Empowering women in STEM: a scoping review of interventions with role models

Gioannis, Elena De; Pasin, Gian Luca; Squazzoni, Flaminio

doi:10.1080/21548455.2022.2162832

Cited by 13 publications

(2 citation statements)

References 52 publications

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“…The project aims to assess the program's impact on endorsing gender stereotypes related to science and scientists. These will be measured using explicit scales via questionnaires (for 4th to 8th graders) and indirect tests for 1st to 3rd graders (for a review of instruments, see De Gioannis et al, 2023). Indirect tests, like a modified version of the Draw A Scientist Test (DAST) (Finson, 2002), will assess the main outcome among 1st to 3rd graders, an age in which reading a text and answering a survey might be too demanding.…”

Section: Methodsmentioning

confidence: 99%

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"STEM in Genere”: an impact evaluation

Abbiati,

Leggerini,

Bannò

2024

icgr

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Research on labour market disparities between men and women has long since identified horizontal segregation in the educational system as one of the main factors driving the gender pay gap. One of the factors identified in the literature believed to be at the heart of horizontal gender segregation is the lack of representation and visibility of women in STEM fields. In this paper, we investigate the effectiveness of a program named “STEM in Genere”, developed within the Gender Equality Plan 2022-2024 of the University of Brescia (Italy), which is aimed at contrasting the underrepresentation and the stereotypical representation of women in science among primary and lower secondary school students. Students of participant classes will meet an educator for a total of 2 hours, in which counter-stereotypical thinking of women in science will be stimulated via learning games. Teachers of participant classes will follow in parallel a dedicated workshop about non-stereotypical science teaching. The effects of the program on students' gender stereotypes in science and study/job aspirations will be evaluated via a randomised controlled trial (RCT) conducted in primary and secondary schools of the Brescia province, an affluent province located in the northern part of Italy. In particular, we will randomise classes within participating schools to have a good balance between the statistical power of the experiment and potential contamination threats. The contribution of this evaluation is threefold. First, we will collect first-hand data on students' views and aspirations in a country - Italy - in which the population traditionally holds quite conservative views about gender roles. Second, we will provide robust, experimental evidence on the effectiveness of the program “STEM in Genere”, which is potentially scalable nationwide. Lastly, we will contribute to the methodological debate about question framing in survey methodology, by randomly varying the formulation of the questions in the surveys. Policy implications for educational and learning environments will be discussed.

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Section: Methodsmentioning

confidence: 99%

“…Despite their popularity and frequent recommendation in educational practices, scant evidence supports their effectiveness. Furthermore, the wide variety of formats in which role model interventions are implemented complicates the identification of factors that enhance their effectiveness (De Gioannis et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

"STEM in Genere”: an impact evaluation

Abbiati,

Leggerini,

Bannò

2024

icgr

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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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Dissecting the Role of Women in Cybersecurity and Information Technology: A Medical Perspective

Shafik

2024

Blockchain Technologies

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Empowering women in STEM: a scoping review of interventions with role models

Cited by 13 publications

References 52 publications

"STEM in Genere”: an impact evaluation

"STEM in Genere”: an impact evaluation

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

Dissecting the Role of Women in Cybersecurity and Information Technology: A Medical Perspective

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