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  • Understanding and Addressing Gender‐Based Inequities in STEM: Research Synthesis and Recommendations for U.S. K‐12 Education
Title: Understanding and Addressing Gender‐Based Inequities in STEM: Research Synthesis and Recommendations for U.S. K‐12 Education
Abstract

We draw from ecological systems and social psychological theories to elucidate macrosystem‐ and microsystem‐level variables that promote and maintain gender inequities in science, technology, engineering, and math (STEM). Because gender‐STEM stereotypes undermine girls’ (and women's), but boosts boys’ (and men's), STEM interest and success, we review how they operate in STEM learning environments to differentially socialize girls and boys and undermine gender integroup relations. We propose seven practice recommendations to improve STEM K‐12 education: (1) design relational classrooms, (2) teach the history of gender inequality and bias, (3) foster collaborative and cooperative classrooms, (4) promote active learning and growth mindset strategies, (5) reframing STEM as inclusive, (6) create near‐peer mentorship programs, and (7) re‐imagine evaluation metrics. To support these practice recommendations, three policy recommendations are posited: (1) increase teacher autonomy, training, and representation, (2) re‐evaluate standardized testing, and (3) reallocate and increase government funding for public schools.

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Award ID(s):
2104599
NSF-PAR ID:
10475650
Author(s) / Creator(s):
; ;
Publisher / Repository:
Wiley Online Library
Date Published:
Journal Name:
Social Issues and Policy Review
Volume:
16
Issue:
1
ISSN:
1751-2395
Page Range / eLocation ID:
252 to 288
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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