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Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice,

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  • 1University of Pittsburgh, 230 South Bouquet Street, Pittsburgh, PA 15260, USA.

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Despite progress, women remain underrepresented in math-intensive Science, Technology, Engineering, and Mathematics (STEM) fields due to cognitive, interest, and societal factors. Addressing these requires targeted policy and practice interventions.

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Area of Science:

  • Psychology
  • Sociology
  • Economics
  • Education

Background:

  • The gender gap in math achievement has narrowed, yet women are underrepresented in math-intensive Science, Technology, Engineering, and Mathematics (STEM) careers.
  • Career pathways involve both the ability to pursue a career and the motivation to do so, influenced by individual and sociocultural factors.

Purpose of the Study:

  • To review and summarize explanations for women's underrepresentation in math-intensive STEM fields in the US.
  • To explore biological and sociocultural influences on cognitive and motivational factors contributing to this disparity.
  • To propose evidence-based recommendations for policy, practice, and future research.

Main Methods:

  • A comprehensive review of research spanning psychology, sociology, economics, and education over the past 30 years.
  • Analysis of six key explanations: cognitive ability, relative cognitive strengths, occupational interests, lifestyle values, ability beliefs, and stereotypes/biases.
  • Examination of developmental periods influencing these factors.

Main Results:

  • Six primary explanations identified for women's underrepresentation in math-intensive STEM.
  • Biological and sociocultural factors contribute to gender differences in cognitive and motivational aspects.
  • The relevance of these factors varies across developmental stages.

Conclusions:

  • Understanding the multifaceted reasons behind women's underrepresentation in STEM is crucial.
  • Interventions should address cognitive, motivational, and sociocultural influences.
  • Future research and evidence-based policies are needed to promote STEM diversity.