Relevant bibliographies by topics / Gender and STEM

Academic literature on the topic 'Gender and STEM'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Gender and STEM"

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Beijerinck, Herman C. W. "Gender diversity in STEM." Europhysics News 48, no. 2 (March 2017): 16. http://dx.doi.org/10.1051/epn/2017202.

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Nikitina, 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.

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Arabit 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.

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The aim of this study is to identify the needs of 141 students and 67 teachers from seven Primary Education schools in relation to STEM teaching, detecting possible gender differences and similarities. This objective is part of the european CREATEskills project. On the basis of an exploratory and non-experimental research design, two validated questionnaires were used through a dual procedure (expert judgment and pilot study). The results indicate that teachers demand additional resources and training for STEM teaching, while students prefer to use digital resources and conduct experimental work. In relation to gender differences, female teachers adopted a more critical view of STEM teaching in comparison to male teachers, but no significant gender differences were identified among students.
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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.

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Moss-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.

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Savostina, 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.

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Heybach, 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.

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Kong, 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.

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Women continue to be underrepresented in science, technology, engineering, and math (STEM). Gender discrimination and gender bias reinforce cultural stereotypes about women and their ability to perform in male-dominated STEM fields. Greater policy intervention can bolster national response to gender-based harassment and discrimination. There are four major efforts that individual institutions, local governments, and the federal government can support to combat gender discrimination in STEM: (1) invest in early education initiatives for increasing female representation, (2) institute stronger state and federal policies around gender discrimination, (3) foster workplace practices that promote diversity, and (4) develop better quantification and metrics for assessing gender discrimination to enact more meaningful policies.
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Robnett, 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.

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Bromley, 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.

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Dissertations / Theses on the topic "Gender and STEM"

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Newton, Sunni Haag. "Gender differences in STEM academic career paths." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/49095.

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An investigation of several potential explanatory factors underlying the discrepant gender distributions within STEM (science, technology, engineering, and math) field positions across different higher education institution types was undertaken. Data collection consisted of a main online survey of a nationally representative sample of STEM faculty members from a variety of institution types (N = 4, 195) and a follow-up survey of a subset of main survey respondents (N = 712). Regression analyses were conducted to assess predictors of initial job preference, work hours, and WFC (work-family conflict). Family friendliness ratings of research jobs, work centrality, and rated importance of the family friendliness of various jobs during one’s initial job search predicted initial job preferences and displayed significant gender differences, so these variables are supported as explanatory factors underlying the discrepant gender distributions across institution types. In predicting work hours, the presence of dependent children was associated with significantly reduced work hours among women but not among men. Workload emerged as the only consistent significant predictor of WFC. Comparisons of respondents employed at research-focused and teaching-focused institutions revealed nonsignificant or smaller than expected differences in workload, WFC, and work centrality. These findings run counter to reported faculty beliefs that jobs at teaching-focused institutions are more family friendly than those at research-focused institutions. Women reported adjusting their work goals and habits in order to accommodate their family goals, and vice versa, more frequently than did men. Women frequently reported heightened commitments to their families, relative to those reported by men, although in some cases the predicted gender differences were not observed or were of smaller magnitude than was expected. Analyses were conducted separately for two cohort groups created by splitting the sample at year in which PhD was earned. These two cohort groups differ in meaningful ways with respect to the relationships among the variables under investigation, such that many observed gender differences were isolated to, and/or were stronger within, the group of earlier PhD earners as compared to the group of later PhD earners. These results highlight how and why male and female faculty members differ in their early career planning decisions and their behaviors and adjustments within the context of their STEM higher education career paths.
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Wallenius, Todd J. "Challenging gender roles through STEM education in Nepal." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259120.

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Science, 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.

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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.

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The 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.

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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.

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Women today are still highly outnumbered by men in the fields of science, technology, engineering, and mathematics (STEM). This study analyzes the relationship between girls’ gender role attitudes in adolescence and their likelihood of working in a STEM occupation between the ages of 25 and 30 years old. My paper focuses on how conservative gender role attitudes, with men thought of as the breadwinners and women as the homemakers, may negatively affect a woman’s likelihood of holding a STEM career. I use data from the National Longitudinal Survey of Youth (NLSY79) to analyze both a strict definition of STEM as well as a broader one that includes related professions in the social sciences and teaching. Via a regression approach, I hold constant other adolescent attributes to find a direct, negative relationship between adolescent girls with conservative gender role attitudes and future STEM careers. I find that for strict STEM careers, women are .46 percentage points less likely than men to work in STEM between the ages of 25 and 30 years old with statistical significance at the 1% level. Creating an interaction variable for conservative gender role attitudes and female, I distinguish by gender to find an additional improbability of holding a STEM job for conservative women. Conservative women are .32 percentage points less likely work in a STEM job between the ages of 25 and 30 years old with statistical significance at the 5% level. Helping to explain the gender gap in STEM, my results show that adolescent girls with conservative gender role attitudes are much less likely than boys to work in a STEM career.
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Mazzola, 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.

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Steinberg, 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.

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Ji, 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.

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Despite 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.

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Adams, Saira-Banu. "Gaming and computer science: Bridging the gender-gap." University of the Western Cape, 2019. http://hdl.handle.net/11394/6764.

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>Magister Scientiae - MSc
According 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.
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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.

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Gibson, 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.

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Thesis (Ph.D.)--Boston University
PLEASE 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.
2031-01-01
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Books on the topic "Gender and STEM"

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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.

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Sangiuliano, 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.

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Gender balance in research organizations is considered as a key step for ensuring research excellence and quality and inclusive-sustainable innovation. Still, in spite of an increasing number of HE and research institutions committed to make science more equal and some positive trends in figures on Gender equality in STEM research, it still appears to be difficult to prioritize gender equality. This is particularly true for disciplines such as ICT/IST where female representation at all levels is among the lowest ones among STEM topics and where a gender sensitive approach to ICT design and programming is far from being understood in its implications among computer and information systems scientist. H2020 (PGERI and SWAFS programmes in particular), promoted the concept of institutional change for gender equality, insisting on the need for merging change management and gender policies. The volume is focusing on a presentation and reflexive review of results and tools from the H2020 EQUAL-IST project to discuss opportunities to innovate and transform HR management and Institutional communication, research design, teaching & students services, via gender equality, and how such innovations could be multiplied and sustained with a focus on ICT and IST research organizations. The volume is complemented by contributions from other projects on institutional change in research.
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Casalini, Brunella, and Patrizia Tomio, eds. Diversamente scienza. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-126-6.

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This work originates from the conference organized by the Equity and Diversity Committee of the University of Florence and the National Conference of the Gender Parity Organisms of the Italian Universities held in Florence the 12th October 2018. The papers here collected illustrate the obstacles that women encounter in their academic career, especially in the STEM (Science, Technology, Engineering, and Mathematics). The issues the volumes deals with are still worth taking into consideration considering that women represent only the 30% of the academic research staff at the world level and that only the 30% of women students choose STEM faculties.
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Chilisa, Bagele, Nnunu Tsheko, and Valencia Mogegeh. A step by step guide to gender mainstreaming: A simplified approach. Gaborone, Botswana: Fineline Services, 2002.

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Stem cell transplantation. New York, N.Y: Springer Science+Business Media, 2012.

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Sell, Stewart. Liver stem cells. Austin: Landes Bioscience, 1997.

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López-Larrea, Carlos. Stem Cell Transplantation. New York, NY: Springer US, 2012.

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Lakshmipathy, Uma. Primary and stem cells: Gene transfer technologies and applications. Hoboken, N.J: John Wiley and Sons, 2011.

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Great Britain. Gene Therapy Advisory Committee. Report on the potential use of gene therapy in utero. [London]: Department of Health, 1998.

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Gross, Gerhard, and Thomas Häupl. Stem cell-dependent therapies: Mesenchymal stem cells in chronic inflammatory disorders. Berlin: De Gruyter, 2013.

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Book chapters on the topic "Gender and STEM"

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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.

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Shorten, 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.

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Heikkinen, 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.

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AbstractIn 2016, the United Nations (UN) Member States adopted a decision on the role of the UN Educational, Scientific and Cultural Organization (UNESCO) in encouraging girls and women to be leaders in science, technology, engineering, and mathematics (STEM) and in science, technology, engineering, arts, and mathematics (STEAM). This decision poses a special challenge for many sectors in society and posits unique opportunities for women’s leadership in higher education institutions (HEIs). This chapter opens by presenting views on overcoming gender segregation in STEM. The roles of women in leadership positions in the higher education STEM research areas of a large multidisciplinary university in a Nordic country are explored. The unique paths in which four of these women have progressed in their profession, position, and promotion of equality through their diverse and multiple roles within their HEI are examined. From this collection, intertwined opportunities in assuming leadership in the promotion of gender desegregation in STEM are identified on a micropolitical levels. The chapter concludes by elaborating institutional strategies and synergies for overcoming gender segregation in higher education STEM fields from the perspective of leadership. This chapter ends with an annexed declaration useful for local policy development and practical action.
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Bunyamin, 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.

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Mosatche, 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.

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Calvo-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.

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AbstractIn 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 identify both successful strategies and resistances. Sometimes, the confluence of different events allows an action to become relevant or not. As a result, the paper can be used to effectively define the implementation strategy of the incorporation of gender perspective in STEM teaching at university level.
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Dusdal, 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.

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Dunne, 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.

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AbstractThis chapter provides a narrative of the key policies, initiatives and actions that have transformed both the landscape of gender equality in Higher Education in Ireland, and the role of gender equality in research policy and public engagement in STEM over the last decade. It aims to provide leaders committed to gender equality with examples of good practice within the EU-Irish context. The first part of the chapter focuses on the EU gender equality strategies for Higher Education. It explains the review of gender equality undertaken by the Irish Higher Education Authority (HEA), the significant findings, and the National Gender Action Plan designed to address the issues identified. It contains examples of high-level initiatives implemented to deliver on key actions. These include centres of excellence for Gender Equality, and affirmative actions taken to address imbalance at senior levels in the Irish Higher Education system. It also provides an account of Irish participation in the UK Advance Higher Education (Advance HE) gender supports including the women’s leadership programme ‘Aurora’, and the ‘Athena SWAN’ charter that provides an accreditation framework for auditing, supporting and transforming gender equality in Higher Education Institutions. For context, some examples of implementing these in an Irish Institution are provided. The chapter then reviews the gender equality strategies and policies of the main research funding organisations in Ireland, namely Science Foundation Ireland (SFI), and the Irish Research Council (IRC). It indicates how gender equality manifests in achieving gender balance in the Irish research community; and in funding applications and consequently in research design to embed the gender element. It also provides an overview of recent national studies carried out to analyse the Irish public’s perceptions and awareness of STEM in society, and factors leading to career and study choices by young Irish people. It signposts to the recent actions to address gender equality provided under SFI’s remit for public engagement in STEM.
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Jean, 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.

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Kim, 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.

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Conference papers on the topic "Gender and STEM"

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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.

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Cain, 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.

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Manchenko, 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.

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Dillon, 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.

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Dele-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.

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"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.

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Monetti, 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.

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Master, 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.

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McPherson, 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.

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Permanasari, 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.

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Reports on the topic "Gender and STEM"

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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.

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Card, 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.

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Bostwick, 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.

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Cuberes, 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.

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This paper documents the existence of significant gender gaps in STEM occupations in Costa Rica, El Salvador, and Mexico and estimates the aggregate costs associated with these gaps in Mexico. For Mexico we calibrate and simulate a version of the general equilibrium occupational choice model of Hsieh et al. (2019) to estimate the output losses associated with these differences since 1992. We find that if barriers in STEM occupations were eliminated aggregate output would have been between 1% and 10% larger, depending on the year. If female-specific social norms were also eliminated, the rise in aggregate output would be between 1.4% and 14%. For comparison purposes, we also compute the gains of eliminating all the distortions in high-skilled occupations as well as in all occupations. We find that aggregate output would rise between 16.5% and 3.6% in the first case and between 36.7% and 12% in the latter.
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Gabay-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.

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Fiorentin, 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.

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This study explores the presence of gender bias in public grants for science and technology (S&T) activities known as the Matilda effect in STEM disciplines (science, technology, engineering, and mathematics) in Argentina. The empirical analysis is based on the Scientific and Technological Research Projects program (PICT in Spanish) for the period 20032015 and found that female researchers are less likely to be awarded the first time they apply for a research grant than their male counterparts (-6.2 percentage points, or p.p.). Even for follow-on applications after the first one, without having been awarded before, female researchers remain less likely to be awarded (-3.8 p.p.). However, the probability of being recurrently awarded known as the Matthew effect is the same for both male and female researchers. This paper concludes that female researchers in STEM suffer disadvantages in the allocation of public funds to finance their research projects. Only those female researchers that overcome the initial barriers and obtain their first grant can take advantage, as their male counterparts do, of the Matthew effect that makes them more likely to obtain further awards. These results suggest the need for policies aiming at reducing the initial gender gap in accessing public grants for female researchers in STEM.
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Bustelo, 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.

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We herein discuss how college major choice affects gender wage gaps by highlighting the role that STEM majors play in explaining the gender wage gap in a developing country. We focus on a Latin American country where a systematic analysis of the interaction between students choice of college major and the gender wage gap is currently lacking. We take advantage of a very unique dataset of college students from the Universidade Federal de Pernambuco (UFPE), Brazil, to decompose the raw gender gap in hourly wages into one component that can be explained by differences in endowments between men and women as well as a second or residual component that reflects gender differences in the prices of market skills. We implement the commonly applied decomposition approach at the wage distributions mean and a decomposition procedure that considers variations across the wage distribution. Our results reveal that the majors that women and men select explain 50% of the gender wage gap at the mean, and STEM majors contribute to 30% of this difference. When examining different percentiles of the wage distribution, we find that the selection of a major is more important at the middle of the distribution than at the bottom or top.
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Arias, 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.

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This study analyzes how the energy transition might change gender bias in power-generating industries. To this end, this paper employs a sample of 102 renewable energy generation companies from six countries in Latin America and the Caribbean: Bolivia, Chile, Costa Rica, Panama, Mexico, and Uruguay. The analysis of collected data shows that renewable generation companies with the highest relative efficiency in the labor-capital ratio are those with the highest participation of women. In addition, the results show that renewable companies are incrementing recruitment of women in energy generation. Nevertheless, in the analyzed sample, the participation of women in renewables is still lower than the sectorial average. Moreover, there is no structural change with respect to roles that women occupy, when comparing renewables companies with others generation companies. Considering the companies size, bigger renewables companies (with higher installed generation capacity) tend to hire more women, but those women occupy mostly non-technical positions. In addition, women's participation decreases in positions requiring more technical occupations. Women represent 36% of STEM1 employees, 39% of non-STEM employees, and 48% of non-qualified employees of the renewable generation companies surveyed. Concerning the role of women in decision making roles within energy companies, wide gender gaps exist in executive and management positions; the proportion of females in the boardroom and in management roles for renewables generation companies was 24% and 22%, respectively. Furthermore, 68% of surveyed companies did not have a gender policy in place. This study confirms that a change in technology alone does not generate qualitative changes in the labor market from a gender perspective. Such changes would be achieved by complementing technological change with inclusion policies, encouraging women to study careers related to science and technology to fill the shortage of female professionals in these areas, and closing the knowledge gap through systematic data collection and sharing about gender in the energy workforce.
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David, 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.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.
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Bustelo, 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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New technological trends, such as digitization, artificial intelligence and robotics, have the power to drastically increase economic output but may also displace workers. In this paper we assess the risk of automation for female and male workers in four Latin American countries Bolivia, Chile, Colombia and El Salvador. Our study is the first to apply a task-based approach with a gender perspective in this region. Our main findings indicate that men are more likely than women to perform tasks linked to the skills of the future, such as STEM (science, technology, engineering and mathematics), information and communications technology, management and communication, and creative problem-solving tasks. Women thus have a higher average risk of automation, and 21% of women vs. 19% of men are at high risk (probability of automation greater than 70%). The differential impacts of the new technological trends for women and men must be assessed in order to guide the policy-making process to prepare workers for the future. Action should be taken to prevent digital transformation from worsening existing gender inequalities in the labor market.
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