scholarly journals WOMEN’S PARTICIPATION IN SCIENCE, TECHNOLOGY ENGINEERING AND MATHEMATICS (STEM) EDUCATION: A REVIEW OF LITERATURE

2020 ◽  
Vol 6 (3) ◽  
pp. 230-234
Author(s):  
Sadia Sajid ◽  
M Sultana Alam ◽  
Jin Kuan Kok ◽  
Mobashar Rehman
Keyword(s):  
Stem Education ◽  
Role Models ◽  
External Factors ◽  
Review Of Literature ◽  
Stem Fields ◽  
Research Papers ◽  
Science Technology ◽  
Women's Participation ◽  
And Mathematics ◽  
Participation In Higher Education

Globally, women are underrepresented in science, technology, engineering and mathematics (STEM) fields. Although women’s participation in higher education is increasing, they are still significantly underrepresented in STEM fields. It is important to understand the forces at play, which drive women's choice of STEM education. A variety of factors impact the choice of females to take STEM path including personal (I.e. self-concept, self-efficacy, personal preferences, self-stereotyping and intrinsic motivation) as well as the external factors (i.e. role models, family, teacher’s influence as well as low recruitment of women in STEM fields). This paper systematically reviews the literature on young women’s intention to undertake STEM education in Malaysian context. The paper has adopted the PRISMA protocol for Systematic Literature Review (SLR). The paper has identified 10 research papers which have attempted to identify the factors effecting female participation in STEM education in Malaysian context. Furthermore, the paper has also highlighted the factors which have been identified by these studies as well as those personal and external factors which have not been studied extensively in Malaysian context. This paper can give readers a novel insight about factors influencing women’s participation in STEM education in Malaysian context  

scholarly journals Optimistic Fiction as a Tool for Ethical Reflection in STEM

2021 ◽  
Author(s):  
Kathryn Strong Hansen
Keyword(s):  
Science Fiction ◽  
Stem Education ◽  
Role Models ◽  
Professional Ethics ◽  
Ethical Issues ◽  
Ethical Reflection ◽  
Field Of Study ◽  
Science Technology ◽  
And Mathematics ◽  
Ethics Guidelines

AbstractGreater emphasis on ethical issues is needed in science, technology, engineering, and mathematics (STEM) education. The fiction for specific purposes (FSP) approach, using optimistic science fiction texts, offers a way to focus on ethical reflection that capitalizes on role models rather than negative examples. This article discusses the benefits of using FSP in STEM education more broadly, and then explains how using optimistic fictions in particular encourages students to think in ethically constructive ways. Using examples of science fiction texts with hopeful perspectives, example discussion questions are given to model how to help keep students focused on the ethical issues in a text. Sample writing prompts to elicit ethical reflection are also provided as models of how to guide students to contemplate and analyze ethical issues that are important in their field of study. The article concludes that the use of optimistic fictions, framed through the lens of professional ethics guidelines and reinforced through ethical reflection, can help students to have beneficial ethical models.

scholarly journals Breaking Down Silos Working Meeting: An Approach to Fostering Cross-Disciplinary STEM–DBER Collaborations through Working Meetings

2019 ◽  
Vol 18 (3) ◽  
pp. mr3
Author(s):  
Daniel L. Reinholz ◽  
Tessa C. Andrews
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Stem Education ◽  
Research Priorities ◽  
Deep Understanding ◽  
Institutional Transformation ◽  
Stem Fields ◽  
Professional Societies ◽  
Science Technology ◽  
And Mathematics

There has been a recent push for greater collaboration across the science, technology, engineering, and mathematics (STEM) fields in discipline-based education research (DBER). The DBER fields are unique in that they require a deep understanding of both disciplinary content and educational research. DBER scholars are generally trained and hold professional positions in discipline-specific departments. The professional societies with which DBER scholars are most closely aligned are also often discipline specific. This frequently results in DBER researchers working in silos. At the same time, there are many cross-cutting issues across DBER research in higher education, and DBER researchers across disciplines can benefit greatly from cross-disciplinary collaborations. This report describes the Breaking Down Silos working meeting, which was a short, focused meeting intentionally designed to foster such collaborations. The focus of Breaking Down Silos was institutional transformation in STEM education, but we describe the ways the overall meeting design and structure could be a useful model for fostering cross-­disciplinary collaborations around other research priorities of the DBER community. We describe our approach to meeting recruitment, premeeting work, and inclusive meeting design. We also highlight early outcomes from our perspective and the perspectives of the meeting participants.

Old Problem, New Perspectives: Applying Anzaldúan Concepts to Underrepresentation in STEM

2020 ◽  
pp. 089484532090179
Author(s):  
Ellen Hawley McWhirter ◽  
Rachel Gali Cinamon
Keyword(s):  
Stem Education ◽  
Minority Groups ◽  
Skills Training ◽  
Ethnic Minority Groups ◽  
Stem Fields ◽  
Top Down ◽  
Work Settings ◽  
Science Technology ◽  
Information Awareness ◽  
And Mathematics

Women and members of many ethnic minority groups continue to be significantly underrepresented in science, technology, engineering, and mathematics (STEM) education and work settings. In this article, we propose that Gloria Anzaldúa’s concepts of nepantla and nepantleras/os can be used to enrich perspectives on underrepresentation among those studying, working, and persisting in STEM fields. We describe how diversity practices may fail to address and foster inclusion in STEM education and workplaces and link inclusion and belonging to engagement and retention in STEM. Recommendations are offered for combining top-down and bottom-up strategies providing information, awareness, and skills training in STEM environments, including recognizing and engaging the insights and experiences of nepantleras/os.

scholarly journals Perceptions of stereotypes applied to women who publicly communicate their STEM work

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Merryn McKinnon ◽  
Christine O’Connell
Keyword(s):  
Institutional Change ◽  
Role Models ◽  
Stem Fields ◽  
Cultural Backgrounds ◽  
Negative Stereotypes ◽  
Science Technology ◽  
Gender Biases ◽  
Academic Settings ◽  
Predominantly Female ◽  
And Mathematics

AbstractGender biases and stereotypes are prevalent in science, technology, engineering and mathematics (STEM) fields, which can create obstacles for the attraction, retention and progression of girls and women to STEM studies and careers. There are many initiatives which are used to attempt to address these biases and stereotypes, including the use of visible role models. This study explores the perceptions of the stereotypes applied to female STEM professionals who publicly speak about their work in both academic and non-academic settings. Using workshops with over 300 participants, predominantly female STEM professionals, from over 25 different cultural backgrounds, the results showed women who publicly communicate their work are likely to be stereotyped as ‘bitchy’, ‘bossy’, and ‘emotional’—often by their own gender. These findings suggest that women may be in a more vulnerable position when communicating publicly about their work, which could have implications for them participating fully in their careers. It may also have implications for programs which use role models to address prevailing STEM stereotypes. Systematic cultural and institutional change is needed in STEM fields to address the underlying bias and negative stereotypes facing women. However, it should be ensured that the intended solutions to facilitate this change are not compounding the problem.

Investigation of secondary school students' attitude towards technology and their STEM perceptions: Turkey sample

2021 ◽  
Vol 9 (3) ◽  
pp. 739-752
Author(s):  
Hanife Gamze Hastürk ◽  
Keyword(s):  
Secondary School ◽  
Stem Education ◽  
Secondary School Students ◽  
Pearson Correlation ◽  
Stem Fields ◽  
School Students ◽  
Science Technology ◽  
Attitudes Towards Technology ◽  
And Mathematics ◽  
The Relationship

STEM (Science, Technology, Engineering, and Mathematics) education is an approach that develops 21st century skills such as career choice in science and engineering, entrepreneurship, innovation, creative and critical thinking. The acronym STEM stands for the disciplines of science, technology, engineering, and mathematics. When looking from the past to the present, it has been observed that there has been an increase in STEM studies. However, there was no study which was conducted on STEM education in Turkey mostly consisted of studies which aimed at determining the interests, attitudes and achievements of students and prospective teachers, and there was no study on the relationship between students' tendencies to technology in STEM education and their STEM perceptions. It is necessary for societies that can rapidly keep up with developing technology and innovations Therefore, in this study, it was aimed to examine the relationship between the perceptions of secondary school students towards STEM fields, determining their attitudes towards technology, students' attitudes towards technology and its use in lessons, and the total perception levels of STEM fields and sub-dimensions. The study was completed in the fall semester of the 2019-2020 academic year. The data of the study were analyzed by quantitative survey model. In the study, ‘Attitude towards Technology Scale’ and ‘STEM Perception Scale’ were used as data collection tools. In the tests applied, the data were analyzed using the Independent Sample t-test, ANOVA, Pearson Correlation Analysis and Regression Analysis. According to data analysis and findings, it was determined that there was a moderately significant negative relationship between the students' attitude level towards technology, and the STEM perception level. In the light of the findings, the importance of STEM education was emphasized and recommendations were made to program designers, researchers and practitioners on this subject.

Do Female and Male Role Models Who Embody STEM Stereotypes Hinder Women’s Anticipated Success in STEM?

2011 ◽  
Vol 2 (6) ◽  
pp. 656-664 ◽  
Author(s):  
Sapna Cheryan ◽  
John Oliver Siy ◽  
Marissa Vichayapai ◽  
Benjamin J. Drury ◽  
Saenam Kim
Keyword(s):  
Computer Science ◽  
Role Models ◽  
Role Model ◽  
Current Work ◽  
Stem Fields ◽  
Male Role ◽  
Female Role ◽  
Science Technology ◽  
And Mathematics

Women who have not yet entered science, technology, engineering, and mathematics (STEM) fields underestimate how well they will perform in those fields (e.g., Correll, 2001 ; Meece, Parsons, Kaczala, & Goff, 1982). It is commonly assumed that female role models improve women’s beliefs that they can be successful in STEM. The current work tests this assumption. Two experiments varied role model gender and whether role models embody computer science stereotypes. Role model gender had no effect on success beliefs. However, women who interacted with nonstereotypical role models believed they would be more successful in computer science than those who interacted with stereotypical role models. Differences in women’s success beliefs were mediated by their perceived dissimilarity from stereotypical role models. When attempting to convey to women that they can be successful in STEM fields, role model gender may be less important than the extent to which role models embody current STEM stereotypes.

scholarly journals STEM Education for Girls and Women

2021 ◽  
Author(s):  
AISDL
Keyword(s):  
Genome Editing ◽  
Stem Education ◽  
Nobel Prize ◽  
Gender Disparity ◽  
Stem Fields ◽  
Royal Swedish Academy ◽  
Science Technology ◽  
History Of ◽  
And Mathematics ◽  
Academy Of Sciences

The award of the 2020 Noble Prize in chemistry by the Royal Swedish Academy of Sciences to Dr Emmanuel Charpentier and Dr Jennifer A. Doudna for the development of a method for genome editing does not only highlight the potential and promise that girls and women hold in Science, Technology, Engineering and Mathematics (STEM) fields, but also that girls and women can excel to the highest level and achieve prominence in these careers. Sadly though, Dr Charpentier and Dr Doudna are only the sixth and seventh women, out of a total of 185 individuals, to have won the Nobel Prize in chemistry since the annual prize was awarded in 1901.i This implies that in the history of the Nobel Prize in chemistry, for every female winner there are 26 male winners. And in the history of all the Nobel Prizes in the sciences, there have been 20 female laureates of the more than 600 prizes awarded in physiology or medicine, chemistry and physics. These ratios reflect the gender disparity and inequality that exists in STEM fields globally.

scholarly journals On the Intergenerational Transmission of STEM Education among Graduate Students

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Diana Chise ◽  
Margherita Fort ◽  
Chiara Monfardini
Keyword(s):  
Intergenerational Transmission ◽  
Stem Education ◽  
Barriers To Entry ◽  
Stem Fields ◽  
Intergenerational Relationship ◽  
Legal Studies ◽  
Stem Programs ◽  
Administrative Dataset ◽  
Science Technology ◽  
And Mathematics

AbstractWe provide novel evidence on the existence and extent of the intergenerational transmission of STEM (science, technology, engineering and mathematics) education using a recent large administrative dataset of Italian graduates obtained from the AlmaLaurea survey. We find sizeable intergenerational associations in university graduation from STEM programs and demonstrate that these varies strongly according to both the parent’s and the child’s gender. The paternal outweighs the maternal intergenerational relationship and is larger for sons than for daughters. While the documented STEM education transmission is not driven by parental liberal profession for most STEM fields, this is the case for some non-STEM fields (economic and legal studies), consistent with the presence of barriers to entry into some professions.

Women and Science, Technology, Engineering, and Mathematics (STEM)

2017 ◽  
pp. 766-798
Author(s):  
Shulamit Kahn ◽  
Donna Ginther
Keyword(s):  
Role Models ◽  
Physical Science ◽  
Women In Science ◽  
Stem Fields ◽  
Engineering Economics ◽  
Science Technology ◽  
Women And Science ◽  
Underrepresentation Of Women ◽  
And Mathematics ◽  
Gendered Stereotypes

Researchers from economics, sociology, psychology, and other disciplines have studied the persistent underrepresentation of women in science, technology, engineering, and mathematics (STEM). This chapter summarizes this research. It argues that women’s underrepresentation is concentrated in the math-intensive science fields of geosciences, engineering, economics, math/computer science, and physical science. Its analysis concentrates on the environmental factors that influence ability, preferences, and the rewards for those choices. The chapter examines how gendered stereotypes, culture, role models, competition, risk aversion, and interests contribute to the gender STEM gap, starting in childhood, solidifying by middle school, and affecting women and men as they progress through school and higher education and into the labor market. The results are consistent with preferences and psychological explanations for the underrepresentation of women in math-intensive STEM fields.

Not By Success Alone

2016 ◽  
Vol 43 (2) ◽  
pp. 163-176 ◽  
Author(s):  
Melissa A. Fuesting ◽  
Amanda B. Diekman
Keyword(s):  
Role Models ◽  
Vicarious Learning ◽  
Time Study ◽  
Stem Fields ◽  
Science Technology ◽  
Perceived Difficulty ◽  
Preliminary Study ◽  
Communal Orientation ◽  
And Mathematics ◽  
Over Time

Because of stereotypes that science, technology, engineering, and mathematics (STEM) fields do not fulfill communal goals, communally oriented individuals may select out of STEM. One potential route to engaging and promoting communally oriented individuals in STEM fields is through interactions with advisors or role models in STEM. We first demonstrate the perceived difficulty of finding role models who enact communal behaviors in STEM relative to other fields (Preliminary Study). Communally oriented students reported higher likelihood of observing admired others in math or science (i.e., investigative vicarious learning) over time (Study 1). Individuals preferred hypothetical STEM advisors who enacted communal workplace behaviors (Studies 2a-2b). Finally, individuals’ communal orientation predicted how important they found the communal behaviors of actual role models (Studies 3a-3b). These findings provide further support for the goal congruity prediction that contexts—whether relational or occupational—that offer the pursuit of valued goals will be preferred.

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