Understanding persistent gender gaps in STEM

Cimpian, Joseph R.; Kim, Taek H.; McDermott, Zachary T.

doi:10.1126/science.aba7377

Cited by 98 publications

(76 citation statements)

References 12 publications

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“…The association of STEM activities and “brilliance” (Deiglmayr et al, 2019) combined with negative stereotypes about women and girls may make an association between “smart” and “scientist” a barrier for female participation. The finding that low- and average-achieving boys choose physics, engineering, and computer science as college majors while low- and average-achieving girls do not (Cimpian et al, 2020) is further confirmation that this may be a serious leak in the pipeline. Through an expectancy-value theory framework, the coupling of “brilliance” and science along with exposure to negative gender stereotypes regarding both (through socialization processes) may negatively affect self-competence beliefs in girls, their expectations for success, and the value they place in engaging in these activities.…”

Section: Discussionmentioning

confidence: 88%

“…In 2017, only 29% of those employed in STEM were women, despite women representing 52% of the college-educated labor force (National Science Board, National Science Foundation, 2020). Similarly, women earn half or more of all associate’s, bachelor’s, master’s, and doctoral degrees but are less well represented in STEM fields, with gains in specific areas but major disparities remaining in others (Cimpian et al, 2020; National Science Board, National Science Foundation, 2019). Much research has been done on the belief in “brilliance” and gender representation in various STEM fields (e.g., Deiglmayr et al, 2019), and proportionally more men are represented in disciplines perceived as requiring more raw brilliance and intelligence (Leslie et al, 2015).…”

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confidence: 99%

“…Much research has been done on the belief in “brilliance” and gender representation in various STEM fields (e.g., Deiglmayr et al, 2019), and proportionally more men are represented in disciplines perceived as requiring more raw brilliance and intelligence (Leslie et al, 2015). But in physics, engineering, and computer science, college majors in which males outnumber females by 4-to-1, researchers find only high-achieving women pursuing these subjects, while low- and average-achieving men are well represented (Cimpian et al, 2020).…”

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confidence: 99%

See 2 more Smart Citations

Are Scientists Smart? Kindergarteners’ Gendered Understanding and Use of Descriptors About Science and Intelligence

Diaz

Runyon

Kroehler

2020

Science Communication

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Do kindergarten-aged children associate scientists with intelligence? Do they hold gender stereotypes about these topics? What is related to these stereotypes? Do they affect children’s choice of activity? This study asked 48 kindergarteners to choose “the smart one” or “the scientist” out of gender-balanced arrays. Both genders showed positive in-group biases, but girls did not relate the two concepts. Girls were also more willing to engage in activities for “smart” children, rather than for “little scientists.” Parental occupation had same-gender effects on each gender’s stereotypes about intelligence, but no cross-gender effects. Findings are analyzed using expectancy-value theory as a framework.

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Section: Discussionmentioning

confidence: 88%

mentioning

confidence: 99%

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confidence: 99%

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Are Scientists Smart? Kindergarteners’ Gendered Understanding and Use of Descriptors About Science and Intelligence

Diaz

Runyon

Kroehler

2020

Science Communication

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“…Several studies described the gender gap in STEM programs around the world. In the U.S, there is one woman for every four men enrolled in physics, engineering, and computer science degrees (Cimpian, Kim, and McDermott, 2020). In France, the number of women in STEM programs in higher education is only 30% (Breda, Grenet, Monnet, and Van Effenterre, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Gender Gap in Engineering Programs in Colombia

Betancur

Torres-Madronero

2021

Ing. Inv.

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In Colombia, engineering is an unattractive field for women. As of 2018, 63,7% of undergraduate engineering graduates were men, and only 36,3% were women. This gap has not changed significantly between 2001 and 2018. This paper analyzes the gap between women and men who obtain undergraduate or graduate engineering degrees in Colombia. The analysis is based on data from the Labor Observatory for Education (OLE) and the National Information System for Higher Education (SNIES) between 2001 to 2018, and it is presented according to degree levels (undergraduate, master and Ph.D.), regions, specific fields of engineering, and salary. The data show a clear difference between the number of women and men graduating from engineering programs at all levels. This gap disappears in programs related to environmental, biomedical, and chemical engineering, where more than 50% of the graduates are women; but, in programs such as electrical, electronic, and mechanical engineering, the gap is more critical, with less than 20% of women’s representation. To propose public policies or national programs to improve this situation, this paper also presents a review of international initiatives that have succeeded in improving the representation of women in engineering programs.

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“…A disparidade de gênero entre estudantes e profissionais que atuam nas carreiras daś area de Exatas motivou projetos globais para aumentar a participação de mulheres nessasáreas [Cimpian et al 2020]. Em particular, a desigualdade numérica observada nos cursos superiores daárea de Computação no Brasil [Ribeiro et al 2019] fomentou iniciativas cujo objetivoé aumentar a participação feminina nesses cursos [Nunes et al 2016].…”

Section: Introductionunclassified