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dc.contributor.editorRo, Hyun Kyoung
dc.contributor.editorFernandez, Frank
dc.contributor.editorRamon, Elizabeth J.
dc.date.accessioned2021-07-16T03:30:21Z
dc.date.available2021-07-16T03:30:21Z
dc.date.issued2021
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/50122
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 Educationen_US
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 Education::JNF Educational strategies and policyen_US
dc.subject.otherEducation
dc.subject.otherComparative
dc.subject.otherEducation
dc.subject.otherHigher
dc.subject.otherEducation
dc.subject.otherMulticultural Education
dc.titleGender Equity in STEM in Higher Education
dc.title.alternativeInternational Perspectives on Policy, Institutional Culture, and Individual Choice (Edition 1)
dc.typebook
oapen.identifier.doi10.4324/9781003053217
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb
oapen.relation.isFundedByb818ba9d-2dd9-4fd7-a364-7f305aef7ee9
oapen.relation.isbn9781000426748
oapen.collectionKnowledge Unlatched (KU)
oapen.imprintRoutledge
oapen.identifierhttps://openresearchlibrary.org/viewer/fabaf477-d70f-49df-8385-90adc5153d4f
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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