The gender gap in higher STEM studies: A systematic literature review

[EN] The development of science, technology, engineering, and mathematics (STEM) requires more qualified professionals in these fields. However, gender segregation in higher education in this sector is creating a gender gap that means that for some disciplines female representation does not even rea...

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Detalhes bibliográficos
Autores: Verdugo-Castro, Sonia, García-Holgado, Alicia, Sánchez-Gómez, María Cruz
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2022
País:España
Recursos:Universidad de Salamanca (USAL)
Repositório:GREDOS. Repositorio Institucional de la Universidad de Salamanca
OAI Identifier:oai:gredos.usal.es:10366/162249
Acesso em linha:http://hdl.handle.net/10366/162249
https://doi.org/10.1016/J.HELIYON.2022.E10300
Access Level:Acceso aberto
Palavra-chave:Gender gap
STEM
Gender
Stereotypes
Diversity
Higher education
5312.04 Educación
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spelling The gender gap in higher STEM studies: A systematic literature reviewVerdugo-Castro, SoniaGarcía-Holgado, AliciaSánchez-Gómez, María CruzGender gapSTEMGenderStereotypesDiversityHigher education5312.04 Educación[EN] The development of science, technology, engineering, and mathematics (STEM) requires more qualified professionals in these fields. However, gender segregation in higher education in this sector is creating a gender gap that means that for some disciplines female representation does not even reach 30% of the total. In order to propose measures to address the phenomenon, it is necessary to understand the possible causes of this issue. A systematic literature review and mapping were carried out for the study, following the PRISMA guidelines and flowchart. The research questions to be answered were (RQ1) What studies exist on the gender gap in relation to the choice of higher education in the STEM field; and (RQ2) How do gender roles and stereotypes influence decision-making related to higher education? The review of peer-reviewed scientific articles, conferences texts, books and book chapters on the European education area was applied. A total of 4571 initial results were obtained and, after the process marked by the PRISMA flowchart, the final results were reduced to 26. The results revealed that gender stereotypes are strong drivers of the gender gap in general, and the Leaky Pipeline and Stereotype Threat in particular. To narrow the gender gap, it is necessary to focus on influences from the family, the educational environment, and the peer group, as well as from the culture itself. Positive self-concept, self-efficacy, self-confidence, and self-perception need to be fostered, so that the individual chooses their studies according to their goals.CellPress202520252022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/10366/162249https://doi.org/10.1016/J.HELIYON.2022.E10300reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)Inglés598923-EPP-1- 2018-1-ES-EPPKA2-CBHE-JPAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1622492026-06-07T06:28:51Z
dc.title.none.fl_str_mv The gender gap in higher STEM studies: A systematic literature review
title The gender gap in higher STEM studies: A systematic literature review
spellingShingle The gender gap in higher STEM studies: A systematic literature review
Verdugo-Castro, Sonia
Gender gap
STEM
Gender
Stereotypes
Diversity
Higher education
5312.04 Educación
title_short The gender gap in higher STEM studies: A systematic literature review
title_full The gender gap in higher STEM studies: A systematic literature review
title_fullStr The gender gap in higher STEM studies: A systematic literature review
title_full_unstemmed The gender gap in higher STEM studies: A systematic literature review
title_sort The gender gap in higher STEM studies: A systematic literature review
dc.creator.none.fl_str_mv Verdugo-Castro, Sonia
García-Holgado, Alicia
Sánchez-Gómez, María Cruz
author Verdugo-Castro, Sonia
author_facet Verdugo-Castro, Sonia
García-Holgado, Alicia
Sánchez-Gómez, María Cruz
author_role author
author2 García-Holgado, Alicia
Sánchez-Gómez, María Cruz
author2_role author
author
dc.subject.none.fl_str_mv Gender gap
STEM
Gender
Stereotypes
Diversity
Higher education
5312.04 Educación
topic Gender gap
STEM
Gender
Stereotypes
Diversity
Higher education
5312.04 Educación
description [EN] The development of science, technology, engineering, and mathematics (STEM) requires more qualified professionals in these fields. However, gender segregation in higher education in this sector is creating a gender gap that means that for some disciplines female representation does not even reach 30% of the total. In order to propose measures to address the phenomenon, it is necessary to understand the possible causes of this issue. A systematic literature review and mapping were carried out for the study, following the PRISMA guidelines and flowchart. The research questions to be answered were (RQ1) What studies exist on the gender gap in relation to the choice of higher education in the STEM field; and (RQ2) How do gender roles and stereotypes influence decision-making related to higher education? The review of peer-reviewed scientific articles, conferences texts, books and book chapters on the European education area was applied. A total of 4571 initial results were obtained and, after the process marked by the PRISMA flowchart, the final results were reduced to 26. The results revealed that gender stereotypes are strong drivers of the gender gap in general, and the Leaky Pipeline and Stereotype Threat in particular. To narrow the gender gap, it is necessary to focus on influences from the family, the educational environment, and the peer group, as well as from the culture itself. Positive self-concept, self-efficacy, self-confidence, and self-perception need to be fostered, so that the individual chooses their studies according to their goals.
publishDate 2022
dc.date.none.fl_str_mv 2022
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/162249
https://doi.org/10.1016/J.HELIYON.2022.E10300
url http://hdl.handle.net/10366/162249
https://doi.org/10.1016/J.HELIYON.2022.E10300
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv 598923-EPP-1- 2018-1-ES-EPPKA2-CBHE-JP
dc.rights.none.fl_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv CellPress
publisher.none.fl_str_mv CellPress
dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
repository.name.fl_str_mv
repository.mail.fl_str_mv
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