Gender Equity in STEM Higher Education in Kazakhstan

CohenMiller, Anna; Saniyazova, Aray; Sandygulova, Anara; Izekenova, Zhanna

doi:10.4324/9781003053217-1115

Cited by 8 publications

(5 citation statements)

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“…American scholars Ganley, George, Cimpian & Makowski also point out that women are underrepresented compared to men in many STEM majors and even a few non-STEM majors in U.S. universities and combine this with previous literature to suggest that gender stereotypes may be the main reason for this inequity [3]. CohenMiller, Saniyazova, Sandygulova & Izekenova argue that women are discouraged from STEM education in Kazakhstan mainly due to cultural and historical factors and also the lack of female instructors in STEM majors in schools [4]. Summarizing the previous literature, many studies have concluded that women are experiencing disparities in STEM education, but few studies have identified the causes and solutions.…”

Section: Introductionmentioning

confidence: 91%

Gender Equity in STEM Education

Jin¹

2022

Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022)

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The strength and contributions of women are significant for all industries, including both STEM majors and non-STEM majors. Based on this background, this paper examines the reasons for the gender inequity experienced by Chinese women in STEM majors, hoping to provide informative comments to support the development of women in STEM majors and improve the status of women in STEM education so as to make more contributions to society. This paper uses the Internet to break through geographical restrictions, and selects samples from various cities in China, distributes questionnaires, and concludes through subsequent interviews that the causes of gender disparity in STEM education for women are stereotypes and gender inequality in employment.

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Section: Introductionmentioning

confidence: 91%

Gender Equity in STEM Education

Jin¹

2022

Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022)

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“…This underrepresentation is attributed to various factors, including societal stereotypes, lack of role models, and subtle biases in educational practices. However, the literature consistently emphasizes the transformative potential of progressive teaching strategies in mitigating these barriers and fostering gender equity [13]. Research by Archer-Kuhn and MacKinnon [14] highlights the effectiveness of innovative pedagogies, such as project-based learning and collaborative activities, in promoting inclusivity and engagement in STEM subjects.…”

Section: Literature Review: Gender Gap In Stem Fieldsmentioning

confidence: 99%

Bridging the Gap: Progressive Teaching Strategies for Gender Equity in STEM Education

Daraz,

Khan,

Azeem Ashraf

et al. 2024

STEM Education - Recent Developments and Emerging Trends

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This study explores the impact of progressive teaching methods on gender equity in STEM education in Malakand Division, Pakistan. Using a cross-sectional exploratory design, it engages educators, students, parents, community leaders, and policymakers through purposive sampling. Through in-depth interviews and focus groups, the research uncovers region-specific challenges and opportunities. Thematic analysis highlights the community’s call for progressive teaching to combat barriers, stereotypes, and promote inclusivity. It stresses the need for inclusive learning spaces, challenging societal norms, and enhancing female representation in STEM leadership. The study advocates for innovative pedagogies, policy changes, and community involvement as catalysts for change. While acknowledging local obstacles like socio-cultural norms and resource constraints, it underscores the potential of community engagement and robust policies to overcome these challenges. Cultural influences on STEM participation, such as familial expectations, are recognized, underscoring the importance of addressing these factors. The study concludes with a plea for interdisciplinary action to dismantle systemic barriers and cultivate a culture of inclusivity and mentorship. Policy recommendations focus on inclusive curricula, targeted recruitment, mentorship initiatives, and community outreach to foster an equitable STEM environment in Malakand Division, Pakistan.

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“…Broadly speaking, there are more men employed in STEM fields globally than in fields of work underpinned by qualifications in the social sciences. 39 This concentration of a sex in a field is influenced by the pipeline and available talent. It is also shaped by organisational regimes, which are 'loosely interrelated practices, processes, actions and meanings that result in and maintain' gender inequalities.…”

Section: Gendered Fields Of Studymentioning

confidence: 99%

Gendered research grant conditions and their effect on women’s application (dis)engagement

Bosch

Pondayi

2022

The Journal for Transdisciplinary Research in Southern Africa

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Men continue to outperform women in obtaining funding through research grants globally, in both science, technology, engineering and mathematics (STEM) and social science, in multidisciplinary and transdisciplinary fields. This article focuses on the role of research grant funding conditions in women’s lack of research grant funding. Grant conditions are the rules of participation and funding use set out by grant funders. This study aimed to answer the question: how do grant conditions limit women’s propensity to engage with research grant applications? Research grants from the Open 4 Research database were analysed. Research careers with a reproductive life-cycle perspective and four feminist concepts were deliberately gendered. These resulted in a theoretical framework. A content analysis on n = 270 multidisciplinary early career grants for those who already have a PhD was conducted. Grants were selected from both the social science and STEM disciplines. The findings suggest that, overwhelmingly, grant conditions are gender-neutral, assuming no differences between women and men. A comparison between STEM and social science grant conditions also show very little difference. The article provides a framework to guide multidisciplinary and transdisciplinary grant funders in crafting deliberately gendered grant conditions.Transdisciplinary contribution: A pre-application phase to the research grant application process by problematising gender neutrality in early-career researcher grant conditions is introduced. It is posited that grants’ gender neutrality is discouraging women to consider applying, resulting in self-exclusion early in the pre-application phase.

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Gender Equity in STEM Higher Education in Kazakhstan

Cited by 8 publications

References 0 publications

Gender Equity in STEM Education

Gender Equity in STEM Education

Bridging the Gap: Progressive Teaching Strategies for Gender Equity in STEM Education

Gendered research grant conditions and their effect on women’s application (dis)engagement

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