持续存在的STEM性别差距:对STEM领域自我效能的性别差异的元分析
Samantha L McMichael1, Stephen G West1, Virginia S Y Kwan1
1Department of Psychology, Arizona State University, Tempe, AZ 85281, USA.
Behavioral sciences (Basel, Switzerland)
|January 28, 2026
概括
自我有效性的性别差异在计算机科学和物理等代表性不足的STEM领域仍然存在. 本次元分析澄清了这些差距,强调教育阶段是关键因素.
科学领域:
- 社会科学 社会科学 社会科学
- 心理学 心理学 心理学
- 在STEM教育方面.
背景情况:
- 在科学,技术,工程和数学 (STEM) 领域的女性代表性因领域而异.
- 在物理学,计算机科学和工程等领域存在持续的性别差距.
- 在STEM中,性别与自我效能之间的关系受到争议,需要进行特定领域的调查.
研究的目的:
- 调查性别与STEM领域的自我效能之间的关系,这些领域的代表人数不足.
- 为了比较女性代表性较低的领域和女性代表性较高的领域之间的自我有效性的性别差异.
- 通过特定领域的元分析方法,澄清性别对自我效能的影响.
主要方法:
- 对145个效应进行了亨特-施密特元分析.
- 在各种STEM学科中分析了自我效能的性别差异.
- 研究了参与者的教育阶段对自我效能性别差异的影响.
主要成果:
- 在大多数STEM领域,除了生物学之外,发现了自我有效性的显著性别差异.
- 在计算机科学和物理学中,在自我有效性方面观察到更大的性别差异,其中代表性不足是最高的.
- 参与者的教育阶段成为影响STEM自我有效性中性别差异异异质量的重要因素.
结论:
- 在STEM中,自我效能的性别差异是特定于领域的.
- 解决STEM领域的性别差距需要根据特定领域的自我有效性差异制定量身定制的战略.
- 对教育阶段的进一步研究对于理解和减轻STEM自我效能的性别差异至关重要.
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