TY - CHAP
T1 - How Sexism Undermines the Advancement of Women in Science, Technology, Engineering, and Mathematics
AU - Casad, Bettina
AU - Flores, Abdiel J.
AU - Cheli, Andrew S.
AU - Anderson, Drake A.
N1 - Reliable information about the coronavirus (COVID-19) is available from the World Health Organization ( current situation, international travel). Numerous and frequently-updated resource results are available from this WorldCat.org search. OCLC's WebJunction has pulled together information and resources to assist library staff as they consider how to handle coronavirus issues in their communities.
PY - 2018/9
Y1 - 2018/9
N2 - The participation of women in science, technology, engineering, and mathematics (STEM) has progressed slowly and women are widely underrepresented in higher education and top-ranking positions in many STEM fields (Ceci & Williams, 2007; Ceci, Williams, & Barnett, 2009; Eccles, 2007). As the U.S. faces shortages of trained scientists and engineers, researchers have questioned what contributes to the leaky * Corresponding Author Email: [email protected]. Bettina J. Casad, Abdiel J. Flores, Andrew S. Cheli et al. 2 pipeline or the phenomenon in which women students and employees leave STEM degree programs and careers at a higher rate than men (Hewlett et al., 2008). In this review we argue that interpersonal, institutional, and cultural sexism are major barriers to women's success and advancement in STEM education and careers. Using a social psychological lens, we review relevant theories and research that help explain women's underrepresentation in STEM. In this review, we examine theories and research that elucidate the role of sexism in women's underrepresentation in STEM and how various levels of sexism interact with personal characteristics to predict education and career paths in STEM. The major theoretical frameworks included in this brief review are (1) implicit prejudice, (2) social identity theory, (3) social identity threat, (4) expectancy-value models, (5) implicit intelligence theories, and (6) role theories. We conclude the review with suggestions for interventions to reduce gender gaps in STEM education and careers.
AB - The participation of women in science, technology, engineering, and mathematics (STEM) has progressed slowly and women are widely underrepresented in higher education and top-ranking positions in many STEM fields (Ceci & Williams, 2007; Ceci, Williams, & Barnett, 2009; Eccles, 2007). As the U.S. faces shortages of trained scientists and engineers, researchers have questioned what contributes to the leaky * Corresponding Author Email: [email protected]. Bettina J. Casad, Abdiel J. Flores, Andrew S. Cheli et al. 2 pipeline or the phenomenon in which women students and employees leave STEM degree programs and careers at a higher rate than men (Hewlett et al., 2008). In this review we argue that interpersonal, institutional, and cultural sexism are major barriers to women's success and advancement in STEM education and careers. Using a social psychological lens, we review relevant theories and research that help explain women's underrepresentation in STEM. In this review, we examine theories and research that elucidate the role of sexism in women's underrepresentation in STEM and how various levels of sexism interact with personal characteristics to predict education and career paths in STEM. The major theoretical frameworks included in this brief review are (1) implicit prejudice, (2) social identity theory, (3) social identity threat, (4) expectancy-value models, (5) implicit intelligence theories, and (6) role theories. We conclude the review with suggestions for interventions to reduce gender gaps in STEM education and careers.
UR - http://www.worldcat.org/oclc/1029205431
M3 - Chapter
BT - Sexism: Past, Present and Future Perspectives
ER -