Women in Science, Technology, Engineering, and Math Professional Night for Youths

Extracurricular science, technology, engineering, and math (STEM) activities are an engaging way to introduce historically minoritized youths to STEM. In this article, I describe one such event, a Women in STEM Professional Night, designed to connect eighth-grade girls with women in STEM careers. This interactive event provides a personalized connection to STEM, helps combat gendered stereotypes, and builds girls’ self-identification with STEM. Best practices include a carefully structured event, inviting a diverse group of women STEM professionals, and intentional preparation of all participants to set expectations. These insights serve as a guide for Extension professionals interested in creating a similar event.

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Women’s Discourses of Leadership in STEM Organizations in Singapore: Negotiating Sociocultural and Organizational Norms

Management Communication Quarterly ◽

10.1177/0893318917731537 ◽

2017 ◽

Vol 32 (2) ◽

pp. 233-249 ◽

Cited By ~ 5

Author(s):

Debalina Dutta

Keyword(s):

Women In Science ◽

Cultural Norms ◽

Women In Stem ◽

Stem Careers ◽

Leadership Positions ◽

Leadership Potential ◽

Double Binds ◽

Organizational Norms ◽

Organizational Perceptions ◽

Gendered Stereotypes

The study explores how women in science, technology, engineering, and math (STEM) careers in Singapore discursively construct leadership. Drawing from 42 in-depth interviews with women in STEM careers, the study examines women’s discourses of leadership, articulating patriarchal sociocultural and organizational norms that serve as barriers to women’s access to leadership positions in STEM. The analysis elucidates the negotiations of work–home pressures shaped by patriarchal gender roles, culturally constituted organizational perceptions of women and their leadership potential, and gendered discourses of leadership as the key themes reflecting the experiences with and understandings of leadership among women in STEM. Particularly salient are the double binds that women experience, reflecting, for instance, Asian cultural norms about gendered performance that foreground women’s roles in face saving and discourses of leadership that call for aggressiveness. Moreover, women experience gendered stereotypes about their content-based competence in STEM areas, further impeding the opportunities available for them to lead in STEM careers.

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Women in STEM/SET: gender gap research review of the United Arab Emirates (UAE) – a meta-analysis

Gender in Management An International Journal ◽

10.1108/gm-11-2019-0201 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Louise Patterson ◽

Damodharan Sowmya Varadarajan ◽

Beena Saji Salim

Keyword(s):

United Arab Emirates ◽

Gender Gap ◽

Gender Discrimination ◽

Meta Analysis ◽

Women In Science ◽

Research Review ◽

Women In Stem ◽

Stem Careers ◽

Content Type ◽

And Gender

Purpose The purpose of this paper is to conduct a meta-analysis of existing research on gender discrimination/gender gap and women in Science, Technology, Engineering and Mathematics (STEM) in the UAE, specifically, and Middle East and North Africa (MENA) and Gulf Cooperation Council (GCC) countries in general because of very limited number of articles published on the subject. It will give future researchers insights into the topics, methodologies and findings of such research from 1999–2019. Design/methodology/approach This study conducts a meta-analysis of 72 articles using the Wildcard operator search method and the Boolean operator to perform an integrative literature search related to gender discrimination studies done in relationship to or specific to the UAE. Findings In total, 88 papers related to the UAE and gender gap and women were identified. The articles were narrowed down to the ones published in high-ranked or Scopus journals (72). The findings suggest a decreasing trend in gender discrimination, but the issue still persists, requiring efforts from policy-makers, society and government to ensure gender parity is achieved. Academic research on women in STEM/SET workplace, specific to the UAE and the region, continue to slowly advance, with very few articles published in the same. Practical implications The study provides insights into gender gap research done in the past ten years specific to the UAE national women and gender gap in general and their career choices and prospects in the STEM/SET domain. Social implications There is a need to focus research on Emirati women in STEM careers to develop more insights into gender gap perceptions of Emirati women and identify challenges and methods to close the gender gap in STEM careers. Originality/value This paper brings a holistic perspective to the meta-analysis of research on the gender gap and women in the UAE’s STEM domain.

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

Hypatia ◽

10.1111/hypa.12148 ◽

2015 ◽

Vol 30 (2) ◽

pp. 450-466 ◽

Cited By ~ 5

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.

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Girls and Women in Science, Technology, Engineering, and Mathematics

Policy Insights from the Behavioral and Brain Sciences ◽

10.1177/2372732214549471 ◽

2014 ◽

Vol 1 (1) ◽

pp. 21-29 ◽

Cited By ~ 103

Author(s):

Nilanjana Dasgupta ◽

Jane G. Stout

Keyword(s):

Peer Relations ◽

Family Characteristics ◽

Women In Science ◽

Childhood And Adolescence ◽

Stem Careers ◽

Science Technology ◽

Women's Participation ◽

Job Growth ◽

And Mathematics ◽

Policies And Programs

Scientific advances fuel American economic competitiveness, quality of life, and national security. Much of the future job growth is projected in science, technology, engineering, and mathematics (STEM). However, the supply of domestic students who pursue STEM careers remains small relative to the demand. On the supply side, girls and women represent untapped human capital that, if leveraged, could enhance the STEM workforce, given that they comprise 50% of the American population and more than 50% of the college-bound population. Yet the scarcity of women in STEM careers remains stark. What drives these gender disparities in STEM? And what are the solutions? Research points to different answers depending on the stage of human development. Distinct obstacles occur during three developmental periods: (a) childhood and adolescence, (b) emerging adulthood, and (c) young-to-middle adulthood. This article describes how specific learning environments, peer relations, and family characteristics become obstacles to STEM interest, achievement, and persistence in each period. Evidence-based policies and programs promise to eliminate these obstacles, increasing girls and women’s participation in STEM.

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

The Oxford Handbook of Women and the Economy ◽

10.1093/oxfordhb/9780190628963.013.13 ◽

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.

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Uzbek Women in Development of Science

Psychology and Education Journal ◽

10.17762/pae.v58i2.2287 ◽

2021 ◽

Vol 58 (2) ◽

pp. 1390-1397

Author(s):

Alimova Madina Iskandar Kizi

Keyword(s):

Women Scientists ◽

Women In Stem ◽

Stem Careers ◽

Women In Development ◽

Science Technology ◽

The Future ◽

Job Growth ◽

And Mathematics

The role of Uzbek women has proliferated sharply during last years. Much of the future job growth is projected in science, technology, engineering, and mathematics (STEM). Yet the scarcity of women in STEM careers remains stark. This article describes about what kind of issues face women in Uzbekistan and women scientists in Uzbekistan and importance of encouraging young scientists.

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Images of women in STEM fields

Journal of Science Communication ◽

10.22323/2.08030203 ◽

2009 ◽

Vol 08 (03) ◽

pp. A03

Author(s):

S. Cho ◽

M. Goodman ◽

B. Oppenheimer ◽

J. Codling ◽

T. Robinson

Keyword(s):

Eighth Grade ◽

Women In Stem ◽

Stem Fields ◽

Stem Careers ◽

Eighth Grade Students ◽

On Line ◽

Images Of Women

This study investigated how eighth-grade students perceived images of women in STEM and non-STEM careers. Thirty-six images were posted on-line; we measured five characteristics of each image. Forty students participated in the study. We found that there were significant differences in attractiveness, creativity, and intelligence between STEM and non-STEM images. There were no significant differences for good at her job and organization. In addition, there were no significant differences among STEM and non-STEM images of women of the same race.

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Projects to encourage female students in STEM areas

5th International Conference on Higher Education Advances (HEAd'19) ◽

10.4995/head19.2019.9474 ◽

2019 ◽

Author(s):

María Teresa Lozano Albalate ◽

Ana Isabel Allueva-Pinilla ◽

José Luis Alejandre-Marco, ◽

Raquel Trillo-Lado ◽

Sergio Ilarri-Artigas ◽

...

Keyword(s):

High School Students ◽

Female Students ◽

Women In Science ◽

Women In Stem ◽

Transfer Of Knowledge ◽

School Students ◽

Student Groups ◽

Science Technology ◽

History Of Information ◽

And Mathematics

Today, the number of female students that enrol in degrees related to Science, Technology, Engineering and Mathematics (STEM) areas is quite low. So, numerous initiatives have arisen to promote these degrees and encourage female students in these areas. In this context, the EuLES Network (u-Learning Environments in Higher Education), an interdisciplinary network created in 2010 at the University of Zaragoza (Spain) to foster research, interaction, cooperation and transfer of knowledge and technologies related to learning and open education, has developed two projects oriented to High School Students: “WikinformáticA! en Aragon” and “Women in STEM by EuLES”. WikinformáticA! en Aragón is a competition for student groups in which they develop a wiki on prominent women in the history of Information and Communication Technology (ICT). The objective is the visibility of women involved in technology. The purpose of the Women in STEM project is to offer testimonies of women in Science, Technology, Engineering and Mathematics to encourage scientific vocations, especially in young people and girls. The project consists of conducting video interviews of women who work or study in these disciplines. All the videos, along with a short biography, are posted on the web.

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