Understanding the Entrepreneurial Intention of Women in STEM Fields

2021 ◽  
pp. 1-14
Author(s):  
Elda Barron ◽  
Linda Elizabeth Ruiz
Keyword(s):  
Entrepreneurial Intention ◽  
Women In Stem ◽  
Stem Fields

Navigating the Gendered Math Path

2012 ◽  
Vol 5 (2) ◽  
pp. 153-174
Author(s):  
Christina D. Weber ◽  
Angie Hodge
Keyword(s):  
Gender Norms ◽  
Academic Disciplines ◽  
Doing Gender ◽  
Women In Stem ◽  
Stem Fields ◽  
Self Perception ◽  
Good Science ◽  
Men And Women ◽  
Male Dominated ◽  
Mathematics Coursework

Using dialogues with our informants, as well as with each other, we explore how the men and women in our research make it through their mathematics coursework and, in turn, pursue their intended majors. Our research focuses on how students navigate what we call the gendered math path and how that path conforms to and diverges from traditional gender norms. Common themes of women's lower than men's self-perception of their ability to do mathematics, along with the divergent processes of doing gender that emerged in men's and women's discussions of their application of mathematics, reminded us of the continued struggles that women have to succeed in male-dominated academic disciplines. Although self-perception helps us understand why there are fewer women in STEM fields, it is important to understand how different forms of application of ideas might add to the diversity of what it means to do good science.

scholarly journals A Nuanced Look at Women in STEM Fields at Two-Year Colleges: Factors That Shape Female Students' Transfer Intent

2017 ◽  
Vol 8 ◽  
Author(s):  
Xueli Wang ◽  
Hsun-yu Chan ◽  
Sara Jimenez Soffa ◽  
Brett Ranon Nachman
Keyword(s):  
Female Students ◽  
Women In Stem ◽  
Stem Fields ◽  
Two Year Colleges ◽  
Transfer Intent

Recruiting and hiring women in STEM fields.

2010 ◽  
Vol 3 (4) ◽  
pp. 218-229 ◽  
Author(s):  
Christy Glass ◽  
Krista Lynn Minnotte
Keyword(s):  
Women In Stem ◽  
Stem Fields

The Stereotype Threat Hypothesis: An Assessment from the Philosopher's Armchair, for the Philosopher's Classroom

Hypatia ◽  
2015 ◽  
Vol 30 (2) ◽  
pp. 450-466 ◽  
Author(s):  
Gina Schouten
Keyword(s):  
Stereotype Threat ◽  
High Stakes Testing ◽  
Gender Disparities ◽  
Women In Stem ◽  
Stem Fields ◽  
High Stakes ◽  
Science Technology ◽  
Growing Body ◽  
Underrepresentation Of Women ◽  
Gendered Stereotypes

According to Stereotype Threat Hypothesis (STH), fear of confirming gendered stereotypes causes women to experience anxiety in circumstances wherein their performance might potentially confirm those stereotypes, such as high‐stakes testing scenarios in science, technology, engineering, and math (STEM) courses. This anxiety causes women to underperform, which in turn causes them to withdraw from math‐intensive disciplines. STH is thought by many to account for the underrepresentation of women in STEM fields, and a growing body of evidence substantiates this hypothesis. In considering the plausibility of STH as an explanation for women's disproportionate attrition from undergraduate philosophy programs, one is struck by dissimilarities between STEM and philosophy that appear to undermine the applicability of STH to the latter. In this paper, I argue that these dissimilarities are either merely apparent or merely apparently relevant to the plausibility of STH as an explanation for gender disparities in philosophy. I argue further that, if research from STEM uncovers promising strategies for confronting stereotype threat, we should think about how to apply those strategies in our introductory philosophy classrooms.

A Call to Change the Story for Women in STEM Fields

2016 ◽  
Vol 25 (3) ◽  
pp. 11-11
Author(s):  
Kelly J. Baker
Keyword(s):  
Women In Stem ◽  
Stem Fields

scholarly journals ‘It Is Time to Operate Like a Woman’: A Corpus Based Study of Representation of Women in STEM Fields in Social Media

2019 ◽  
Vol 9 (5) ◽  
pp. 217
Author(s):  
Reem Alkhammash
Keyword(s):  
Social Media ◽  
Gender Stereotypes ◽  
Women In Science ◽  
Women In Stem ◽  
Stem Fields ◽  
Representation Of Women ◽  
Gender Biases ◽  
Twitter Users ◽  
And Mathematics ◽  
And Function

This study explores the discourse of women in science, technology, engineering and mathematics or medicine (STEM) fields produced by Twitter users on social media, with a particular focus on language usage and function in this discourse. The exploration of the women in STEM discourse was achieved by collecting a body of tweets using popular hashtags addressing women in STEM from the last week of October 2017. Following a corpus-based approach, this study analyzes the most frequent evaluative adjectives and 4-grams. Results from the analysis of evaluative adjectives show that Twitter users represent women in STEM fields positively by using positive adjectives such as great, amazing, inspirational etc. Furthermore, the analysis of the most frequent 4-grams reveals that Twitter users employ hashtags such as #ilooklikeasurgeon and #womeninSTEM to promote the work of women in STEM fields, show their appreciation of women working and studying in STEM and challenge prevalent gender stereotypes of STEM professions. It was found that the production of women in STEM discourse by most Twitter users has contributed to increasing the strength of women in the STEM community in social media, evidenced by their practices of advocacy, networking and challenging gender biases online. The discourse of women in STEM in social media is an example of discursive activism that focuses on the larger dialogue of women in STEM and highlights dominant forms of sexism and gendered stereotypes of women’s work in male dominated professions.

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