "The Neurosociologial Approach to Gender Bias in STEM Careers." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1525709719265255.
Full textSteinberg, Mia. "Working Together to Increase STEM Interest: Communal Experience and Its Effect on the Malleability of STEM Beliefs and Attitudes." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1321555792.
Full textJi, Young Hun. "Understanding the Gender Performance Gap among Star Performers in STEM Fields." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10621447.
Full textDespite much improvement over the past several decades, women continue to be underrepresented across many STEM fields. In this study, I draw upon past research to theorize that (1) there exist a substantial gender performance gap among STEM researchers and that (2) the gap is disproportionately larger among star performers, i.e., individuals who produce output many times greater than others holding the same job (Aguinis & O’Boyle, 2014). I then discuss how a gender performance gap specifically among star performers can be more harmful to the underrepresented group than an equivalent gap among average performers. To investigate the possible existence of such gender performance gaps, I assess the research productivity of all researchers in the fields of mathematics, materials sciences, and genetics who have published in the past decade at least one article in the most influential journals in their fields. Using the process of distribution pitting (Joo, Aguinis & Bradley, 2017), I identify the best-fitting theoretical distributions and associated dominant generative mechanisms that shape individual performance across the three STEM fields. Assessment of the shapes of the performance distributions confirms the existence of considerable gender performance gaps in favor of men, although the gap was substantially lower in the field of genetics compared to in the others. In addition, the findings suggest that (1) individual STEM researchers vary in performance predominantly due to differences in their accumulation rates (i.e., average output produced per time period), and (2) women’s research output accumulation rates are lower (on average) and also less variable compared to men’s. Implications for theory and practice based on these findings are discussed.
Adams, Saira-Banu. "Gaming and computer science: Bridging the gender-gap." University of the Western Cape, 2019. http://hdl.handle.net/11394/6764.
Full textAccording to the literature, women are still unrepresented in the field of information technology. Although many women study computer science at first year level, the dropout rate for women—before they graduate—is high, and if they graduate many decide neither to continue with their studies nor to work in the field of information technology. Research has shown that women who have been exposed to computing at some point during their school career or early in their lives, tend to be more open to choosing a career in computer science and are in many cases successful at it. The aim of this research is to understand what factors influence women to choose a career within computer science and to consider whether gaming would encourage young women to enter the field. Design Science Research was the methodology employed. It was chosen since an artefact was developed. For each of the five steps of this methodology a different method was chosen to address the research question. Surveys were administered to first year computer science students and both IT high school teachers and computer science honours students were interviewed. Non-computer science students were involved in the participatory design process.
Gamm, Ryan D. "The Persistence of Women in STEM: A Constructivist Grounded Theory Study." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406662196.
Full textGibson, Amanda Kate Nam. "Gender differences in the social networks of science and engineering graduate students." Thesis, Boston University, 2012. https://hdl.handle.net/2144/31559.
Full textPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
U.S. women have obtained advanced science and engineering degrees with increasing frequency, yet have not achieved promotions at rates comparable to men's. Men may advance more expeditiously than women due to more supportive professional networks, which can improve access to information and opportunities. Few studies have examined social networks in the context of advanced graduate programs, yet graduate programs are where many scientists develop important relationships helpful in advancing careers. This study addressed the extent to which graduate students' networks (primary advisors, mentors, peers, and family) are associated with academic indicators (i.e., grade-point average, academic progress, student satisfaction, and career commitment); the extent to which these network and academic variables vary by gender; the extent to which network characteristics mediate associations between gender and academic variables; and the extent to which gender match or mismatch of the student and primary advisor is associated with network characteristics and academic variables. Two hundred and thirty-nine doctoral students (58% women, 42% male; mean age 28 years; 29% non-Caucasian) from 18 science and engineering departments at a large research university completed a brief internet survey about their network relationships and academic indicators. Graduate women reported significantly less satisfaction and more negative perceptions of academic progress than did graduate men. Female students with female primary advisors were significantly less satisfied with their graduate experience than were students in other gender pairings. Male students were more likely than female students to have primary advisors who had significant funding, directed a graduate program, and directed a research center. Male students also reported greater satisfaction overall with their mentors. Female students reported larger mentor networks and more emotional support resources received from mentors and peers. Gender differences in overall student satisfaction were partially explained by male students feeling significantly more overall satisfaction with their mentors and a sense of apprenticeship with their advisors as compared to female students. These findings illuminate some important differences between male and female student networks, especially in advising and mentoring relationships, which may be contributing to dissatisfaction and the perception of less academic progress among female students.
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Books on the topic "Gender and STEM"
Ro, Hyun Kyoung, Frank Fernandez, and Elizabeth J. Ramon. Gender Equity in STEM in Higher Education. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003053217.
Full textSangiuliano, Maria, and Agostino Cortesi. Institutional Change for Gender Equality in Research Lesson Learned from the Field. Venice: Fondazione Università Ca’ Foscari, 2019. http://dx.doi.org/10.30687/978-88-6969-334-2.
Full textCasalini, Brunella, and Patrizia Tomio, eds. Diversamente scienza. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-126-6.
Full textChilisa, Bagele, Nnunu Tsheko, and Valencia Mogegeh. A step by step guide to gender mainstreaming: A simplified approach. Gaborone, Botswana: Fineline Services, 2002.
Find full textStem cell transplantation. New York, N.Y: Springer Science+Business Media, 2012.
Find full textSell, Stewart. Liver stem cells. Austin: Landes Bioscience, 1997.
Find full textLópez-Larrea, Carlos. Stem Cell Transplantation. New York, NY: Springer US, 2012.
Find full textLakshmipathy, Uma. Primary and stem cells: Gene transfer technologies and applications. Hoboken, N.J: John Wiley and Sons, 2011.
Find full textGreat Britain. Gene Therapy Advisory Committee. Report on the potential use of gene therapy in utero. [London]: Department of Health, 1998.
Find full textGross, Gerhard, and Thomas Häupl. Stem cell-dependent therapies: Mesenchymal stem cells in chronic inflammatory disorders. Berlin: De Gruyter, 2013.
Find full textBook chapters on the topic "Gender and STEM"
Mosatche, Harriet S., Elizabeth K. Lawner, and Susan Matloff-Nieves. "Gender Diversity in STEM." In Breaking Through!, 11–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233374-3.
Full textShorten, Daniel. "STEM, Creativity, and the Question of Gender." In Empowering Women in STEM, 53–59. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003336495-8.
Full textHeikkinen, Mervi, Sari Harmoinen, Riitta Keiski, Marja Matinmikko-Blue, and Taina Pihlajaniemi. "Making and Taking Leadership in the Promotion of Gender Desegregation in STEM." In Women in STEM in Higher Education, 51–68. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_3.
Full textBunyamin, Muhammad Abd Hadi, and Izzah Mardhiya Mohammad Isa. "Culturally Responsive Pedagogy, STEM, and Gender Equity." In Culturally Responsive Science Pedagogy in Asia, 115–28. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003168706-12.
Full textMosatche, Harriet S., Elizabeth K. Lawner, and Susan Matloff-Nieves. "Double Trouble—Stereotypes About STEM and Gender." In Breaking Through!, 21–29. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233374-5.
Full textCalvo-Iglesias, Encina, Irene Epifanio, Sonia Estrade, and Elisabet Mas de les Valls. "Gender Perspective in STEM Disciplines in Spain Universities." In Women in STEM in Higher Education, 165–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_9.
Full textDusdal, Jennifer, and Frank Fernandez. "Examining Gender (In)Equality in German Engineering." In Gender Equity in STEM in Higher Education, 121–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003053217-1014.
Full textDunne, Julie, Ayesha O’Reilly, Ashley O’Donoghue, and Mary Kinahan. "A Review of Irish National Strategy for Gender Equality in Higher Education 2010–2021." In Women in STEM in Higher Education, 21–49. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1552-9_2.
Full textJean, Vanessa A., Stephanie C. Payne, and Rebecca J. Thompson. "Women in STEM: Family-Related Challenges and Initiatives." In Gender and the Work-Family Experience, 291–311. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08891-4_15.
Full textKim, Jeongeun, and Sergio Celis. "Women in STEM in Chilean Higher Education." In Gender Equity in STEM in Higher Education, 105–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003053217-913.
Full textConference papers on the topic "Gender and STEM"
Ballatore, Maria Giulia, Linda Barman, Jelle De Borger, Julia Ehlermann, Robbie Fryers, Kevin Kelly, Julia Misiewicz, Ida Naimi-Akbar, and Anita Tabacco. "Increasing gender diversity in STEM." In TEEM'19: Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3362789.3362832.
Full textCain, Curtis C. "Underrepresented groups in gender and STEM." In the 50th annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2214091.2214118.
Full textManchenko, Maryna, Antigoni Parmaxi, Eirini Christou, Anastasios Economides, Maria Perifanou, Dalia M. Puente Hevia, Julia Fernández Valdés, et al. "GENDER-SENSITIVE PEDAGOGY FOR STEM DISCIPLINES." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1424.
Full textDillon, Eric M., Haroon Malik, David A. Dampier, and Fatma Outay. "Fine-grained Analysis of Gender Bias in Student Evaluations." In 2021 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2021. http://dx.doi.org/10.1109/isec52395.2021.9764069.
Full textDele-Ajayi, Opeyemi, Jill Bradnum, Tom Prickett, Rebecca Strachan, Femi Alufa, and Victor Ayodele. "Tackling Gender Stereotypes in STEM Educational Resources." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274158.
Full text"One size may not fit all: Exploring the intersection of race and gender and effective role models in STEM companies." In Closing the Gender Gap. Purdue University, 2016. http://dx.doi.org/10.5703/1288284316065.
Full textMonetti, Giulia, Immacolata D'Acunto, and Roberto De Luca. "STEM AND GENDER EQUALITY IN SCIENTIFIC DEGREE PROJECT." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1034.
Full textMaster, Allison. "Stereotypes Contribute to Gender Imbalances in STEM Fields." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570642.
Full textMcPherson, Elaine, Anactoria Clarke, Anne-Marie Gallen, Mary Keys, and Petra Wolf. "IMPROVING GENDER BALANCE THROUGH A COMBINED STEM DEGREE." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1068.
Full textPermanasari, Anna, H. Firman, R. Riandi, and Ida Hamidah. "STEM Based Learning: The Profile of Students’ STEM Literacy Based on Gender Issue." In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007299901300134.
Full textReports on the topic "Gender and STEM"
Seddon, Emma. Gender, Higher Education and STEM in India. Low and Middle Income Countries Research Network (LMIC), 2021. http://dx.doi.org/10.36399/gla.pubs.260012.
Full textCard, David, and A. Abigail Payne. High School Choices and the Gender Gap in STEM. Cambridge, MA: National Bureau of Economic Research, September 2017. http://dx.doi.org/10.3386/w23769.
Full textBostwick, Valerie, and Bruce Weinberg. Nevertheless She Persisted? Gender Peer Effects in Doctoral STEM Programs. Cambridge, MA: National Bureau of Economic Research, September 2018. http://dx.doi.org/10.3386/w25028.
Full textCuberes, David, Florencia Saravia, and Marc Teignier. Gender Gaps in STEM Occupations in Costa Rica, El Salvador and Mexico. Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004578.
Full textGabay-Egozi, Limor, Lloyd Grieger, and Natalie Nitsche. In my brother’s footstep or shadow? Siblings’ compositional characteristics and gender differences in STEM major. Rostock: Max Planck Institute for Demographic Research, September 2020. http://dx.doi.org/10.4054/mpidr-wp-2020-031.
Full textFiorentin, Florencia, Mariano Pereira, and Diana Suarez. Open configuration options The Gender Gap in Public S&T Funding: The Matilda Effect in STEM Disciplines in Argentina. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0004017.
Full textBustelo, Monserrat, Suzanne Duryea, Claudia Piras, Breno Sampaio, Giuseppe Trevisan, and Mariana Viollaz. The Gender Pay Gap in Brazil: It Starts with College Students' Choice of Major. Inter-American Development Bank, January 2021. http://dx.doi.org/10.18235/0003011.
Full textArias, Karla, David López, Segundo Camino-Mogro, Mariana Weiss, Dylan Walsh, Livia Gouvea, and Michelle Carvalho Metanias Hallack. Green Transition and Gender Bias: An Analysis of Renewable Energy Generation Companies in Latin America. Edited by Amanda Beaujon Marin. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004461.
Full textDavid, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.
Full textBustelo, Monserrat, Pablo Egana-delSol, Laura Ripani, Nicolas Soler, and Mariana Viollaz. Automation in Latin America: Are Women at Higher Risk of Losing Their Jobs? Inter-American Development Bank, August 2020. http://dx.doi.org/10.18235/0002566.
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