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Direct linkMaster, Allison H.; Meltzoff, Andrew N. – Grantee Submission, 2020
There is a need to help more students succeed in science, technology, engineering, and mathematics (STEM) education, with particular interest in reducing current gender gaps in motivation and participation. We propose a new theoretical model, the STEreotypes, Motivation, and Outcomes (STEMO) developmental model, to account for and integrate recent…
Descriptors: STEM Education, Sex Stereotypes, Gender Bias, Gender Differences
Bork, Sarah Jane; Mondisa, Joi-Lynn – Journal of Engineering Education, 2022
Background: Mental health issues reported among college-aged individuals have increased. Prevalence of these issues has an established impact on students' personal, professional, and academic outcomes. Graduate students experience unique stressors that impact their mental health. In particular, engineering graduate students have lower help-seeking…
Descriptors: Graduate Students, Engineering Education, Mental Health, Anxiety
Przymus, Steve Daniel; Sparks, David; Garcia, Sophia; Silveus, Allison; Cartmill, Cassandra – Association of Mexican American Educators Journal, 2021
Science, technology, engineering, and mathematics (STEM) educational camps and fellowships that specifically target underrepresented populations in STEM fields, such as Latinas, have become more common place across the United States. In this article, we analyze multimodal ways of representing, opportunities, and role-models present at these camps,…
Descriptors: STEM Education, Hispanic American Students, Females, High School Students
Wang, Ming-Te; Degol, Jessica L. – Educational Psychology Review, 2017
Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences…
Descriptors: Gender Differences, STEM Education, Females, Womens Education
UNESCO Bangkok, 2020
Science, Technology, Engineering and Mathematics (STEM) fields are considered catalysts for the achievement of the 2030 Agenda for Sustainable Development. Yet, particularly for STEM fields, girls and women, for a multitude of social, cultural and psychological reasons, engage and participate at a lower rate than boys and men. This research…
Descriptors: STEM Education, Womens Education, Females, Barriers
Matete, Rose Ephraim – FIRE: Forum for International Research in Education, 2022
Women's underrepresentation in Science, Technology, Engineering and Mathematics (STEM) has been documented worldwide. This study investigated the factors underlying women's underrepresentation in STEM in higher education in Tanzania. The study employed a qualitative research approach that was informed by historical design. Data were collected…
Descriptors: Foreign Countries, Females, Disproportionate Representation, STEM Education
Broadley, Kate – Australian Journal of Career Development, 2015
Gendered educational and occupational pathways are entrenched in many countries. The underrepresentation of women in the science, technology, engineering and mathematics (STEM) fields has ramifications for individuals and for workforces. Girls' declining interest in STEM coincides with an increasing demand for STEM-skilled professionals across the…
Descriptors: STEM Education, Career Development, Females, Gender Bias
Malcom, Shirley, Ed.; Feder, Michael, Ed. – National Academies Press, 2016
Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and…
Descriptors: Postsecondary Education, College Students, STEM Education, Majors (Students)
Mkhize, Zamambo – Transformation in Higher Education, 2022
Background: The presence of African women in mathematics has been nearly invisible. The underrepresentation of African women in this field is a result of their historical socio-political marginalisation. The mathematics discipline is politicised, racialised, and gendered to systematically oppress African women. The mathematics fields continue to…
Descriptors: Foreign Countries, Blacks, Females, Disproportionate Representation
