Finding Common Ground: Synthesizing Divergent Theoretical Views to Promote Women's STEM Pursuits

Abstract

Numerous theories seek to explain gender gaps in science, technology, engineering, and mathematics (STEM), and the literature on social and motivational factors implicated in women's STEM pursuits is burgeoning. We contend that a next-generation strategy is needed to translate multiple and complex theories to practice: We focus on the overlap of multiple social psychological theories to propose common-ground strategies to foster women's interest and participation in STEM. Building upon the foundational work of lone-theory approaches is a next-generation intervention approach that identifies where different theories have common ground-that is, where a particular intervention strategy might capitalize on multiple psychological mechanisms to yield benefit. We focus in particular on theories relevant to two incongruities that contribute to the gender gap in STEM: the incongruity between women and STEM (discussed in theories about stereotyping/discrimination, social identity, and stereotype threat), and the incongruity between STEM and student values (discussed in theories about expectancy-value, goal congruity, and work-family conflict). Three core strategies encompass multiple mechanisms described from these scientific frameworks, and these form the basis for intervention tactics: (1) Challenge stereotypes; (2) Align STEM activities with students' values; (3) Cultivate growth mindsets related to STEM ability. We

Perceptions of stereotypes applied to women who publicly communicate their STEM work

“…Women are often encouraged into role model positions to counteract this institutional and societal bias, and close gender gaps in STEM fields (Diekman et al, 2019). However, this study shows that underlying implicit biases may be actively counteracting any positive contribution to social identity these role models may make.…”

“…Women are stereotypically defined as having communal traits such as being warm and nurturing, whereas men are stereotypically allocated agentic traits such as competence and assertiveness (Fiske et al, 2002) with the latter considered much more consistent with competitive STEM fields (Settles et al, 2016). If a group is negatively stereotyped (e.g., seen as somehow lesser), membership of this group can influence psychological health (Roberts et al, 2008), performance (Steele, 1997) and one's sense of identity and belonging (Diekman et al, 2019). This is especially the case if the role models have high levels of stigma consciousness; an expectation of judgment because of a specific group membership, irrespective of behavior or performance (Pinel, 1999).…”

Career Break, Not a Brake on Career: A Study of the Reasons and Enablers of Women’s Re-entry to Technology Careers in India

“…With this perspective of the linear progression of women's career in IT, such that women progressively opt out of a career as the career progresses, usually spurns the important career decisions, e.g. career re-entry after a career break (Diekman et al, 2019).…”

Girls4STEM: Gender Diversity in STEM for a Sustainable Future

“…In addition, the project has been designed to position the girls and boys as active participants through the proposed activities, thus increasing personal confidence and, consequently, reducing their fear of choosing STEM studies. References and evidence described in [28,[30][31][32][33][34][35][36][37][38] are at the core of this design. More specifically, the interaction with the STEM experts can be regarded as a vicarious experience [33], promoting STEM self-efficacy, while informal learning environments are seminal towards developing interest in STEM [34,35].…”