Gender Equity in STEM in Higher Education

Ro, Hyun Kyoung; Fernandez, Frank; Ramon, Elizabeth J.

doi:10.4324/9781003053217

Cited by 4 publications

(5 citation statements)

References 233 publications

(354 reference statements)

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“…As federal agencies and universities continue to invest in expanding opportunities for women and underrepresented students of color to pursue careers in STEM and biomedical research, they must overcome the hurdle that many women, students of color, and women of color, in particular, do not feel a sense of belonging in the sciences [6,9,10] and often have higher attrition rates than other students [7,8]. One common approach to supporting students in STEM and the biomedical sciences is to offer URE programs [11,35].…”

Section: Discussionmentioning

confidence: 99%

“…One reason underrepresented students of color may not re-enroll in college is that they often experience hostile or unwelcoming climates-that is, they encounter racism or discrimination-in higher education [6]. A substantial body of research demonstrates that students of color, and in particular women of color, find STEM courses and programs to be particularly problematic [7,8]. One phenomenological study of three Black women in STEM found their experiences were punctuated by "racial and gender discrimination, isolation, marginalization, and alienation" [9] (p. 202).…”

Section: Introductionmentioning

confidence: 99%

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A Mixed-Methods Study of How a Critical Race Theory-Informed Undergraduate Research Experience Program Provides Equitable Support for Aspiring Graduate Students

Fernandez,

Mason,

Sharp

et al. 2024

Education Sciences

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Numerous studies document the benefits of participating in undergraduate research experiences (UREs), including greater odds of enrolling in graduate school. However, there is a lack of understanding about how UREs support student success. This study examines survey and interview data from a multi-year program evaluation of a National Institutes of Health-funded biomedical training program to consider whether and how participating in a URE fosters students’ sense of belonging, which is an important predictor of retention and graduation. Analyzing the quantitative survey data revealed that participating in the URE was positively associated with a sense of belonging even after controlling for students’ background characteristics, including gender, race or ethnicity, first-generation status, commuting burden, and age. Additionally, there was a positive relationship between a sense of belonging and odds of applying to graduate school. Path analysis suggests that the URE has an indirect relationship with applying to a graduate program that operates through the URE’s direct relationship with sense of belonging. Interview data offered insights into how the URE supported an increased sense of belonging. Specifically, we found that the URE fostered a sense of belonging when (1) faculty research mentors develop authentic, personal, and caring relationships with mentees, (2) the URE program welcomes, cultivates, and supports women and racially diverse students, and (3) the URE is embedded within a university environment that allows for faculty and peer engagement.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Mixed-Methods Study of How a Critical Race Theory-Informed Undergraduate Research Experience Program Provides Equitable Support for Aspiring Graduate Students

Fernandez,

Mason,

Sharp

et al. 2024

Education Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…Global perspectives on STEM education and gender equity emphasize the critical need for inclusivity, highlighting the imperative to bridge gender gaps. Recognizing diverse voices and fostering equal opportunities are pivotal for a thriving, equitable future in science, technology, engineering, and mathematics [30]. Respondents underscored the importance of fostering an inclusive environment that encourages and supports the participation of women in STEM disciplines.…”

Section: Perspectives On Stem Education and Gender Equitymentioning

confidence: 99%

Bridging the Gap: Progressive Teaching Strategies for Gender Equity in STEM Education

Daraz,

Khan,

Azeem Ashraf

et al. 2024

STEM Education - Recent Developments and Emerging Trends

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This study explores the impact of progressive teaching methods on gender equity in STEM education in Malakand Division, Pakistan. Using a cross-sectional exploratory design, it engages educators, students, parents, community leaders, and policymakers through purposive sampling. Through in-depth interviews and focus groups, the research uncovers region-specific challenges and opportunities. Thematic analysis highlights the community’s call for progressive teaching to combat barriers, stereotypes, and promote inclusivity. It stresses the need for inclusive learning spaces, challenging societal norms, and enhancing female representation in STEM leadership. The study advocates for innovative pedagogies, policy changes, and community involvement as catalysts for change. While acknowledging local obstacles like socio-cultural norms and resource constraints, it underscores the potential of community engagement and robust policies to overcome these challenges. Cultural influences on STEM participation, such as familial expectations, are recognized, underscoring the importance of addressing these factors. The study concludes with a plea for interdisciplinary action to dismantle systemic barriers and cultivate a culture of inclusivity and mentorship. Policy recommendations focus on inclusive curricula, targeted recruitment, mentorship initiatives, and community outreach to foster an equitable STEM environment in Malakand Division, Pakistan.

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“…Despite the rapid growth of international scholarship on women underrepresentation in STEM and particularly engineering, research on understanding enablers and barriers to the Australian women students' participation with a focus on engineering discipline is still relatively underdeveloped [3,17,[55][56][57]. This article, thus, attempt to address this gap through understanding contributing factors to the experience of women engineering students within the context of an Australian university.…”

Section: Literature Reviewmentioning

confidence: 99%

Gender Complexity and Experience of Women Undergraduate Students within the Engineering Domain

et al. 2022

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Despite continuous efforts for reducing gender inequality in Science, Technology, Engineering, Mathematics (STEM), engineering still steadfastly remains one of the least equitable fields in Australian universities. There has been an increasing growth of international scholarship on women’s underrepresentation in engineering; nevertheless, research on understanding contributing factors to the Australian women students’ participation in engineering is relatively underdeveloped. To address this knowledge gap, we examine the experience of women undergraduate students and explore influential factors that contribute to the complexity of pursuing engineering. Applying a qualitative approach, we conducted 16 interviews with women undergraduate students enrolled across five engineering courses at Macquarie University, Australia. The results of the thematic analysis indicate that women students often have a supporting network of relationships and view themselves as intellectually fit to study engineering. However, they have been facing several interrelated obstacles that negatively impact their experiences and persistence in engineering. Findings show that gendered perceptions around femininity and masculinity appear to be the origin of gender stereotypes surrounding engineering identity. These not only negatively impact women students’ experiences within the bound of university but also create systemic barriers in the future workplace environment and opportunities. These (mis)perceptions have actively and passively made women students feel out of place, doubt their abilities and feel alienated. We offer suggestions to shift engineering identity outside the dominant masculine construct towards ‘co-construct’ and ‘co-enact’. This will create windows of opportunities to move towards gender equality in engineering.

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Gender Equity in STEM in Higher Education

Cited by 4 publications

References 233 publications

A Mixed-Methods Study of How a Critical Race Theory-Informed Undergraduate Research Experience Program Provides Equitable Support for Aspiring Graduate Students

A Mixed-Methods Study of How a Critical Race Theory-Informed Undergraduate Research Experience Program Provides Equitable Support for Aspiring Graduate Students

Bridging the Gap: Progressive Teaching Strategies for Gender Equity in STEM Education

Gender Complexity and Experience of Women Undergraduate Students within the Engineering Domain

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