Gender Gap

Setzekorn, Kristina; Burton, Tina; Farrelly, Colleen M.; Ferebee, Susan Shepherd

doi:10.4018/978-1-7998-3583-7.ch005

Cited by 2 publications

(2 citation statements)

References 22 publications

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“…The cultural, interpersonal, and individual barriers exist and are highly effective in STEM fields, and a belief that women do not have a natural ability in STEM is often linked to a common view that values natural ability over effort (Khine, 2016;Setzekorn et al, 2020;Tandrayen-Ragoobur & Gokulsing, 2021). Department and peers may attribute this belief to the stereotype that women do not possess natural abilities in STEM.…”

Section: "Stem Belonging Means Being In a Room With People Who Listen...mentioning

confidence: 99%

Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions

Dost

2024

IJ STEM Ed

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Background Women and ethnic minorities have historically been underrepresented in some STEM fields. It is therefore important to understand the factors influencing students’ persistence in STEM fields, and what STEM belonging means from the voices of socio-demographically diverse students, in order to ensure equity among students in STEM fields and to increase their belonging to this field, which has not been clearly defined in the literature, and there is a lack of agreement about the definition of belonging itself. For this purpose, the perspectives of students in England are brought together in this study in an attempt to better understand the concept of STEM belonging within a broader context of integration. Result The inductive thematic analysis with the voices of socio-demographically diverse 313 A-level, undergraduate and postgraduate Mathematics, Physics, and Chemistry students showed that compared to male students, it was mostly female, non-binary, non-White, and first-generation students who defined STEM belonging as ‘Feeling safe and comfortable in the STEM community and settings’. This theme was defined by the participants as the group/community/learning environment in which the individual belongs, the interaction with the people in the field, and the comfort that this participation/interaction creates. Students stressed the importance of creating a supportive and welcoming STEM environment so that individuals can feel at home, as well as a safe and comfortable STEM environment for people of all identities, genders, ethnicities, and backgrounds. Based on the participants’ responses, this study also conceptualised the concept of STEM belonging as having four phases: the ‘adaptation phase’, the ‘integration phase’, the ‘continuum phase’, and the ‘transition phase’. These four phases which comprise the STEM belonging concept are consecutive and interconnected. Conclusion The study concluded that all human beings are connected in a relational way (either strong or weak) and that the concept of STEM belonging develops as a result of interactions with ‘self’ and ‘others’ who have a shared passion and an interest in STEM fields. Although individuals have intrinsic motivation and individual prompts in STEM fields (i.e. resilience, beliefs in their capacity/ability and curiosity, etc.), social determinants (i.e. receiving adequate support from members of the STEM community, social capital and social cohesion, etc.) also play a significant role in influencing individual’s sense of STEM belonging.

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Section: "Stem Belonging Means Being In a Room With People Who Listen...mentioning

confidence: 99%

Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions

Dost

2024

IJ STEM Ed

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“…Therefore, artificial intelligence-driven technologies play a significant role in the operation of online learning environments. Several learning management systems are used to deliver online education, including Moodle, Blackboard, Microsoft Teams, Adobe Connect, Canvas, Google Classroom, Zoom, and TeamLink (Moodle, 2020;Setzekorn, 2020). Students have been found to be more active and productive in online learning environments than in conventional classroom settings (Means, Toyama, Murphy, & Baki, 2013).…”

Section: Transformation Of the Universitymentioning

confidence: 99%

Digitized Higher Education: Digital Transformation in Education from a Bibliometric Perspective

ÖZYURT SERİM,

BİLGİLİ

2023

The Journal of International Scientific Researches

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Higher education institutions should give high priority to keeping up to date by studying how the business environment reflects the technological and social developments brought about by digitalization. This will enable future generations to take advantage of technological inventions for research and teaching. The implementation of the digital transformation approaches brought by Industry 4.0 in higher education has led to the creation of a technologically-supported education area in higher learning. In the educational dimension of this digital transformation, there is a need to organize complex relationships between existing structures and technologically supported structures. The aim of this article is to examine the literature of digital transformation in education and to identify the current state of affairs. In this context, filtering was carried out using the keywords “digital transformation” and “education” in the Web of Science database. A bibliometric data analysis was carried out through VOSviewer by downloading the data set obtained as a result of the filtering. The analysis found that the pandemic had an impact on the increase in the number of publications in literature, and the most common type of text was the article. In addition, the most broadcasting country is Russia, and the most commonly used keywords in terms of conceptual unity are digital transformation, higher education, education, digitization and COVID-19.

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Gender Gap

Cited by 2 publications

References 22 publications

Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions

Students’ perspectives on the ‘STEM belonging’ concept at A-level, undergraduate, and postgraduate levels: an examination of gender and ethnicity in student descriptions

Digitized Higher Education: Digital Transformation in Education from a Bibliometric Perspective

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