Journal articles: '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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Brake, Nick. "STEM Gender Equality Congress Guide." STEM Gender Equality Congress Proceedings 1, no. 1 (June 1, 2017): 1–44. http://dx.doi.org/10.21820/25150774.2017.1.1.

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Brake, Nick. "STEM Gender Equality Congress Guide." STEM Gender Equality Congress Proceedings 1, no. 1 (June 1, 2017): 45–48. http://dx.doi.org/10.21820/25150774.2017.1.2.

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Reinking, Anni, and Barbara Martin. "The Gender Gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM." Journal of New Approaches in Educational Research 7, no. 2 (July 15, 2018): 148–53. http://dx.doi.org/10.7821/naer.2018.7.271.

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The 2010 President’s Council of Advisors on Science and Technology indicated that there was a need to provide individuals with strong STEM (Science, Technology, Engineering, and Mathematics) backgrounds in order to be a competitive country internationally. Additionally, it has been found that there is a gender gap in STEM related fields. Therefore, this article describes theories related to the gender gap in the STEM field and ways to engage girls in STEM related fields in order to close the gender gap. The researchers of this study did extensive research to review the current literature, condense and summarize the findings from various studies, and provide steps for educators to engage in that will create an early atmosphere of positive learning environments for girls to be curious about STEM concepts.

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Kenneth, Anthony. "Gap in STEM Education: Why is there a decline in women participation?" International Journal on Research in STEM Education 4, no. 1 (May 31, 2022): 55–63. http://dx.doi.org/10.31098/ijrse.v4i1.369.

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A steady Gender gap is observed with the number of students enrolled in STEM (Science, Technology, Engineering, and Mathematics) fields in higher education and universities. The underrepresentation of women in the field of STEM is world-wide. Numerous studies have contemplated different factors for this gap and studies on interests showing, that women's career decisions are often influenced by their interest which is inclined towards working ‘with people’ and deviates them from STEM. Men prefer to work with ‘material and gadgets’ which interests more men towards STEM. Increment in “enterprising and artistic interests” among the women, less awareness on the career and study opportunities, lesser female mentors, the duration to become an expert in STEM, lesser encouragement from the opposite sex, has an impact on the number of females in STEM. The gap was more prominent in egalitarian countries and termed as the “education gender-equality paradox”. The difference in early childhood spatial ability can also contribute to the emergence of gender differences in mathematics and science later. This article also suggests more research into making STEM attractive for both genders, providing early education that provides makes STEM attractive for both genders.

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Weeden, Kim A., Dafna Gelbgiser, and Stephen L. Morgan. "Pipeline Dreams: Occupational Plans and Gender Differences in STEM Major Persistence and Completion." Sociology of Education 93, no. 4 (June 3, 2020): 297–314. http://dx.doi.org/10.1177/0038040720928484.

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In the United States, women are more likely than men to enter and complete college, but they remain underrepresented among baccalaureates in science-related majors. We show that in a cohort of college entrants who graduated from high school in 2004, men were more than twice as likely as women to complete baccalaureate degrees in science, technology, engineering, and mathematics (STEM) fields, including premed fields, and more likely to persist in STEM/biomed after entering these majors by sophomore year. Conversely, women were more than twice as likely as men to earn baccalaureates in a health field, although persistence in health was low for both genders. We show that gender gaps in high school academic achievement, self-assessed math ability, and family-work orientation are only weakly associated with gender gaps in STEM completion and persistence. Gender differences in occupational plans, by contrast, are strongly associated with gender gaps in STEM outcomes, even in models that assume plans are endogenous to academic achievement, self-assessed math ability, and family-work orientation. These results can inform efforts to mitigate gender gaps in STEM attainment.

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Vasanthakumar, Aparna, Hayley Zullow, Janet B. Lepore, Kenya Thomas, Natalie Young, John Anastasi, Catherine A. Reardon, and Lucy A. Godley. "Epigenetic Control ofApolipoprotein EExpression Mediates Gender-Specific Hematopoietic Regulation." STEM CELLS 33, no. 12 (October 10, 2015): 3643–54. http://dx.doi.org/10.1002/stem.2214.

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Rossi Cordero, Andrea Estefanía, and Mario Barajas Frutos. "Gender imbalances in STEM career choice." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 33, no. 3 (October 6, 2015): 59. http://dx.doi.org/10.5565/rev/ensciencias.1481.

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Master, Allison. "Gender Stereotypes Influence Children’s STEM Motivation." Child Development Perspectives 15, no. 3 (August 2, 2021): 203–10. http://dx.doi.org/10.1111/cdep.12424.

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Dubrovskiy, Anton V., Susan Broadway, Rebecca Weber, Diana Mason, Ben Jang, Blain Mamiya, Cynthia B. Powell, et al. "Is the STEM Gender Gap Closing?" Journal of Research in Science, Mathematics and Technology Education 5, no. 1 (January 15, 2022): 47–68. http://dx.doi.org/10.31756/jrsmte.512.

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Monsalve, Laura Lorente, and Laura Gonzalvo Conde. "GENDER BIAS IN CHOOSING STEM STUDIES." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (March 16, 2022): 113–26. http://dx.doi.org/10.20319/pijtel.2022.61.113126.

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The gender bias in STEM exists, and this work intends to make this reality visible. The principal objectives of the study are to reduce the gender gap in STEM studies and learn about experiences lived around the STEM field reported by women. For this, a qualitative research method has been created in the form of an interview, which helps us answer the questions raised from the life stories told by the fourteen girls and women interviewed, all of them belonging to different age ranges, to be able to observe and analyze gender bias when choosing STEM studies. The data resulting from the research are the least bleak in the framework of the development of gender equality. A minimum change could be expected. However, the changes we observe are specific. We must remember that most of the participants have alluded to society and culture to explain the bias. The generational shift that is observed through the interviews is minimal. Although the educational administrations seek absolute equality and promotion of research and development of ICT among girls and adolescents, we must make visible that these actions need a more significant effort to be part of the educational community.

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21

Cimpian, Joseph R., Taek H. Kim, and Zachary T. McDermott. "Understanding persistent gender gaps in STEM." Science 368, no. 6497 (June 18, 2020): 1317–19. http://dx.doi.org/10.1126/science.aba7377.

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Sachdev, Aditi Rabindra. "Gender Disparity in STEM Across Cultures." Industrial and Organizational Psychology 11, no. 2 (June 2018): 309–13. http://dx.doi.org/10.1017/iop.2018.20.

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Miner et al. (2018) claim that focusing on individual factors to understand gender inequity in the fields of science, technology, engineering, and mathematics (STEM) provides an incomplete explanation of the phenomenon. They challenge the appropriateness of individual-level explanations that hold women responsible for the injustices they experience, suggesting that this perspective fails to consider larger social-contextual influences. Instead, to explain gender disparity in the STEM fields, Miner et al. offer a social-structural lens through which to view the situation that relies on commonly held beliefs about women in society. The inequality that characterizes these fields, however, is a worldwide phenomenon that spans societal boundaries. Therefore, understanding the social-contextual factors that contribute to gender inequality in the STEM fields requires a cross-cultural examination of norms and values. In this commentary, I first outline a program of research aimed at developing an empirically supported theoretical framework that explains gender inequity in the STEM fields from a cross-cultural perspective. Then, I review the ways in which cultural beliefs influence education and careers in the STEM fields. Finally, I provide some practical suggestions of ways to promote gender equality in STEM fields. As such, this commentary serves as a call to integrate concepts from vocational, educational, and cross-cultural psychology to address an issue of upmost importance: equal representation.

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Marfo, Amma. "CEWiT Tackles Gender Equity in STEM." Women in Higher Education 27, no. 11 (October 31, 2018): 6. http://dx.doi.org/10.1002/whe.20634.

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Rosenthal, Katrin. "Is Gender Equality Still an Issue? Gender (Im)balances in STEM." Chemie Ingenieur Technik 93, no. 8 (May 5, 2021): 1207–9. http://dx.doi.org/10.1002/cite.202000216.

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Wild, Dorian, Margareta Jurcic, and Boris Podobnik. "The Gender Productivity Gap in Croatian Science: Women Are Catching up with Males and Becoming Even Better." Entropy 22, no. 11 (October 26, 2020): 1217. http://dx.doi.org/10.3390/e22111217.

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How much different genders contribute to citations and whether we see different gender patterns between STEM and non-STEM researchers are questions that have long been studied in academia. Here we analyze the research output in terms of citations collected from the Web of Science of males and females from the largest Croatian university, University of Zagreb. Applying the Mann–Whitney statistical test, for most faculties, we demonstrate no gender difference in research output except for seven faculties, where males are significantly better than females on six faculties. We find that female STEM full professors are significantly more cited than male colleagues, while male non-STEM assistant professors are significantly more cited than their female colleagues. There are ten faculties where females have the larger average citations than their male colleagues and eleven faculties where the most cited researcher is woman. For the most cited researchers, our Zipf plot analyses demonstrate that both genders follow power laws, where the exponent calculated for male researchers is moderately larger than the exponent for females. The exponent for STEM citations is slightly larger than the exponent obtained for non-STEM citations, implying that compared to non-STEM, STEM research output leads to fatter tails and so larger citations inequality than non-STEM.

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Sinha, MD, PhD, Raj, Vangalea Weems, BS, PA-C, and Margaret Cutler, RN. "No Rationale for Gender Specific Femoral Stems for Total Hip Arthroplasty." Reconstructive Review 4, no. 3 (October 1, 2014): 32–35. http://dx.doi.org/10.15438/rr.4.3.78.

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The purpose of this study was to compare the applicability of two femoral stem systems in male and female populations via preoperative templating. The radiographs of 47 consecutive patients (94 hips) were templated using one of two stem systems by first fixing the acetabular center of rotation. Based upon templating, the result categories were: no obvious advantage of either system, System 1 preferred, System 2 preferred, neither system adequate. Preference was determined based upon having a best-fit stem choice and at least one additional length or offset option, and avoiding the extremes of the system as the best-fit choice. Significantly, there were gender differences in applicability of femoral stems. Specifically, more neck length and offset options seem to be required for females. The potential limitations of the implant systems in applicability could be overcome by adjusting the level of neck resection. Therefore, it would appear that there is a limited role for gender specific implants for total hip arthroplasty.Keywords: hip arthroplasty modular stem gender

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Yongson Choi. "A Study of Cross-Gender Conversational Styles Reflected in Love Actually." STEM Journal 16, no. 1 (February 2015): 1–21. http://dx.doi.org/10.16875/stem.2015.16.1.1.

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Tyler-Wood, Tandra, Karen Johnson, and Deborah Cockerham. "Factors Influencing Student STEM Career Choices: Gender Differences." Journal of Research in STEM Education 4, no. 2 (December 1, 2018): 179–92. http://dx.doi.org/10.51355/jstem.2018.44.

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This study examined factors that influence middle school students’ dispositions towards science, technology, engineering, and math (STEM) careers. Interest and ability in STEM subject areas were compared by gender, based on 182 middle school students’ responses to four different test instruments. While findings from t-tests indicated significant differences between males and females on mathematics interest scores, no significant differences were found in science, technology, engineering, or STEM career interest. Stepwise multiple regression showed that STEM variables explained 47% of the variance in boys pursuing a STEM career and 36% of the variance in girls. The findings of this study underscore the challenges that still exist in achieving equal gender representation in the STEM workforce, and suggest that adopting a constructivist learning approach may provide a foundation for girls to develop a more positive approach toward science, boost STEM awareness and interest, and increase STEM success.

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Shtylyova, Lubov. "Gender component of pedagogical culture and the problem of orientation of girls at STEM-education and STEM-professions." Woman in russian society 3 (September 25, 2018): 49–66. http://dx.doi.org/10.21064/winrs.2018.3.5.

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VanHeuvelen, Tom, and Natasha Quadlin. "Gender Inequality in STEM Employment and Earnings at Career Entry: Evidence from Millennial Birth Cohorts." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312110643. http://dx.doi.org/10.1177/23780231211064392.

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Although science, technology, engineering, and mathematics (STEM) majors remain male dominated, women’s greater enrollment in STEM is one of the greatest transformations to occur in U.S. higher education in the past half century. But to what extent have women’s gains in STEM enrollment translated to greater parity in labor market outcomes? Although the challenges women face in STEM have been well documented, questions about the influence of gender for STEM employment and earnings differences remain. In the present research, the authors use data from recent birth cohorts in the American Community Survey between 2009 and 2018 (starting with the first year college majors were available in the survey) and a reweighting technique from labor economics to track the evolution of gender inequalities in STEM employment and earnings inequality among STEM work at the onset of labor market entry. Even among a sample expected to produce highly conservative gender differences, sizable gender inequalities in STEM employment are observed. The authors show that despite women’s gains in STEM education among recent cohorts, women with STEM degrees face employment prospects in STEM work that more closely resemble those of men without STEM degrees than men with STEM degrees. Moreover, although modest gender earnings gaps eventually emerge for those without STEM degrees, large gaps occur at the outset of employment for STEM workers. Thus, although STEM education provides important opportunities for women’s earning potential, it may be less effective in itself to address significant gender inequalities among STEM employment.

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Chukhlovin, Alexei B. "Gender factor in hematopoietic stem cell transplantation." Cellular Therapy and Transplantation 9, no. 1 (April 28, 2020): 13–21. http://dx.doi.org/10.18620/ctt-1866-8836-2020-9-1-13-21.

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Rahman, Norshariani Abd, and Lilia Halim. "STEM Career Interest: The Effect of Gender." Creative Education 13, no. 08 (2022): 2530–43. http://dx.doi.org/10.4236/ce.2022.138160.

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Harms, P. D., and Karen Landay. "Issues of Gender Inequity Go Beyond STEM." Industrial and Organizational Psychology 11, no. 2 (June 2018): 323–26. http://dx.doi.org/10.1017/iop.2018.23.

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Although Miner et al. (2018) effectively argue that there is a need for greater efforts on the part of I-O psychologists to confront gender inequity in the STEM fields, we feel that the preoccupation with STEM may blind us to other domains where similar issues not only exist but may be even more prevalent and problematic. Specifically, we would argue that more attention needs to be paid to skilled trades, transportation-related jobs, and other so-called “dirty work.”

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Khasbulatova, Olga. "Gender aspects of STEM-education in Russia." Woman in Russian Society, no. 3 (2016): 3–15. http://dx.doi.org/10.21064/winrs.2016.3.1.

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DeAro, Jessie, Sharon Bird, and Shermaine Mitchell Ryan. "NSF ADVANCE and gender equity." Equality, Diversity and Inclusion: An International Journal 38, no. 2 (March 11, 2019): 131–39. http://dx.doi.org/10.1108/edi-09-2017-0188.

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Purpose Supporting the advancement of science, technology, engineering and mathematics (STEM) in ways that help to ensure the health, prosperity, welfare and security of the nation has been central to the mission of the US National Science Foundation (NSF) since 1950, the year Congress created the agency. Preparing a highly qualified and diverse STEM workforce plays a central role in supporting this mission. The paper aims to discuss these issues. Design/methodology/approach Over the past several decades, many positive steps have been taken throughout the US education system to help ensure a more diverse STEM workforce. Even so, women remain underrepresented among STEM faculty in higher education, especially at the upper ranks. Contributing to women’s underrepresentation are systemic obstacles to the recruitment, retention and promotion of women of different racial, ethnic, disability, sexual orientations and nationality statuses. Findings The NSF ADVANCE Program is designed to address these barriers. Success for ADVANCE is, therefore, best defined in terms of the changes made to the structures and climates of academic workplaces, rather than in numbers of women hired, retained or promoted in any one institution at a given point in time. Originality/value This introduction briefly examines the origins of ADVANCE, key transitions in the program over time, its reach nationally and internationally, and its future.

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Handley, Ian M., Elizabeth R. Brown, Corinne A. Moss-Racusin, and Jessi L. Smith. "Quality of evidence revealing subtle gender biases in science is in the eye of the beholder." Proceedings of the National Academy of Sciences 112, no. 43 (October 12, 2015): 13201–6. http://dx.doi.org/10.1073/pnas.1510649112.

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Scientists are trained to evaluate and interpret evidence without bias or subjectivity. Thus, growing evidence revealing a gender bias against women—or favoring men—within science, technology, engineering, and mathematics (STEM) settings is provocative and raises questions about the extent to which gender bias may contribute to women’s underrepresentation within STEM fields. To the extent that research illustrating gender bias in STEM is viewed as convincing, the culture of science can begin to address the bias. However, are men and women equally receptive to this type of experimental evidence? This question was tested with three randomized, double-blind experiments—two involving samples from the general public (n = 205 and 303, respectively) and one involving a sample of university STEM and non-STEM faculty (n = 205). In all experiments, participants read an actual journal abstract reporting gender bias in a STEM context (or an altered abstract reporting no gender bias in experiment 3) and evaluated the overall quality of the research. Results across experiments showed that men evaluate the gender-bias research less favorably than women, and, of concern, this gender difference was especially prominent among STEM faculty (experiment 2). These results suggest a relative reluctance among men, especially faculty men within STEM, to accept evidence of gender biases in STEM. This finding is problematic because broadening the participation of underrepresented people in STEM, including women, necessarily requires a widespread willingness (particularly by those in the majority) to acknowledge that bias exists before transformation is possible.

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Miner, Kathi N., Jessica M. Walker, Mindy E. Bergman, Vanessa A. Jean, Adrienne Carter-Sowell, Samantha C. January, and Christine Kaunas. "From “Her” Problem to “Our” Problem: Using an Individual Lens Versus a Social-Structural Lens to Understand Gender Inequity in STEM." Industrial and Organizational Psychology 11, no. 2 (June 2018): 267–90. http://dx.doi.org/10.1017/iop.2018.7.

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Increasing the representation of women in science, technology, engineering, and mathematics (STEM) is one of our nation's most pressing imperatives. As such, there has been increased lay and scholarly attention given to understanding the causes of women's underrepresentation in such fields. These explanations tend to fall into two main groupings: individual-level (i.e., her) explanations and social-structural (i.e., our) explanations. These two perspectives offer different lenses for illuminating the causes of gender inequity in STEM and point to different mechanisms by which to gain gender parity in STEM fields. In this article, we describe these two lenses and provide three examples of how each lens may differentially explain gender inequity in STEM. We argue that the social-structural lens provides a clearer picture of the causes of gender inequity in STEM, including how gaining gender equity in STEM may best be achieved. We then make a call to industrial/organizational psychologists to take a lead in addressing the societal-level causes of gender inequality in STEM.

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Stearns, Elizabeth, Martha Cecilia Bottia, Jason Giersch, Roslyn Arlin Mickelson, Stephanie Moller, Nandan Jha, and Melissa Dancy. "Do Relative Advantages in STEM Grades Explain the Gender Gap in Selection of a STEM Major in College? A Multimethod Answer." American Educational Research Journal 57, no. 1 (June 12, 2019): 218–57. http://dx.doi.org/10.3102/0002831219853533.

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Using a multimethod approach, we investigate whether gender gaps in STEM (science, technology, engineering, and mathematics) major declaration in college are explained by differences in the grades that students earn in STEM versus non-STEM subjects. With quantitative data, we find that relative advantages in college academic performance in STEM versus non-STEM subjects do not contribute to the gender gap in STEM major declaration. To explore alternative explanations for gender gaps in major declaration, we analyze interviews with college seniors, finding that they recognize many other factors, including their interests in subject matter and confidence, are key in pushing them from STEM or pulling them into non-STEM majors. We conclude that future research seeking to account for gender gaps in STEM majors must extend beyond academic performance.

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Zhou, Shao-Na, Lu-Chang Chen, Shao-Rui Xu, Chu-Ting Lu, Qiu-ye Li, and De-An Li. "PRIMARY STUDENTS’ PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 677–90. http://dx.doi.org/10.33225/jbse/21.20.677.

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Most studies have concentrated in assessing students’ overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students’ gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group. Keywords: expectancy-value, gender differences, grade levels, self-efficacy, STEM attitudes

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Patrinopoulos, Matthaios, Christina Papazisi, Paraskevi Foti, Stavroula Pantelopoulou, Maria Katopodi, Eleni Zografou, and Georgios Kosyvas. "Gender differentiation in STEM career choice and the role of education." Hellenic Journal of STEM Education 2, no. 1 (March 12, 2022): 9–14. http://dx.doi.org/10.51724/hjstemed.v2i1.21.

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This work is the product of research conducted by the project team of the Regional Directorate for Primary and Secondary Education of Attica formed under the Erasmus+Project “RoboGirls: Empowering girls in STEAM through robotics and coding». The research has focused on identifying and investigating the factors that influence and interpret the differentiation in men and women’s participation in education and in their professional careers in the fields of STEM, but also on the selection of the best educational practices that enhance the participation of women in the STEM fields. The research has combined literature review with data analysis resulting from questionnaires and interviews of a selected focus group. The results of the research have contributed to understanding the factors that conduce to the creation of these differences, as well as the role that education can play in Greece and in the EU in bridging the gender gap in the STEM fields.

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Floerkemeier, Thilo, Michael Schwarze, Christof Hurschler, Jens Gronewold, Henning Windhagen, Gabriela von Lewinski, and Stefan Budde. "The Influence of Tribological Pairings and Other Factors on Migration Patterns of Short Stems in Total Hip Arthroplasty." BioMed Research International 2017 (2017): 1–9. http://dx.doi.org/10.1155/2017/8756432.

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Over the last decade, the number of short stem total hip arthroplasty procedures has increased. Along with the possible benefits associated with short stems is a smaller implant-bone contact surface, which may have a negative influence on primary stability and impair osseointegration. Previous studies observed migration of short stems, especially within the first three months. The variables that influence migration in short stem hip implants remain unknown. Therefore, the purpose of this study was to associate the migration of short stems with its possible influencing variables. Migration data from two different short stem studies were retrospectively analyzed. Migration within the first two postoperative years was determined by model-based Roentgen stereophotogrammetric analysis. Migration was correlated to bearing couple, type and size of stem, size of acetabular cup, and age, gender, weight, and height of patients using a multiple factor analysis. Eigenvalue analysis explained 80.7% of the overall variance for the first three dimensions. The four most dominant variables in the first dimension were weight, stem size, acetabular cup size, and patient height (correlations of 0.81, 0.80, 0.71, and 0.70, resp.). None of the analyzed parameters (bearing couple, type and size of stem, size of acetabular cup, and age, gender, weight, and height of patients) affected the migration pattern of short stem THA with primary metaphyseal fixation.

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Yoshikawa, Katsuhiko, Akiko Kokubo, and Chia-Huei Wu. "A Cultural Perspective on Gender Inequity in STEM: The Japanese Context." Industrial and Organizational Psychology 11, no. 2 (June 2018): 301–9. http://dx.doi.org/10.1017/iop.2018.19.

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To understand gender inequality in STEM, Miner et al. (2018) illustrate how an individual lens and a social-structural lens provide complementary perspectives. They indicate that gender inequality in STEM should not be simply understood from an individual lens concerning individual choices and responsibilities but also a social-structural lens concerning societal structures, processes, and meanings associated with gender. In this commentary, we would like to bring a cultural perspective to the consideration of the STEM field. Specifically, we focus on gender inequity in STEM in Japan and elaborate how Japanese culture, which emphasizes masculinity, collectivism, and a tight culture, imposes a stronger social-structural influence on gender inequality in STEM and at the same time strengthens the use of the individual lens to explain the phenomena, making the issue of gender inequality more prominent.

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Elu, Juliet. "Gender and Science Education in Sub-Saharan Africa." Journal of African Development 20, no. 2 (October 1, 2018): 105–10. http://dx.doi.org/10.5325/jafrideve.20.2.0105.

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Abstract I consider the representation of females in Science, Technology, Engineering, and Mathematics (STEM) in Sub-Saharan Africa. Appealing to data from the World Development Indicators, I evaluate the female share on graduates in two broad STEM disciplines. A descriptive analysis is offered that enables an assessment of the extent of Sub-Saharan African gender-inequality in STEM which can inform whether or not there should be policy interventions aimed at decreasing gender inequality and access to STEM education in Sub-Saharan Africa.

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Starr, Christine R. "“I’m Not a Science Nerd!”." Psychology of Women Quarterly 42, no. 4 (August 22, 2018): 489–503. http://dx.doi.org/10.1177/0361684318793848.

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Stereotypes reduce women’s identification with science, technology, engineering, and math (STEM), which can decrease their motivation to enter STEM domains. Stereotypes may be gender-based (e.g., STEM is for men) or trait-based (e.g., STEM is for geniuses). In this study, I explored two primary research questions: First, would stereotyping STEM as a domain for nerdy geniuses negatively relate to women’s STEM identity? Second, would STEM identity mediate the relation between stereotypes and STEM motivation? Nerd-genius stereotypes and gender stereotypes negatively contributed to women’s STEM identity. STEM identity positively contributed to women’s STEM motivation (including expectancy-value beliefs). Participants were a diverse sample of undergraduate women ( N = 195, mean age was 19.8; 30% of participants were Latina, 30% European, 24% Asian). Stereotype measures were (1) implicit gender-STEM associations, (2) explicit gender associations about STEM, and (3) a new scale that measured nerd-genius stereotypes. The results highlight the unique contribution different stereotypes make toward women’s identification with STEM and, in turn, their motivation to pursue STEM pathways. Practice implications include addressing nerd-genius stereotypes in STEM interventions and reducing classroom artifacts that might be reminiscent of these stereotypes.

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Cha, Yoonjung, Na Young Kim, and Hea-Suk Kim. "Effects of EFL Learners’ Perspectives on Online English Classes: Gender, Major, and Proficiency." STEM Journal 23, no. 1 (February 28, 2022): 42–57. http://dx.doi.org/10.16875/stem.2022.23.1.42.

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This study explores the association between gender, major, language proficiency, and student perspectives toward an online educational setting. Participants included 366 university freshmen who attended ten general English courses in the spring semester of 2020. They took online courses featuring pre-recorded video lessons and synchronous classes via Zoom. They were divided by gender, by major into four groups, and by proficiency level totaling three groups to investigate whether there were significant differences between variables. The questionnaire was comprised of four different categories (closed-ended) and three open-ended items (benefits, drawbacks, and suggestions). According to the results of the questionnaire, gender and major had no effect on student perspectives toward online learning. However, statistically significant differences were found between the proficiency levels. Specifically, intermediate students are inclined to be more positive about online learning compared to beginners and advanced students. In conclusion, it can be noted that proficiency levels play an important part in student engagement and in attitudes toward online learning. Lastly, students mentioned that one of the advantages of online learning is students can repeatedly review online materials at their convenience, but identified non-immediate feedback, technical problems, and fewer opportunities for communication as disadvantages. Pedagogical implications and related future studies are suggested.

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Sümen, Özlem. "Examination of the relationships between gender, mathematics achievement and STEM activity preparation skills of prospective teachers with a structural equation model." African Educational Research Journal 8, no. 4 (October 26, 2020): 784–90. http://dx.doi.org/10.30918/aerj.82.20.164.

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This study investigated the relationships between prospective teachers' STEM activity preparation skills (STEMaps), genders, and mathematics achievements (MA). In the research, a total of 89 prospective elementary school teachers participated. Data were collected by STEM Activity Preparation Forms requiring prospective teachers to prepare STEM activities about science experiments at the elementary school level. Relational screening model was used in the research and the relationships between STEMaps, gender and MA were tested using structural equation modeling. The findings indicated that MA has significant effects on STEMaps whereas gender has no significant effects. The path from MA to STEMaps was found to be a medium effect. It was also concluded that MA explains 20.25% of total variance of STEMaps. More longitudinal and experimental studies are needed to better understand the teachers’ and prospective teachers' skills to prepare STEM activities.

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Moss-Racusin, Corinne A., Evava S. Pietri, Erin P. Hennes, John F. Dovidio, Victoria L. Brescoll, Gina Roussos, and Jo Handelsman. "Reducing STEM gender bias with VIDS (video interventions for diversity in STEM)." Journal of Experimental Psychology: Applied 24, no. 2 (June 2018): 236–60. http://dx.doi.org/10.1037/xap0000144.

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O'Brien, Laurie T., Alison Blodorn, Glenn Adams, Donna M. Garcia, and Elliott Hammer. "Ethnic variation in gender-STEM stereotypes and STEM participation: An intersectional approach." Cultural Diversity and Ethnic Minority Psychology 21, no. 2 (April 2015): 169–80. http://dx.doi.org/10.1037/a0037944.

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Wajngurt, Clara, and Pessy Sloan. "Overcoming Gender Bias in STEM: The Effect of Adding the Arts (STEAM)." InSight: A Journal of Scholarly Teaching 14 (August 1, 2019): 13–28. http://dx.doi.org/10.46504/14201901wa.

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Schøne, Pål, Kristine von Simson, and Marte Strøm. "Peer gender and educational choices." Empirical Economics 59, no. 4 (April 19, 2019): 1763–97. http://dx.doi.org/10.1007/s00181-019-01697-2.

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Abstract We use idiosyncratic variation in gender composition across cohorts within Norwegian lower secondary schools to analyze the impact of female peers on students’ educational choices. We find that having more female peers in lower secondary school increases the probability of choosing STEM over language subjects in upper secondary school for both girls and boys. It also increases the probability of choosing a vocational track instead of an academic track. Registry data and survey evidence suggest that potential mechanisms are related to relative performance in STEM subjects, as well as less gender discrimination for girls and increased willingness to compete for boys.

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Journal articles on the topic 'Gender and STEM'

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