“You Can be Whatever You Want to be!”: Transforming Teacher Practices to Support Girls’ STEM Engagement

Stephenson, Tanya; Fleer, Marilyn; Fragkiadaki, Glykeria; Rai, Prabhat

doi:10.1007/s10643-021-01262-6

Cited by 11 publications

(10 citation statements)

References 24 publications

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“…[ 1,8,29] Teachers bias • Discourage teachers' gender bias and improve on the cultural capital. [146] Teachers competence • Provide teachers with professional development to transform their STEM practices.…”

Section: Policymentioning

confidence: 99%

“…Furthermore, role modeling and peer pressure significantly influenced girls' self-efficacy, confidence, and stereotypes in STEM fields. Studies have suggested that peer pressure can be reduced by creating a positive and supportive peer climate in the classroom [146], promoting peer collaboration and influence [94], building more robust performance environments [92], and discouraging gender identity and media use that may affect academic achievement [88]. However, peer pressure may also positively affect girls' behavior in STEM fields, depending on the nature and quality of peer interactions and feedback [87].…”

Section: Environmental Factors and Sdgmentioning

confidence: 99%

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A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Msambwa,

Daniel,

Lianyu

et al. 2023

Comp Applic In Engineering

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There have been global efforts to achieve the sustainable development goals (SDGs) on quality education, gender equality, industry, innovation, and infrastructure development; however, in science, technology, engineering, and mathematics (STEM), men still dominate these fields at the highest levels, as boys dominate STEM subjects in schools. Thus, there is a need to improve female participation in these fields at all levels. Therefore, this systematic review examined the empirical evidence on the factors affecting girls' participation in STEM subjects. We conducted a comprehensive literature search using electronic databases such as Web of Science, Scopus, EBSCO‐host, and Google Scholar. An analysis of 165 scholarly publications was done using a systematic methodology. The study found that only 10% of the studies indicated that girls' poor participation in STEM could be attributed to personal factors and 61% to environmental factors. Additionally, behavioral factors accounted for 29% of the sampled studies, which found that negative attitudes, lack of career plans, lack of collaboration, interest, poor self‐concept, self‐efficacy, and low motivation were identified as factors that affect girls' participation in STEM subjects. The findings highlight a comprehensive overview of the current knowledge of girls in STEM, providing policymakers, educators, and practitioners with valuable insights into creating an enabling environment that supports more girls in STEM subjects. Furthermore, it contributes to the global efforts to achieve the SDGs 4, 5, and 9.

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Section: Policymentioning

confidence: 99%

Section: Environmental Factors and Sdgmentioning

confidence: 99%

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Msambwa,

Daniel,

Lianyu

et al. 2023

Comp Applic In Engineering

View full text Add to dashboard Cite

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Section: Identity Influence In Pedagogical Practicementioning

confidence: 99%

“…Previous study shows that pedagogical practices play a significant role in girls' STEM engagement [15]. Several researchers have found that same-sex role models positively influence women's decisions to work in traditionally male-dominated fields [15] [16] [17]. Female faculties have been proposed to function as same-sex role models, which may inoculate female students against the harmful impact of stereotypes impugning their ability in computer science and engineering [15].…”

Section: Identity Influence In Pedagogical Practicementioning

confidence: 99%

“…Several researchers have found that same-sex role models positively influence women's decisions to work in traditionally male-dominated fields [15] [16] [17]. Female faculties have been proposed to function as same-sex role models, which may inoculate female students against the harmful impact of stereotypes impugning their ability in computer science and engineering [15]. Female faculties' identity as an educator impact on next-generational gender equality development [15].…”

Section: Identity Influence In Pedagogical Practicementioning

confidence: 99%

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Board 191: Are female faculty role models to female students in higher education? A study of teachers’ perceptions of their roles and responsibilities in computer science and engineering

Wang,

Wen

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Contributing to SDGs Through Conceptual PlayWorlds: Changing the STEM Story for Children, Families and Teachers

Suryani,

March,

Fleer

et al. 2024

International Perspectives on Early Childhood Education and Development

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“You Can be Whatever You Want to be!”: Transforming Teacher Practices to Support Girls’ STEM Engagement

Cited by 11 publications

References 24 publications

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Board 191: Are female faculty role models to female students in higher education? A study of teachers’ perceptions of their roles and responsibilities in computer science and engineering

Contributing to SDGs Through Conceptual PlayWorlds: Changing the STEM Story for Children, Families and Teachers

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