ERIC Number: EJ1195644
Record Type: Journal
Publication Date: 2018
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: EISSN-2196-7822
EISSN: N/A
The Influence of STEM Definitions for Research on Women's College Attainment
Manly, Catherine A.; Wells, Ryan S.; Kommers, Suzan
International Journal of STEM Education, v5 Article 45 2018
Given the prevalence of inconsistent and/or unreported STEM definitions, the authors posit that literature on gender and STEM currently requires excessive assumption and interpretation. Particularly given that gender representation is known to differ across fields often considered part of STEM, contributing to conflicting findings on gender underrepresentation (Cheryan et al. 2017), inconsistency in defining STEM has likely led to muddled interpretations of the literature at best. At worst, misleading implications about equity for women may have affected decisions to support their development and success in college. This brief aims to illuminate how differing STEM definitions may lead to varied results and potentially inconsistent conclusions, and to offer recommendations to the field for addressing this issue.
Descriptors: STEM Education, Gender Differences, Definitions, Equal Education, Gender Bias, Womens Education, Females
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A