Images of women in STEM fields

Cho, S.; Goodman, Michael L.; Oppenheimer, B. R.; Codling, J.; Robinson, Tom

doi:10.22323/2.08030203

Cited by 10 publications

(10 citation statements)

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“…A variety of causes have contributed to failed recruitment efforts (Wang and Degol 2016), including social factors (Cho et al 2009;Lyon 2013;Thackeray 2016), institutional structures (Bottia et al 2015), poor advising (Lee 2008), and early education classroom environments (Han 2016). However, studies show that developing an identity linked to STEM from a young age (Bieri Buschor et al 2014;McCarthy and Berger 2008), having supportive families (Burge 2013;Lee 2016;Lyon 2013), access to quality advising (Byars-Winston 2014;Bystydzienski, Eisenhart, and Bruning 2015), and exposure to gender-inclusive video games (Bonner 2015;Borghetti 2014;Gilliam et al 2017) can all play a part in the choice to pursue a career in these disciplines before enrolling on college.…”

Section: Recruitmentmentioning

confidence: 99%

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Blackburn

2017

Science & Technology Libraries

261

155

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Increased efforts to diversify science, technology, engineering, and mathematics (STEM) education in the United States have drastically increased the number of studies offering insight into the experiences of women in STEM programs in higher education. This paper presents a thematic review of the literature regarding their status from 2007 to 2017 including journals, trade magazines, theses, and dissertations. It focuses on areas of recruitment, retention, barriers, and faculty issues. Stereotypes, biases, campus culture, classroom experiences, identity, and sense of belonging are also explored. The author additionally identifies gaps and suggests related areas for new research as well as implications for librarians.

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Section: Recruitmentmentioning

confidence: 99%

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

Blackburn

2017

Science & Technology Libraries

261

155

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“…The clinical literature suggests that around puberty girls’ lose interest in exploring science, focusing on how they appear to others (e.g., Pipher, 1994), and their self-confidence and perceived competence (e.g., Harter, 1982) decline dramatically. Furthermore, research in STEM reported that programs targeting high school students, particularly girls, were too late (Cho, Goodman, Oppenheimer, Codling, & Robinson, 2009; Valian, 1998) and suggested the need for early exposure. Observations of elementary school girls who found they were interested in engineering in LEGO-Robotics camp (McIntyre & Jennings, 2009) lent support to studying students in late childhood.…”

Section: Finding Out What Children and Adolescents Think About Engineeringmentioning

confidence: 99%

What Young Adolescents Think About Engineering

Jennings

McIntyre

Butler

2014

Journal of Career Development

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To explore young adolescents' interest in engineering as a future career, we examined the influence of gender and grade level on participants' (N ¼ 197, aged 10-13) views of engineering. One group (107 students) viewed a brief engineering video and wrote why they felt the same or different about engineering following the video. Qualitative analyses revealed that some reported viewing engineering differently and more positively, although most did not want to be an engineer. Girls, more than boys, noted that engineers helped people. Six months after the video intervention, participants completed quantitative measures about engineering. Quantitative analyses comparing responses of participants who had seen the video, with those who had not, revealed that the video dispelled some stereotyped beliefs, but not others, with grade-level and gender effects. The findings highlight the importance of listening to adolescents' views about engineering as a field and as a future career.Keywords career interests/structure of interest, research content areas, career-related self-efficacy, lifespan/ development theories, career theories, children/youth, sample populationsIn recent years, programs have been initiated to promote girls' and minorities' interest in science, technology, engineering, and mathematics (STEM) with the long-term goal of increasing participation in STEM careers (e.g., ACT Policy Report, 2006; The Society of Women Engineers, 2013). The kinds of intervention programs vary from daylong panel presentations by professionals in STEM careers to hands-on, out-of-school activities that include college students working with younger adolescents and school children, along with professional development for STEM teachers. National groups have pursued the goal of getting more students into the STEM pipeline; specifically, by taking classes in middle

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“…Some studies concern visual representation in particular disciplines (Nerlich, 2008) or scientific topics (O'Neill and Smith, 2014). Portraits of scientists and science in popular media are also frequent subjects of analysis (Cho et al, 2009). Hentschell (2014) discusses the transfer of chromophotography, film recording and interactive simulation from the realm of science production to science popularization, with changes in meaning and simplification.…”

Section: Introductionmentioning

confidence: 99%

Visual Representations of Science in a Pandemic: COVID-19 in Images

Delicado

Rowland

2021

Front. Commun.

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This article aims to contribute to the understanding of the social dimensions of the 2020 pandemic, with a particular emphasis on the visual practices of science communication in times of health emergency, by analyzing how the coronavirus disease-2019 (COVID-19) pandemic is being visually represented. It seeks to identify the format and content of images used to illustrate online information about the pandemic, in particular, from websites of policy institutions, research promoters, and media in Portugal and Spain. By examining a sample containing 600 images, it aims to identify the messages being conveyed and the effects these images intend to provoke and to illuminate the differences in representations among the three sources of communication. Differences and similarities with visual images of previous pandemics (influenza, AIDS) are examined. This article ascertains that policy websites aim to be mostly prescriptive, relying on infographics to convey prevention and care instructions to its audiences. On the other hand, science websites rely mostly on stock photos and images from scientific articles to illustrate current research, while newspaper websites are the most diversified in terms of the images they use and the topics they cover. This study concludes that representations of science are still very much based on stereotypical imagery of labs and white coats, that representations of the medical side of the pandemic are focused on images of intensive care that aim to generate fear and stimulate responsible behavior, and that the social aspects of the pandemic are illustrated by images that focus either on pandemic prevention (e.g., washing hands) or on the impacts of the pandemic itself (e.g., empty streets during lockdown).

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Images of women in STEM fields

Cited by 10 publications

References 0 publications

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017

What Young Adolescents Think About Engineering

Visual Representations of Science in a Pandemic: COVID-19 in Images

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