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    Gender Equity in STEM in Higher Education

    Proposal review

    International Perspectives on Policy, Institutional Culture, and Individual Choice

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    Contributor(s)
    Ro, Hyun Kyoung (editor)
    Fernandez, Frank (editor)
    Ramon, Elizabeth J. (editor)
    Language
    English
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    Abstract
    This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women’s choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels. Contributing to the United Nations’ (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.
    URI
    https://library.oapen.org/handle/20.500.12657/49738
    Keywords
    Access; Chilly culture in STEM; Diversity; discrimination; Engineering; female agency; Gender equality; Gender equity; gendered norms; gender disparities; Higher education; Inclusion; inequalities; leaky pipeline in STEM; Math; Mathematics; Minorities; National Science Foundation (NSF); ProActive Network (WEPAN); participation; Science; STEM; STEM careers; STEM education; STEM labor market; STEM tertiary education; STEM workforce; Sustainable Development Goals; Technology; UN SDG
    DOI
    10.4324/9781003053217
    ISBN
    9781000426748, 9780367512934, 9781003053217, 9781032048031, 9781000426748
    Publisher
    Taylor & Francis
    Publisher website
    https://taylorandfrancis.com/
    Publication date and place
    2022
    Imprint
    Routledge
    Classification
    Higher education, tertiary education
    Education
    Educational strategies and policy
    Pages
    254
    Rights
    https://creativecommons.org/licenses/by-nc-nd/4.0
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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