Catalysts of Women’s Talent Development in STEM: A Systematic Review

Abstract

Numbers of women in the physical sciences, mathematics, and engineering are growing, yet women are still far outnumbered by men at upper levels of those fields. The purpose of the study is to review the literature on academic women who develop exceptional talent in science, technology, engineering, and mathematics (STEM). Data sources included 18 scholarly publications selected according to a systematic protocol. Analysis of the studies' Results and Findings sections yielded four major themes focused on women's personal and psychological characteristics, social catalysts, institutional catalysts, and cultural production. Themes were synthesized into a four-level socio-ecological model of women's STEM talent development. Implications for future research are discussed.

Proportions of Women in STEM Leadership in the Academy in the USA

“…The literature on gender and science is voluminous [9,10]; the research on women and leadership is also significant [11,12]. Much of the research has examined reasons for women's under-representation: the barriers that women face.…”

Work-Life Balance for Women in Stem Leadership

“…Mullet et al (2017) noted that emotional support aided in the talent development of women in STEM careersand French et al (2018) maintained that emotional and instrumental social support was perceived as the most valuable source of social.…”

21st Century Skills in Project Based Learning Integrated STEM on Science Subject: A Systematic Literature Review

“…To evaluate the quality of the research in each article, an evaluation was carried out using a rubric consisting of seven criteria, namely objectives and purposes, review of the literature, theoretical frameworks, participant, method, result and conclusion. The evaluation was carried out on the full text content and the seven rubric component were measured to see that article meet the quality of reporting standards [12]. Each component consists of four scales, 1 = not meeting standard, 2 = almost meeting standard, 3 = meeting standard, 4 = exceeding standards.…”