Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

Autor/inn/en	Wang, Ming-Te; Degol, Jessica L.
Titel	Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions
Quelle	In: Educational Psychology Review, 29 (2017) 1, S. 119-140Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-015-9355-x
Schlagwörter	Forschungsbericht; Gender Differences; STEM Education; Females; Womens Education; Disproportionate Representation; Cognitive Ability; Occupational Aspiration; Interests; Life Style; Values; Beliefs; Sex Stereotypes; Gender Bias; Biology; Social Influences; Cultural Influences; Motivation + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; STEM; Weibliches Geschlecht; 'Women''s education'; Frauenbildung; Denkfähigkeit; Berufsneigung; Berufsziel; Bildungsinteresse; Lebensstil; Wertbegriff; Belief; Glaube; Geschlechterstereotyp; Biologie; Sozialer Einfluss; Cultural influence; Kultureinfluss; psychologische; Motivation (psychologisch)
Abstract	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 in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women's underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01