Beneath the Numbers: A Review of Gender Disparities in Undergraduate Education across Science, Technology, Engineering, and Math Disciplines

Autor/inn/en	Eddy, Sarah L.; Brownell, Sara E.
Titel	Beneath the Numbers: A Review of Gender Disparities in Undergraduate Education across Science, Technology, Engineering, and Math Disciplines
Quelle	In: Physical Review Physics Education Research, 12 (2016) 2, S.020106-1 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.12.020106
Schlagwörter	STEM Education; Females; Undergraduate Students; Gender Bias; Academic Achievement; Learner Engagement; Self Efficacy; Affective Measures; Sex Stereotypes; Socialization; School Holding Power; Identification (Psychology); Academic Persistence; Influences + Suchen Sie Ihr Suchwort? STEM; Weibliches Geschlecht; Geschlechterstereotyp; Schulleistung; Self-efficacy; Selbstwirksamkeit; Socialisation; Sozialisation; Influence; Einfluss; Einflussfaktor
Abstract	This focused collection explores inequalities in the experiences of women in physics. Yet, it is important for researchers to also be aware of and draw insights from common patterns in the experiences of women across science, technology, engineering and mathematics (STEM) disciplines. Here, we review studies on gender disparities across college STEM on measures that have been correlated with retention. These include disparities in academic performance, engagement, self-efficacy, belonging, and identity. We argue that observable factors such as persistence, performance, and engagement can inform researchers about what populations are disadvantaged in a STEM classroom or program, but we need to measure underlying mechanisms to understand how these inequalities arise. We present a framework that helps connect larger sociocultural factors, including stereotypes and gendered socialization, to student affect and observable behaviors in STEM contexts. We highlight four mechanisms that demonstrate how sociocultural factors could impact women in STEM classrooms and majors. We end with a set of recommendations for how we can more holistically evaluate the experiences of women in STEM to help mitigate the underlying inequities instead of applying a quick fix. [This paper is part of the Focused Collection on Gender in Physics.] (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01