Psychological Barriers to STEM Participation for Women Over the Course of Development

Abstract

Women continue to be underrepresented in science, technology, engineering, and mathematics (STEM). This literature review examines psychological factors over the course of development that contribute to the ongoing underrepresentation of women in these fields. The authors present fundamental principles that pose barriers to women in STEM."Math class is tough!" complained Teen Talk Barbie dolls in 1992. The nownotorious statement spurred controversy in the science, technology, engineering, and mathematics (STEM) community, resulting in Mattel's offering to trade an inoffensive version of the doll for the ones that were programmed to say the phrase ("Mattel Says," 1992). In a letter addressing the controversy, Mattel's president indicated that, although the company considered the statement to be a sentiment shared by many male and female students, "We didn't fully consider the negative implications of this phrase."Perhaps the doll would not have been the target of criticism if it were not released in a society in which boys continually outscore girls in STEM-related advanced placement exams (American Association of University Women [AAUW], 2010), teachers evaluate their male students' mathematical ability as being higher than that of female students despite performance measures that indicate roughly equal ability (Tiedemann, 2000), and women are considered less likable for demonstrating competence in a predominantly male discipline (Heilman, Wallen, Fuchs, & Tamkins, 2004). Hearing "Math class is tough!" from a child's doll is particularly troubling for numerous parents, educators, and researchers because they understand how its message operates within a social context that repeatedly discourages women and girls from entering and succeeding in STEM fields.

Female Technology Leaders Overcome Barriers to Climb the US Industry Ladder

“…To better describe the continued barriers at various stages in advancement, they referred to female progression as a labyrinth which has multiple dead ends, but with persistence, awareness, and analysis can be navigated (Eagly & Carli, 2007). Saucerman and Vasquez (2014) reported on a situation involving the American company, Mattel. As reported by the New York Times, Mattel had several sexist infractions exhibited in a few of their Barbie dolls and accompanying books (Mattel Says, 1992).…”

“…Kuther and McDonald (2004) argued that toys can affect central identity and gender role association, especially Barbie which has become an iconic American symbol. Environmental and educational influences determine a female's ability to step outside of traditional expectations, (Saucerman & Vasquez, 2014). Moreover, interaction with women from a variety of backgrounds and in positions of power allowed females to visualize non-traditional roles (Richman, Vandellen, & Wood, 2011).…”

The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy

“…An instructor's mindset determines not only their expectations of students, but also their instructional practices and relationships with students (Brooks & Goldstein, 2008). A fixed mindset views intelligence as a trait that is inherent and static, whereas a growth mindset views intelligence as something that can be developed with time, practice, and instruction (Saucerman & Vasquez, 2014). When instructors hold fixed mindsets, they are more likely to emphasize performance over process and believe that their efforts cannot support student improvement (Smith, Brumskill, Johnson, & Zimmer, 2018).…”

Sosyal Bi̇li̇şsel Kari̇yer Kurami Açisindan Bi̇li̇m, Teknoloji̇, Mühendi̇sli̇k Ve Matemati̇k Alanlarindaki̇ Kadinlar

“…Bu araştırmada da bulunduğu gibi özellikle babalar kız çocuklarının FeTeMM alanlarında kariyer seçmelerini ve sürdürmelerini istememektedir. Bunun nedeni olarak aile üyelerin FeTeMM alanlarındaki kadınlara yönelik olumsuz tutumlara ve toplumsal cinsiyet kalıp yargılara sahip olmaları görülmektedir (Saucerman ve Vasquez, 2014;Shapiro ve Williams, 2012).…”

“…Bu alt alanlarda lisans eğitimi sürdüren erkek öğrenciler, kadın öğrencilerden fazladır (National Science Foundation, 2010). FeTeMM alanlarında öğrenim gören kadınların mezun olduktan sora FeTeMM alanlarıyla ilgili iş gücüne katılım oranları incelendiğinde, diğer kariyer gelişim aşamalarında olduğu gibi bu alanlarda kadınların erkeklere göre daha az olduğu görülmektedir (Hunt, 2010;Larose ve ark., 2004;Saucerman ve Vasquez, 2014). FeTeMM alanlarından mezun olan kadınların pek çoğu FeTeMM alanlarında çalışmak yerine farklı disiplinlerde ya da bu alanların görevlerini yerine getirmeyecekleri iş yerlerinde kariyerini sürdürmeyi tercih etmektedir (Hunt, 2010;Xie ve Shauman, 2003).…”