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Books on the topic 'Gender and STEM'

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

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1

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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2

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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3

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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4

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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5

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

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6

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

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7

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

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8

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

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9

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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10

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

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11

STEM jobs in music. Vero Beach, Fla.]: Rourke Educational Media, 2015.

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12

Stem cell transcriptional networks: Methods and protocols. New York: Humana Press/Springer, 2014.

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13

Hayat, M. A. Stem Cells and Cancer Stem Cells, Volume 5: Therapeutic Applications in Disease and Injury. Dordrecht: Springer Netherlands, 2012.

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14

Kempermann, Gerd. Neue Zellen braucht der Mensch: Die Stammzellforschung und die Revolution der Medizin. München: Piper, 2008.

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15

Next Smart Step: How to Overcome Gender Stereotypes and Build a Stronger Organization. Watertown, MA: Charlesbridge Publishing, Incorporated, 2021.

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16

Alexander, Battler, and Leor Jonathan, eds. Stem cell and gene-based therapy: Frontiers in regenerative medicine. London: Springer, 2006.

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17

International Symposium on Biomedical Science and Technology (9th 2002 Antalya, Turkey). Tissue engineering, stem cells, and gene therapies. New York: Kluwer Academic/Plenum Publishers, 2003.

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18

International Symposium on Biomedical Science and Technology (9th 2002 Antalya, Turkey). Tissue engineering, stem cells, and gene therapies. New York: Kluwer Academic/Plenum Publishers, 2003.

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19

International, Symposium on Biomedical Science and Technology (9th 2002 Antalya Turkey). Tissue engineering, stem cells, and gene therapies. New York: Kluwer Academic/Plenum Publishers, 2003.

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20

Rahul, Jandial, ed. Frontiers in brain repair. New York, N.Y: Springer Science+Business Media, 2009.

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21

Gender Equity in Stem in Higher Education. Taylor & Francis Group, 2021.

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22

Robinson, William H., Ebony O. McGee, and Lorenzo DuBois Baber. Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. Rutgers University Press, 2019.

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23

Robinson, William H., Ebony O. McGee, Ebony O. McGee, and Lorenzo DuBois Baber. Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. Rutgers University Press, 2019.

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24

Robinson, William H., Ebony O. McGee, and Lorenzo DuBois Baber. Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. Rutgers University Press, 2019.

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25

Leggett-Robinson, Pamela M., and Brandi Campbell Villa. Overcoming Barriers for Women of Color in STEM Fields: Emerging Research and Opportunities. Information Science Reference, 2020.

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26

Gender and STEM: Understanding Segregation in Science, Technology, Engineering and Mathematics. MDPI, 2018. http://dx.doi.org/10.3390/books978-3-03897-148-1.

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27

Putnam, Linda L., and Karen Lee Ashcraft. Gender and Organizational Paradox. Edited by Wendy K. Smith, Marianne W. Lewis, Paula Jarzabkowski, and Ann Langley. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198754428.013.29.

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This chapter contrasts the modernist and postmodernist approaches to gender and organizational paradox, contradictions, and dialectics. Modernist scholarship highlights identity, visibility, and meritocracy paradoxes that treat gender as a dualism linked to double binds and inequality. Postmodern feminist research focuses on the doing or performing of gender that casts paradox as an opportunity to negotiate new identities and organizational forms. In this view, paradoxical tensions that stem from performing gender and diversity often lead to ambiguity, ambivalence, and dissonance that can create spaces for actions. The contrast of the two approaches shows how organizational paradox is not only indispensable to the product ion of gender and power but also to the ontology of organizations.
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28

Anderson, Drew, Matthew Baird, and Robert Bozick. Who Gets Counted as Part of America's STEM Workforce? The Implications of Different Classification Approaches for Understanding the Gender Gap in STEM. RAND Corporation, 2018. http://dx.doi.org/10.7249/wr1282.

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29

Gender and Diversity in STEM: An Introduction to the Intersection of Gender, Race, and Sexuality Within Science, Technology, Engineering, and Math. Kendall Hunt Publishing Company, 2017.

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30

Gender and Diversity in STEM: An Introduction to the Intersection of Gender Race and Sexuality Within Science Technology Engineering and Math. Kendall Hunt Publishing Company, 2017.

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31

Gender and Diversity in STEM: An Introduction to the Intersection of Gender, Race, and Sexuality Within Science, Technology, Engineering, and Math. Kendall Hunt Publishing Company, 2020.

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32

McNay, Lois. The Gender of Critical Theory. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198857747.001.0001.

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Frankfurt School Critical Theory describes itself as an unmasking critique of power, but it has surprisingly little to say about major structural oppressions, including gender. In diagnosing what is wrong with the world, it claims to be guided by the experiences of oppressed groups. Yet, in practice, it pays little heed to these experiences. This book shows how these oversights and tensions stem from the preoccupation with normative foundations that has dominated Frankfurt School theory since Habermas and has given rise to a mode of paradigm-led inquiry that undermines an effective critique of oppression. The assumption of paradigm-led inquiry that too strong a focus on lived experience has parochializing effects on theory stands in tension with the idea that emancipatory critique ought to be primarily concerned with exposing the situation of oppressed groups. This book offers a reconfigured account of context transcendence as the critical insight afforded not by a monist interpretative paradigm but by reasoning dialogically across experiential and theoretical perspectives. By bringing feminist work on gender to bear on Frankfurt School critical theory, it argues that, far from stymying emancipatory critique, attentiveness to the experiences of oppressed groups is one of its enabling conditions. Combining feminist ideas with inherent but underutilized resources in the Frankfurt School tradition, this book proposes the idea of critique as theorizing from experience.
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33

WIE, 4. Schools for. Growing a STEM Team: How to Create a Gender-Equitable Engineering Program for Middle School Students. Lulu.com, 2005.

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34

Fernandez, Frank, Hyun Kyoung Ro, and Elizabeth J. Ramon. Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice. Taylor & Francis Group, 2021.

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35

Fernandez, Frank, Hyun Kyoung Ro, and Elizabeth J. Ramon. Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice. Taylor & Francis Group, 2021.

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36

Fernandez, Frank, Hyun Kyoung Ro, and Elizabeth J. Ramon. Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice. Taylor & Francis Group, 2021.

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37

Schmuck, Claudine. Women in STEM Disciplines: The Yfactor 2016 Global Report on Gender in Science, Technology, Engineering and Mathematics. Springer, 2017.

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38

Schmuck, Claudine. Women in STEM Disciplines: The Yfactor 2016 Global Report on Gender in Science, Technology, Engineering and Mathematics. Springer, 2018.

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39

Schmuck, Claudine. Women in STEM Disciplines: The Yfactor 2016 Global Report on Gender in Science, Technology, Engineering and Mathematics. Springer London, Limited, 2017.

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40

Albert, Craig Douglas. Gender Issues in Ethnicity, Nationalism, and Migration. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.189.

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Until recently, the role of women in nationalism and governance has received little scholarly attention, perhaps because men have historically exercised near exclusive control over nations and states. This is ironic because it is women who create the nation/state. The intersection between gender and nationalism can be broken down into three categories. The first category is women as biological reproducers of the nation. The second category includes women participating centrally in the ideological reproduction of the collectivity and as signifiers of ethnic/national differences. The third category involves the idea of gendered militaries and gendered wars. Women also affect the structure and power relations in the international arena as victims of various international crimes that have traditionally gone unnoticed because of the bias towards male dominance. One example is mass rape. National identity created through the construction of woman as nation allows women to be a target of war. The idea that women are symbols of national territory and identity makes targeting them a main tactic used by enemy groups. In the area of human rights, most conceptions stem from Western visions, which do not always mesh with local, tribal, or non-Western citizens. For women's rights truly to exist, human rights focus must change because it has been constructed with a male bias and understanding.
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41

Tajmel, Tanja, Klaus Starl, and Susanne Spintig, eds. The Human Rights-Based Approach to STEM Education. Waxmann Verlag GmbH, 2021. http://dx.doi.org/10.31244/9783830992202.

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This volume provides the first introduction to the right to science/STEM education, with contributions from international scholars and experts from organizations, including UNESCO, and from diverse disciplines such as human rights; science education; educational studies; anti-racist and decolonizing pedagogy; feminist and gender studies in science, technology, and engineering; and management and organizational studies. The book offers a thorough grounding in the right to education and its application in the STEM fields. It provides interdisciplinary perspectives that allow for a broad understanding of the human right to science education at all intersectional levels of STEM education and in STEM careers. Based on the Berlin Declaration on the Right to Science Education, adopted at the 1st International Symposium on Human Rights and Equality in STEM Education (October 2018), this volume suits as a textbook for university courses at the undergraduate or graduate level. It will also prove extremely valuable to researchers from a range of disciplines but, in particular, those interested in human rights, education, science/STEM education, as well as practitioners, program and curriculum developers, policy makers, educators, and, of course, the interested public.
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42

Joseph, Nicole M. Understanding the Intersections of Race, Gender, and Gifted Education: An Anthology by and about Talented Black Girls and Women in STEM. Information Age Publishing, Incorporated, 2020.

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43

Joseph, Nicole M. Understanding the Intersections of Race, Gender, and Gifted Education: An Anthology by and about Talented Black Girls and Women in STEM. Information Age Publishing, Incorporated, 2020.

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44

Hartley, Christie. Social Norms, Choice, and Work. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190683023.003.0009.

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In modern liberal democracies, the gendered division of labor is partially the result of men and women making different choices about work and family life, even if such choices stem from social norms about gender. The choices that women make relative to men’s disadvantage them in various ways: such choices lead them to earn less, enjoy less power and prestige in the labor market, be less able to participate in the political sphere on an equal basis, make them to some degree financially dependent on others, and leave them at a bargaining disadvantage and vulnerable in certain personal relationships. This chapter considers if and when the state should intervene to address women’s disadvantage and inequalities that are the result of gender specialization. It is argued that political liberals can and sometimes must intervene in the gendered division of labor when persons’ interests as free and equal citizens are frustrated.
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45

Dworkin, Steven N. Inflectional morphology of medieval Hispano-Romance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199687312.003.0003.

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This chapter describes the inflectional nominal, pronominal, and verbal morphology of Old Spanish, a language whose texts show a great deal of formal variation. It first deals with nominal gender and plural marking before going on to describe the morphology of articles, demonstratives, and possessives. Attention next turns to the forms of subject and object pronouns, indefinite, interrogative, and relative pronouns, negators, and adverbs. The rest of the chapter deals with inflectional verbal morphology. It opens with a survey of the three conjugation classes, the relevant past participles, and morphophonological alternations involving monophthongs and diphthongs in verb stems, before examining for each synthetic and analytic tense the wide range of relevant verbal suffixes or endings and instances of stem alllomorphy in both the indicative and subjunctive.
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46

Bornstein, Kate. My New Gender Workbook: A Step-By-Step Guide to Achieving World Peace Through Gender Anarchy and Sex Positivity. Taylor & Francis Group, 2013.

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47

My New Gender Workbook: A Step-by-Step Guide to Achieving World Peace Through Gender Anarchy and Sex Positivity. Routledge, 2012.

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48

Bornstein, Kate. My New Gender Workbook: A Step-By-Step Guide to Achieving World Peace Through Gender Anarchy and Sex Positivity. Taylor & Francis Group, 2013.

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49

Bornstein, Kate. My New Gender Workbook: A Step-By-Step Guide to Achieving World Peace Through Gender Anarchy and Sex Positivity. Taylor & Francis Group, 2013.

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50

Bornstein, Kate. My New Gender Workbook: A Step-By-Step Guide to Achieving World Peace Through Gender Anarchy and Sex Positivity. Taylor & Francis Group, 2013.

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