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dc.contributor.editorRo, Hyun Kyoung
dc.contributor.editorFernandez, Frank
dc.contributor.editorRamon, Elizabeth J.
dc.date.accessioned2021-07-05T08:59:41Z
dc.date.available2021-07-05T08:59:41Z
dc.date.issued2022
dc.identifierONIX_20210705_9781000426748_3
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/49738
dc.description.abstractThis 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.
dc.languageEnglish
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary educationen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policyen_US
dc.subject.otherAccess
dc.subject.otherChilly culture in STEM
dc.subject.otherDiversity
dc.subject.otherdiscrimination
dc.subject.otherEngineering
dc.subject.otherfemale agency
dc.subject.otherGender equality
dc.subject.otherGender equity
dc.subject.othergendered norms
dc.subject.othergender disparities
dc.subject.otherHigher education
dc.subject.otherInclusion
dc.subject.otherinequalities
dc.subject.otherleaky pipeline in STEM
dc.subject.otherMath
dc.subject.otherMathematics
dc.subject.otherMinorities
dc.subject.otherNational Science Foundation (NSF)
dc.subject.otherProActive Network (WEPAN)
dc.subject.otherparticipation
dc.subject.otherScience
dc.subject.otherSTEM
dc.subject.otherSTEM careers
dc.subject.otherSTEM education
dc.subject.otherSTEM labor market
dc.subject.otherSTEM tertiary education
dc.subject.otherSTEM workforce
dc.subject.otherSustainable Development Goals
dc.subject.otherTechnology
dc.subject.otherUN SDG
dc.titleGender Equity in STEM in Higher Education
dc.title.alternativeInternational Perspectives on Policy, Institutional Culture, and Individual Choice
dc.typebook
oapen.identifier.doi10.4324/9781003053217
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb
oapen.relation.isbn9781000426748
oapen.relation.isbn9780367512934
oapen.relation.isbn9781003053217
oapen.relation.isbn9781032048031
oapen.imprintRoutledge
oapen.pages254
peerreview.anonymitySingle-anonymised
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.review.stagePre-publication
peerreview.review.typeProposal
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.titleProposal review
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).


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