Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

Ming Te Wang, Jessica L. Degol

Research output: Contribution to journalReview article

86 Citations (Scopus)

Abstract

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women’s underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.

Original languageEnglish (US)
Pages (from-to)119-140
Number of pages22
JournalEducational Psychology Review
Volume29
Issue number1
DOIs
StatePublished - Mar 1 2017

Fingerprint

Aptitude
Mathematics
Technology
Motivation
Sociology
Individuality
Life Style
Economics
Psychology
Education
Direction compound
Research

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

Cite this

@article{3e30cf9557304adfbdf991c4ab52664c,
title = "Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions",
abstract = "Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women’s underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.",
author = "Wang, {Ming Te} and Degol, {Jessica L.}",
year = "2017",
month = "3",
day = "1",
doi = "10.1007/s10648-015-9355-x",
language = "English (US)",
volume = "29",
pages = "119--140",
journal = "Educational Psychology Review",
issn = "1040-726X",
publisher = "Springer New York",
number = "1",

}

TY - JOUR

T1 - Gender Gap in Science, Technology, Engineering, and Mathematics (STEM)

T2 - Current Knowledge, Implications for Practice, Policy, and Future Directions

AU - Wang, Ming Te

AU - Degol, Jessica L.

PY - 2017/3/1

Y1 - 2017/3/1

N2 - Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women’s underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.

AB - Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women’s underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.

UR - http://www.scopus.com/inward/record.url?scp=84954322922&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84954322922&partnerID=8YFLogxK

U2 - 10.1007/s10648-015-9355-x

DO - 10.1007/s10648-015-9355-x

M3 - Review article

C2 - 28458499

AN - SCOPUS:84954322922

VL - 29

SP - 119

EP - 140

JO - Educational Psychology Review

JF - Educational Psychology Review

SN - 1040-726X

IS - 1

ER -