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Kate Schroder: Gender equality in STEM Open PDF
(Rockefeller University Press, 2023)
Van Emmenis, L.
Kate Schroder is a professor and director of the Centre for Inflammation and Disease Research at the Institute for Molecular Bioscience (IMB), University of Queensland, Australia. Her lab, the IMB Inflammasome Laboratory, is interested in the mechanisms that underlie inflammasome activity and inhibition, regulators of inflammasome-dependent inflammation, and caspase activation. We recently got the opportunity to speak with Kate about gender equality in science, technology, engineering, and mathematics (STEM). We covered steps her institute is taking to improve gender equality in the workplace, advice for female early career researchers (ECRs), and how something as simple as a robot vacuum cleaner can make a huge difference to a person’s life. © 2023 Van Emmenis.
The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education. Open PDF
(2018)
Stoet, Gijsbert
;
Geary, David C.
The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys' science achievement and girls' reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls' and women's engagement with STEM subjects.
A Cultural Psychological Model of Cross-National Variation in Gender Gaps in STEM Participation Open PDF
(SAGE publications Inc, 2020)
Soylu Yalcinkaya, N.
;
Adams, G.
Gender gaps in Science, Technology, Engineering, and Mathematics (STEM) participation are larger in societies where women have greater freedom of choice. We provide a cultural psychological model to explain this pattern. We consider how individualistic/post-materialistic cultural patterns in WEIRD (Western, Educated, Industrial, Rich, and Democratic) settings foster a self-expressive construction of academic choice, whereby affirming femininity/masculinity and ensuring identity fit become primary goals. Striving to fulfill these goals can lead men toward, and women away from, STEM pursuit, resulting in a large gender gap. In Majority World settings, on the contrary, collectivistic/materialistic cultural patterns foster a security-oriented construction, whereby achieving financial security and fulfilling relational expectations become primary goals of academic choice. These goals can lead both women and men toward secure and lucrative fields like STEM, resulting in a smaller gender gap. Finally, gender gaps in STEM participation feed back into the STEM=male stereotype. We discuss the implications of our model for research and theory, and intervention and policy. © 2020 by the Society for Personality and Social Psychology, Inc.
Explaining Course Enrollment Gaps in High School: Examination of Gender-Imbalance in the Applied Sciences Open PDF
(2023)
Freeman, JA
;
Gottfried, MA
;
Odle, TK
Federal policy in the United States has urged high schools to expand offerings in career and technical education (CTE) coursework to address persistent gender inequities in science, technology, engineering, mathematics, and medical (STEMM) fields. Unfortunately, gender composition in engineering and health sciences CTE enrollment is highly imbalanced and reflects postsecondary and labor market trends. Using data from the High School Longitudinal Study of 2009, we use decomposition techniques to examine which student, family, and school factors explain gender-imbalanced enrollment in STEMM-focused CTE courses. The results indicate student occupational expectations were the largest contributor to gender gaps across content areas.
A Goal Congruity Model of Role Entry, Engagement, and Exit: Understanding Communal Goal Processes in STEM Gender Gaps Open PDF
(SAGE Publications Inc., 2017)
Diekman, A.B.
;
Steinberg, M.
;
Brown, E.R.
;
Belanger, A.L.
;
Clark, E.K.
The goal congruity perspective provides a theoretical framework to understand how motivational processes influence and are influenced by social roles. In particular, we invoke this framework to understand communal goal processes as proximal motivators of decisions to engage in science, technology, engineering, and mathematics (STEM). STEM fields are not perceived as affording communal opportunities to work with or help others, and understanding these perceived goal affordances can inform knowledge about differences between (a) STEM and other career pathways and (b) women’s and men’s choices. We review the patterning of gender disparities in STEM that leads to a focus on communal goal congruity (Part I), provide evidence for the foundational logic of the perspective (Part II), and explore the implications for research and policy (Part III). Understanding and transmitting the opportunities for communal goal pursuit within STEM can reap widespread benefits for broadening and deepening participation. © 2016, © 2016 by the Society for Personality and Social Psychology, Inc.

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