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Women are underrepresented in computer science, engineering, and physics due to masculine cultures, lack of early experience, and lower self-efficacy. Addressing these factors can improve women's participation in these science, technology, engineering, and mathematics (STEM) fields.

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Area of Science:

  • STEM Education
  • Gender Studies
  • Sociology of Science

Background:

  • Women earn over half of U.S. undergraduate degrees in biology, chemistry, and mathematics.
  • However, women earn less than 20% of undergraduate degrees in computer science, engineering, and physics.
  • Gender disparities in interest in specific STEM fields emerge before college entry.

Purpose of the Study:

  • To critically review factors explaining gender disparities in STEM participation.
  • To investigate why women's underrepresentation is more severe in computer science, engineering, and physics compared to other STEM fields.
  • To propose a model explaining differential gender participation across STEM disciplines.

Main Methods:

  • Critical literature review of commonly cited factors influencing STEM participation.
  • Analysis of existing data to assess the explanatory power of factors like math performance and discrimination.
  • Development of a theoretical model incorporating cultural, experiential, and psychological factors.

Main Results:

  • Math performance and discrimination do not fully explain the greater underrepresentation of women in computer science, engineering, and physics.
  • A model is proposed where masculine cultures, insufficient early experiences, and gender gaps in self-efficacy contribute to larger disparities in these fields.
  • These factors explain why women's participation is lower in computer science, engineering, and physics than in biology, chemistry, and mathematics.

Conclusions:

  • Masculine cultures in computer science, engineering, and physics may reduce women's sense of belonging.
  • Lack of early exposure and gender-based differences in self-efficacy further exacerbate underrepresentation in these fields.
  • Interventions should focus on creating inclusive cultures and providing equitable early experiences to boost women's belonging and success in computer science, engineering, and physics.