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.
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.
2031-01-01
Singh, Ashima. "Beyond gender : taking a multi-status approach to understanding students' positioning in STEM /." View online ; access limited to URI, 2008. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3328730.
Full textYost, Elizabeth Allyne. "Where have all the women gone? exploring gender differences in STEM postdoctoral education /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2009r/yost.pdf.
Full textPedone, Maggie Helene. "Persistence of Undergraduate Women in STEM Fields." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/378899.
Full textEd.D.
The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a complex problem that continues to persist at the postsecondary level, particularly in computer science and engineering fields. This dissertation explored the pre-college and college level factors that influenced undergraduate women’s persistence in STEM. This study also examined and compared the characteristics of undergraduate women who entered STEM fields and non-STEM fields in 2003-2004. The nationally representative Beginning Postsecondary Students Longitudinal Study (BPS:04/09) data set was used for analysis. BPS:04/09 study respondents were surveyed three times (NPSAS:04, BPS:04/06, BPS:04/09) over a six-year period, which enabled me to explore factors related to long-term persistence. Astin’s Input-Environment-Output (I-E-O) model was used as the framework to examine student inputs and college environmental factors that predict female student persistence (output) in STEM. Chi-square tests revealed significant differences between undergraduate women who entered STEM and non-STEM fields in 2003-2004. Differences in student demographics, prior academic achievement, high school course-taking patterns, and student involvement in college such as participation in study groups and school clubs were found. Notably, inferential statistics showed that a significantly higher proportion of female minority students entered STEM fields than non-STEM fields. These findings challenge the myth that underrepresented female minorities are less inclined to enter STEM fields. Logistic regression analyses revealed thirteen significant predictors of persistence for undergraduate women in STEM. Findings showed that undergraduate women who were younger, more academically prepared, and academically and socially involved in college (e.g., lived on campus, interacted with faculty, participated in study groups, fine arts activities, and school sports) were more likely to persist in STEM fields. This longitudinal study showed that both pre-college and college level factors influenced undergraduate women’s persistence in STEM. The research findings offer important implications for policy and practice initiatives in higher education that focus on the recruitment and retention of women in postsecondary STEM fields.
Temple University--Theses
Ferro, Melyssa D. "STEM Influence on Career Choice Variables of Middle School Students Based on Gender and Ethnicity." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7643.
Full textLeach, Owen S. "Parallel Hearts Mathematics Game: Using Educational Games To Address the STEM Field Gender Gap." Digital WPI, 2013. https://digitalcommons.wpi.edu/etd-theses/292.
Full textLi, Yue. "STEM Faculty Retention: Examining Gender Differences in Faculty Perceptions of Organizational and Professional Factors." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532550758001024.
Full textHall-Lay, Sandra. "Gender Effects of Robotics Programs on STEM-Related Self-Efficacy of High School Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5714.
Full textRobertson, Jessica Rae. "GENDER REPRESENTATIONS IN SCIENCE CHILDREN’S LITERATURE: A REVIEW OF THE NATIONAL SCIENCE TEACHERS ASSOCIATION’S OUTSTANDING SCIENCE TRADE BOOKS FOR STUDENTS K-12: 2014." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1464818248.
Full textRickels, Heather Anne. "Predicting college readiness in STEM: a longitudinal study of Iowa students." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5612.
Full textNeagu, Teodora. "Is there a relationship between spatial orientation ability, and field of study and gender?" Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184031.
Full textSpatial förmåga har tidigare studerats med avseende på både studieinriktning och kön, där slutsatsen har varit att män presterar bättre än kvinnor oavsett studieinriktning vid test av spatial förmåga. Av den anledningen riktar den här studien in sig på att styrka det sambandet med hjälp av en spatial orienteringsuppgift och Santa Barbara Sense of Direction Scale (SBSOD). Studien genomfördes online med 106 deltagare där 58 var män och 44 kvinnor, fördelade i två grupper baserat på studieinriktning (Naturvetenskaplig och icke- naturvetenskaplig). En variansanalys (ANOVA) och ett t-test gav resultatet att män generellt presterar bättre än kvinnor i både uppgiften och testet, men det finns däremot ingen skillnad mellan studieinriktningar. Ytterligare forskning bör fokusera på begränsningarna i denna studie, avseende antal deltagare och utformning av uppgiften.
Rodman, Richard. "Connected knowledge in Science, Technology, Engineering, and Mathematics (STEM) education." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705635.
Full textThis study investigated the learning preferences of female students enrolled in pre-requisite math classes that are gateway to chemistry, engineering, and physics majors at a 4-year public university in southern California. A gender gap exists in certain Science, Technology, Engineering, and Math (STEM) disciplines; this gap may be exacerbated by pedagogies that favor males and make learning more difficult for females. STEM-related jobs were forecast to increase 22% from 2004 to 2014. According to the U.S. Department of Labor, Women’s Bureau, only 18.8% of industrial engineers are female. From 2006 - 2011, at the institution where this study took place, the percentage of females who graduate with a Bachelor of Science in Engineering was 16.63%. According to the National Science Foundation, in 2010 there were 1.569 million “Engineering Occupations” in the U.S., of which only 200,000 (12.7%) were held by females. STEM professions are highly paid and prestigious; those members of society who hold these positions enjoy a secure financial and societal place.
This study uses the Women’s Ways of Knowing, Procedural Knowledge: Separate and Connected Knowing theoretical framework. A modified version of the Attitudes Toward Thinking and Learning Survey was used to assess student’s pedagogical preference. Approximately 700 math students were surveyed; there were 486 respondents. The majority of the respondents (n=366; 75.3%) were STEM students. This study did not find a statistically significant relationship between gender and student success; however, there was a statistically significant difference between the learning preferences of females and males. Additionally, there was a statistically significant result between the predictor variables gender and pedagogy on the dependent variable student self-reported grade. If Connected Knowledge pedagogies can be demonstrated to provide a significant increase in student learning, and if the current U.S. educational system is unable to produce sufficient graduates in these majors, then it seems reasonable that STEM teachers would be willing to consider best practices to enhance learning for females so long as male students’ learning is not devalued or diminished.
Perry, Paula Christine. "Influences on Visual Spatial Rotation| Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender." Thesis, Notre Dame of Maryland University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557721.
Full textScience, Technology, Engineering, and Mathematics (STEM) education curriculum is designed to strengthen students’ science and math achievement through project based learning activities. As part of a STEM initiative, SeaPerch was developed at Massachusetts Institute of Technology. SeaPerch is an innovative underwater robotics program that instructs students in how to build an underwater Remotely Operated Vehicle (ROV) following a STEM curriculum, including spatial thinking and rotation ability. This research study investigated if the students’ SeaPerch program and its spatial experience and training gave the opportunity to develop strategies not only in manipulating three dimensional objects but in strengthening mathematical ability (e.g. spatial thinking) in elementary, middle, and high school students with specific focus on gender and age.
This research study sample consisted of two groups of students: one that participated in the after-school SeaPerch program and the other that did not participate in the after-school SeaPerch program for the 2011–2012 school year. Both groups comprised students in similar grade levels and the MRT preassessment scores.
To measure students’ spatial rotation, the researcher used the Vandenberg and Kuse Mental Rotation Test (MRT). An independent samples t test was conducted to determine the effect of the SeaPerch program on MRT scores. The SeaPerch students (M = 1.35, SD = 2.21) scored significantly higher gains than the Non-SeaPerch students ( M = −.03, SD = 1.72), t (737) = 8.27, p = <.001. The effect size as measured by Cohen’s d = .697, indicated a medium practical significance. At each school level, MRT post assessment scores for students in the SeaPerch program increased significantly more than scores for students in the non-SeaPerch program.
Miegroet, Helga Van. "Advancement to the Highest Faculty Ranks in Academic STEM: Explaining the Gender Gap at USU." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/6936.
Full textHalper, Leah R. "Female Success in STEM: How Self-Efficacy Drives Effort." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1492793596402415.
Full textWare, Jonathan D. "Coloring in the Margins: Understanding the Experiences of Racial/Ethnic and Sexual/Gender Minority Undergraduates in STEM." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7655.
Full textPershing, Mandy Lou. "Major Decisions: Religious Women and Their Perceptions of Women in STEM Majors." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8133.
Full textBernasconi, Bethany Marie. "The Relationship Between Self-Efficacy and Advanced STEM Coursework in Female Secondary Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4039.
Full textBorghetti, Lorraine. "Closing the Gender Gap: Action Video Game Training, Cognitive Improvement, and Related Self-Efficacy." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1418101534.
Full textWells, Holly M. "Picture a scientist: A visual rhetoric approach to the problem of gender disparity in STEM fields." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1354029421.
Full textBaird, Bryan E. "The Pipeline Problem| Quantitative Models to Estimate the Effects Of Gender and Education on the Stem Workforce." Thesis, Georgetown University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10267870.
Full textAlthough women obtain degrees in the fields of Science, Technology, Engineering, and Mathematics (STEM) at lower rates than their male counterparts, this difference does not alone account for the similarly large disparity of men and women working in STEM jobs. Using data from the American Community Survey for 2015, I run a survey of models, including linear and logistic regressions as well as propensity matching, to investigate the extent to which women are underrepresented, even after accounting for education. The results show that for women, the benefit of a STEM degree on STEM job placement rates is significantly lower than it is for their male counterparts; in some estimates, the effect is halved. The models diverge somewhat on the extent to which this is correlated with a lower baseline of women without STEM degrees working STEM jobs (compared to similar men), but all provide grounds to reject the notion that workforce disparity is attributable solely or even primarily to education.
Bolton, Charles Leonard III. "Development of a Questionnaire to Identify Barriers and Facilitators to Academic Careers for Women in STEM." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1578.
Full textHunter, Morgan Rose. "The Role of Grit and Other Non-Cognitive Factors: Investigating the Engagement and Achievement of STEM Majors." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594909326806696.
Full textTodd, Brandy. "Little Scientists: Identity, Self-Efficacy, and Attitudes Toward Science in a Girls' Science Camp." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19704.
Full textWille, Eike [Verfasser], and Ulrich [Akademischer Betreuer] Trautwein. "Gender Differences in Mathematically Intensive STEM Fields : Factors of Influence and Multiple Perspectives / Eike Wille ; Betreuer: Ulrich Trautwein." Tübingen : Universitätsbibliothek Tübingen, 2017. http://d-nb.info/1199358185/34.
Full textGinder, Melissa. "Gender Differences in Perceptions of Discrimination in STEM Fields and the Interactive Effects of Coping Self-efficacy on Job Outcomes." Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133779.
Full textWomen are still vastly underrepresented in the fields of Science, Technology, Engineering, and Mathematics, and compared to men, are entering these STEM fields at lower rates and leaving them in higher numbers. The disparity of women in STEM careers damages the diversity of thought essential to innovation and creates an environment encouraging of gender inequality and discrimination. The current study sought to understand the discrimination women perceive in STEM careers, the negative effects these biases may have on job attitudes, and the role coping self-efficacy plays in mitigating these harmful results. Participants were surveyed through MechanicalTurk and responded to questions regarding their experiences of gender discrimination, level of coping self-efficacy, job satisfaction, and intention to quit. Results indicated that greater perceptions of gender discrimination resulted in lower levels of job satisfaction. Coping self-efficacy proved to be a significant moderator of the relationship between gender discrimination and job satisfaction, such that higher levels of coping self-efficacy resulted in greater job satisfaction despite perceptions of discrimination. Training for coping self-efficacy may serve as an effective tool to competently navigate the obstacles to career success that women face in today’s workplace.
Lavorata, PhD Dr Reagan Lorraine. "Science Technology Engineering Math (STEM) Classes and Females' Career Choices." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3353.
Full textMurray-Thomas, Lynda. "Jumping over Hurdles to Get to the Finish Line| Experiences Influencing Black Female Advanced STEM Degree Attainment." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825730.
Full textAccording to former President Obama’s Council on Advisors of Science and Technology (PCAST) analysis on science, technology, engineering, and mathematics (STEM) graduation rates, the study concluded that United States will require an increase in STEM graduation rates by 40% to keep up with future job demands. The PCAST findings and National Center for Educational Statistics indicated that Black females are underrepresented in attaining advanced STEM degrees. To achieve increased advanced STEM degree rates, it is necessary to increase graduation rates for underrepresented Black to meet the growing demand for jobs requiring advanced STEM degrees. This narrative inquiry study explores the experiences of seven Black females who attained their advanced STEM degree, as they recalled the people and events that positively influenced their successful completion.
Utilizing Swail, Redd, and Perna’s Geometric Model of Student Persistence and Achievement as the study theoretical framework, the study findings revealed the cognitive, social, and institutional factors that influenced advanced STEM degree attainment for the study participants. Additionally, the study revealed the influences outside of the Geometric Model that impacted their degree success. This study delved into the participants’ kindergarten through graduate school experiences to provide recommendations to improve advanced STEM degree completion rates for Black females. The study concludes with implications for future study so that researchers can add to the dearth of literature that exists on this topic and contribute to closing the gap on underrepresented resources needed for current high technology job demands.
McCombs, Kristin M. "THE EFFECTS OF GENDER PAIRINGS ON PERFORMANCE AND ATTITUDES DURING SERIOUS GAMING." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1554996148815267.
Full textThomas, Michaelyn. "Exploring the Advancement of Women in Science, Technology, Engineering, and Mathematics (STEM) Executive Management Positions in the Aerospace Industry| Strategies Identified by Women That Enable Success." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10619430.
Full textPurpose. The purpose of this qualitative case study was to identify barriers for women to advance into executive management positions in STEM professions, and to identify strategies deemed to be effective for women to advance into STEM executive management positions, by women currently in STEM executive management positions in the aerospace industry.
Conceptual Framework. The conceptual framework included 3 concepts: (a) cultural and societal factors; (b) mentorship, sponsorship, and networking; and (c) motivation and power levels. These concepts are connected to barriers women face when entering leadership and efforts to empower women entering leadership in the aerospace industry.
Methodology. This was a qualitative case study utilizing the transformative framework. The participants were 7 women in STEM executive management position in the aerospace industry. The participants responded to 8 open-ended questions designed to reveal barriers women in STEM executive management positions face and to highlight strategies deemed to be effective for women to advance into STEM executive management positions in the aerospace industry.
Findings. Through data collection and analysis, the data indicated major themes consisting of work performance, big picture, strong work ethic, underrepresentation, and trusted networks. Other themes emerged such as diversity of thought, advocacy, mentorship, credibility, no plan for executive management, and unfavorable perception.
Conclusions and Recommendations. The findings revealed that 5 major themes emerged from the data analysis pertaining to barriers women face to career advancement and effective strategies used by successful women in STEM executive management positions in the aerospace industry. It is recommended that this qualitative case study be replicated with a larger sample population. Additionally, future studies could explore other populations that would directly benefit from women in STEM executive management positions, such as men, millennials, aspiring women leaders, and other key stakeholders in the aerospace industry.
Arán, Paula Daniella. "Overcoming Gender Stereotypes: A Depiction of Six Swedish Students in Non-Traditional Fields." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33422.
Full textVanella, Angela. "The label of madness: the effects of career choice and gender on perceptions of mental illness." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/926.
Full textB.S.
Bachelors
Sciences
Psychology
Ibrahimovic, Ida, and Stina Vainio. "Killars och tjejers intressen inom naturvetenskap : Skillnader och bakomliggande orsaker." Thesis, Linköpings universitet, Biologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157664.
Full textThe aim of the study is to investigate whether the interests of boys and girls differ in the natural sciences and if these students are interested in further scientific studies after completing upper secondary education. This study also aims to investigate students’ knowledge of which professions are included in the field of science. Data from 110 pupils (53 girls, 56 boys and one unspecified) from two upper secondary schools in Ostergotland have been collected via a digital questionnaire with multiple choice questions. The results show that girls have a greater interest in the field of biology, such as genetics, evolution, environmental protection and biomedicine compared to boys, and that the boys are more interested than girls in quantum mechanics, electromagnetism, waves and optics, which all lie within the field of physics. There were 56 % of the students (28 girls and 33 boys) who were interested in continuing education in the natural sciences after their upper secondary education and there was no significant difference between the sexes (p=0,69>0.05). Regarding the professions that are included in the field of science there were those with names that reminiscent of biology, chemistry or physics that were recognized the most by the students, while the professions of more complex titles did not get recognized as easily.
Rea, Jessica Nicole. "See Your Way to Success: Imagery Perspective Influences Performance under Stereotype Threat." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429717552.
Full textKager, Elisabeth. "Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427812431.
Full textDixon, Carmen S. "The Effects of "Girls in Science Day" on Middle School Girls' Attitudes and Interests in Science." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426669449.
Full textRafiri, Matumelo Alice. "Vegetative propagation of Pappea capensis Eckl.&Zeyh. (Jacket plum) by means of stem cuttings and air layers." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27677.
Full textDissertation (MSc(Agric))--University of Pretoria, 2011.
Plant Production and Soil Science
unrestricted
Hughes, Leigh A. "Video games help to prepare girls for a competitive future in STEM: An analysis of how video games help to build visual-spatial skills and the positive influence early childhood gaming can have on girls." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1480345885015147.
Full textBüchele, de Montes Melanie. "Fear of Failure in Swedish 9th Grade Students and its effect on their decision to study STEM : A quantitative study." Thesis, Linnéuniversitetet, Institutionen för kemi och biomedicin (KOB), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100706.
Full textMeikle, Heather. "The Role of Occupational Values and Support in Career Choice: An Emphasis on Women in Science." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/395.
Full textandersen, Lori. "Expectancy-Value Classes as Predictors of Science, Technology, Engineering, and Mathematics (STEM) Occupational Choice: Differences Related to Ability, Gender, Race/Ethnicity, and Socioeconomic Status." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618551.
Full text