Gender Inclusion and Fit in STEM
1Department of Psychology, University of British Columbia, Vancouver, Canada;
Annual Review of Psychology
|August 12, 2022
Summary
Gender stereotypes, not individual deficits, explain women's underrepresentation in science, technology, engineering, and math (STEM). Addressing systemic barriers in educational and organizational cultures is crucial for improving women's inclusion in STEM fields.
Area of Science:
- Psychology
- Sociology
- STEM Education
Background:
- Women remain underrepresented in many Science, Technology, Engineering, and Math (STEM) fields despite progress.
- Existing disparities in equity and inclusion persist within certain STEM disciplines.
Purpose of the Study:
- To review psychological literature on women's underrepresentation and lack of inclusion in STEM.
- To identify psychological factors contributing to and mitigating these persistent gaps.
Main Methods:
- Review of existing psychological literature.
- Analysis of person-level versus systemic explanations for gender disparities in STEM.
- Examination of the role of gender stereotypes in STEM career fit and inclusion.
Main Results:
- Individual-level factors (abilities, interests, self-efficacy) are insufficient to explain gender gaps in STEM.
- Gender stereotypes significantly constrain women's interest in male-dominated STEM careers (e.g., computer science, engineering).
- Stereotypes negatively impact women's self-concept fit, goal fit, and social fit in STEM, creating systemic barriers independent of explicit bias.
Conclusions:
- Systemic barriers, rooted in gender stereotypes, hinder women's attraction, integration, and advancement in STEM.
- Addressing these barriers requires a multifaceted approach targeting institutional, interpersonal, and individual levels.
- Changing organizational and educational cultures is essential for fostering greater equity and inclusion for women in STEM.
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