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dc.creatorEddy, Sarah L.en_US
dc.creatorBrownell, Sara E.en_US
dc.date.accessioned2017-07-18T20:09:28Z
dc.date.available2017-07-18T20:09:28Z
dc.date.issued2016-08en_US
dc.identifierdoi:10.15781/T2ST7FC2D
dc.identifier.citationEddy, Sarah L., and Sara E. Brownell. "Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines." Physical Review Physics Education Research 12, no. 2 (2016): 020106.en_US
dc.identifier.issn2469-9896en_US
dc.identifier.urihttp://hdl.handle.net/2152/61079
dc.description.abstract[This paper is part of the Focused Collection on Gender in Physics.] This focused collection explores inequalities in the experiences of women in physics. Yet, it is important for researchers to also be aware of and draw insights from common patterns in the experiences of women across science, technology, engineering and mathematics (STEM) disciplines. Here, we review studies on gender disparities across college STEM on measures that have been correlated with retention. These include disparities in academic performance, engagement, self-efficacy, belonging, and identity. We argue that observable factors such as persistence, performance, and engagement can inform researchers about what populations are disadvantaged in a STEM classroom or program, but we need to measure underlying mechanisms to understand how these inequalities arise. We present a framework that helps connect larger sociocultural factors, including stereotypes and gendered socialization, to student affect and observable behaviors in STEM contexts. We highlight four mechanisms that demonstrate how sociocultural factors could impact women in STEM classrooms and majors. We end with a set of recommendations for how we can more holistically evaluate the experiences of women in STEM to help mitigate the underlying inequities instead of applying a quick fix.en_US
dc.description.sponsorshipen_US
dc.language.isoEnglishen_US
dc.relation.ispartofUT Faculty/Researcher Worksen_US
dc.rightsAdministrative deposit of works to Texas ScholarWorks: This works author(s) is or was a University faculty member, student or staff member; this article is already available through open access or the publisher allows a PDF version of the article to be freely posted online. The library makes the deposit as a matter of fair use (for scholarly, educational, and research purposes), and to preserve the work and further secure public access to the works of the University.en_US
dc.subjectself-efficacy beliefsen_US
dc.subjectgoal congruity perspectiveen_US
dc.subjectfemale role-modelsen_US
dc.subjectstereotype threaten_US
dc.subjectsex-differencesen_US
dc.subjectclassroom participationen_US
dc.subjectstudenten_US
dc.subjectperformanceen_US
dc.subjectcollege classroomen_US
dc.subjectachievement gapen_US
dc.subjectstem fieldsen_US
dc.titleBeneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplinesen_US
dc.typeReviewen_US
dc.description.departmentCollege of Natural Sciencesen_US
dc.rights.restrictionopenen_US
dc.identifier.doi10.1103/PhysRevPhysEducRes.12.020106en_US
dc.contributor.utaustinauthorEddy, Sarah L.en_US
dc.relation.ispartofserialPhysical Review Physics Education Researchen_US


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