STEM Education

Xie, Yu; Fang, Michael; Shauman, Kimberlee A.

doi:10.1146/annurev-soc-071312-145659

Cited by 337 publications

(266 citation statements)

References 237 publications

(317 reference statements)

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“…Yet, by demonstrating that perceptions of social relevance may help guide more girls into STEM fields, future scholars can build on the contribution begun here. It is important to note that national studies have found that Hispanic as well as Black adolescents exhibit similar levels of interest in STEM fields as their white peers, and conditional on college matriculation, are as likely to enter STEM majors in college [48].…”

Section: Resultsmentioning

confidence: 99%

Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

Kyte

Riegle‐Crumb

2017

Social Sciences

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Despite efforts to increase participation in science, technology, engineering and math fields (STEM), the role of students' perceptions of the social relevance of science in guiding their expectations to major in STEM remains largely unexplored. Though science education scholars predict that perceptions of social relevance likely matter equally for boys and girls, gender scholars suggest that these perceptions should matter more for girls than boys. Using longitudinal data from a large, urban, low-income, and predominantly minority-serving district, this study examines the potentially gendered role of perceptions of social relevance in ninth graders' expectations to major in STEM. Further, it examines these dynamics with respect to expectations to major in any STEM field as well as expectations to major in specific STEM fields. Findings largely support the perspective of gender scholars; perceptions of the social relevance of science positively and significantly predict female, but not male, students' intentions to major in STEM (vs. non-STEM fields). Subsequent analyses that look at intentions to major in specific STEM fields reveal a similar pattern, such that perceptions of relevance positively predict female students' intentions to major in the biological sciences, the physical sciences, and engineering, while male students' intentions are not similarly impacted. By contrast, positive perceptions of the relevance of science predict a modest increase in interest in computer science for both boys and girls.

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Section: Resultsmentioning

confidence: 99%

Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

Kyte

Riegle‐Crumb

2017

Social Sciences

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“…This is likely due to lower incomes and jobs that afford less flexible working hours. This is consistent with recent literature [16], which identifies structural influences at the family, neighborhood, school, and broader cultural levels as important factors which affect student STEM performance. Similarly, external parents perceived a reasonable cost of a STEM summer camp for their children that was $125-$450 more than what inner city parents considered a reasonable cost for the same camp.…”

Section: Discussionsupporting

confidence: 92%

Attraction and Retention of Inner-city Under-represented Minority Students for Careers in STEM: Parent Perspectives

Coates¹

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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The objective of this work is to identify the likely barriers to STEM success for students and parents within a specific inner city culture, provide a deeper understanding of these barriers and to suggest a solution that strategically removes or neutralizes these barriers. Surveys were issued to parents in the local community in order to gather opinions on the relevance of conventional questions and solutions suggested by the literature for this national problem. We hypothesized that, (i) not all research based initiatives reported to increase the STEM success of under-represented minorities are applicable to the inner city community, (ii) there are structural challenges unique to inner city that should be given greater value by the literature and (iii) other solutions can be formulated that directly address these unique challenges. The survey results indicate that inner city low income parents are just as interested in the success of their child in STEM areas as their wealthier counterparts, however they are aware of less STEM opportunities and are less able to take advantage of STEM pathways due to structural barriers that naturally emanate from living in a low income community. Inner city parents also reported systemic structural barriers that also inhibited their ability to support their children in STEM pursuits. The current solutions suggested by the literature are re-evaluated and adapted to incorporate insights based on the survey results in order to provide recommendations to overcome these barriers.

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“…In addition to the gaps previously mentioned throughout this article, longitudinal studies are needed to assess and understand the STEM achievement gap between the United States and other high-performing countries (Xie, Fang, and Shauman 2015). What are the economic returns to STEM education and how will they be measured?…”

Section: Further Research Opportunitiesmentioning

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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STEM Education

Cited by 337 publications

References 237 publications

Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

Attraction and Retention of Inner-city Under-represented Minority Students for Careers in STEM: Parent Perspectives

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

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