Perceived Barriers to Higher Education in Science, Technology, Engineering, and Mathematics

Potential engineers: A systematic literature review exploring Black children's access to and experiences with STEM

“…Many other studies found that the intrinsic motivation to pursue STEM was negatively impacted by students' feeling of not being good enough and not feeling academically prepared (Bowe, 2012;Carr, 2015;Cornick, 2012;Cottledge, 2013;Dickerson et al, 2014;Jones, 2007;Robinson et al, 2016;Snipes & Waters, 2005). An example of this was found in Scott and Martin's (2014) study on students' perceptions toward pursuing STEM in higher education. In the study, researchers conducted a survey and focus groups to measure students' perceptions of internal and external barriers to STEM aspirations.…”

“…Themes from the systematic literature review situated in Perna's college choice model concluded that Black children often feel inadequate when it comes to high-stakes testing in STEM-related subjects based on one-on-one interviews with them. Similarly, Scott and Martin (2014) found that the most frequently perceived external barrier (45%) was students' fear of being treated differently based on their race. Sato (2013) contends that despite schools' supposed status of being a place of equal opportunity, youth are often impacted by racism, bias, and discrimination, which often serve as barriers to STEM aspiration and participation.…”

Gender and economic growth: Is there a correlation? The example of Kyrgyzstan

“…In the Kyrgyz Republic, education does not necessarily open doors for women in employment, earnings, career advancement and improvement of social status. Among key programs and strategies contributing to the level of improvement of gender equality in education in the country, the following should be At the initial stage of gender statistics development, it has already been demonstrated that based on biological factors and socio-economic conditions, women's concerns about health are fundamentally different from men's (Scott & Martin, 2014): pp. 235-256.…”

Undergraduate STEM Instructors' Teacher Identities and Discourses on Student Gender Expression and Equity

“…A wealth of literature has broadly explored causes of women's disproportional representation in STEM fields and suggested that sociocultural factors are largely responsible for persistent disparities (Hyde & Linn, ; Blickenstaff, ). Decreases in academic performance and persistence of women in these fields have been attributed to individual factors tied to sociocultural dynamics, including differential preparation (Ackerman, Kanfer, & Calderwood, ) and psychosocial constructs, including social identity and stereotype threat (Corbett & Hill, ; Logel et al, ), professional role confidence (Cech, Raineau, Silbey, & Seron, ), self‐efficacy beliefs (Raelin et al, ; Wang, ; Williams & George‐Jackson, ), and perceptions of barriers (Scott & Martin, ).…”