Education Sciences

Research

19 pages, 268 KiB

Open AccessArticle

Dominant Discourses About What It Means to Be “Good” at Mathematics: How High-Achieving Young Women Negotiate Tensions Within Their Evolving STEM Identities

by Terrie Galanti and Nancy Holincheck

Educ. Sci. 2025, 15(1), 92; https://doi.org/10.3390/educsci15010092 - 15 Jan 2025

Viewed by 901

Abstract

Cultural beliefs about what it means to be “good” at mathematics profoundly impact students’ perceptions of their abilities and how they come to see themselves in STEM. These beliefs can be traced back to dominant societal discourses about mathematical aptitude and achievement. These [...] Read more.

Cultural beliefs about what it means to be “good” at mathematics profoundly impact students’ perceptions of their abilities and how they come to see themselves in STEM. These beliefs can be traced back to dominant societal discourses about mathematical aptitude and achievement. These dominant discourses are communicated to students in a myriad of ways through family, friends, media, and overall societal norms. They reify deficit perspectives (often gendered, classed, and racialized) about who is or can be mathematically competent. In this investigation, we used a framework of dichotomies within dominant discourses about what it means to be “good” at mathematics to interpret retrospective narratives from a larger phenomenological study of accelerated mathematics course-taking. Focus group and individual interview data from two high-achieving young women were analyzed to understand how evolving beliefs about mathematical competence impacted their STEM identity development. These dichotomies explain the questioning of their mathematical competence and their subsequent decisions to decelerate from the most rigorous program of study at their high school. Our participants negotiated tensions in their STEM identities as a result of a mathematics culture that too often values speed, correctness, and competition over collaboration, productive struggle, and help-seeking. They continue to navigate these tensions as college students and as STEM majors. Our framework can be used to understand how mathematics experiences contribute to students’ struggles to develop robust STEM identities. Full article

(This article belongs to the Special Issue Gender and STEM Education)

18 pages, 1328 KiB

Open AccessArticle

Inclusion of Women in the Mining Sector: Challenges and Opportunities Through Education

by Selene Castañeda-Burciaga, Omar Alejandro Guirette-Barbosa, Martha Angélica Ramírez-Salazar, José María Celaya-Padilla and Leticia Isabel García-Estrada

Educ. Sci. 2025, 15(1), 69; https://doi.org/10.3390/educsci15010069 - 11 Jan 2025

Viewed by 2580

Abstract

Labor dynamics have changed in recent years, and women have increased their participation in various activities within the production and business industries. One of these sectors is mining, which presents both challenges and opportunities to promote gender equality and decent work. In light [...] Read more.

Labor dynamics have changed in recent years, and women have increased their participation in various activities within the production and business industries. One of these sectors is mining, which presents both challenges and opportunities to promote gender equality and decent work. In light of this, the objective of the present study is to identify the limitations faced by women in the mining sector, framed within personal, family, social, and labor aspects, in relation to their educational level. Due to the nature of the study, a cross-sectional, descriptive, and non-experimental investigation was proposed. The sample consisted of more than 50 companies distributed throughout the Mexican Republic, with a total of 316 female workers in the mining sector. The main results show greater limitations in labor and family aspects. Moreover, educational levels directly affect how women perceive the impact of working in mining on the various areas in which they operate. Full article

(This article belongs to the Special Issue Gender and STEM Education)

► Show Figures

Figure 1

19 pages, 2027 KiB

Open AccessArticle

Introductory Physics Students Who Typically Worked Alone or in Groups: Insights from Gender-Based Analysis Before and During COVID-19

by Apekshya Ghimire and Chandralekha Singh

Educ. Sci. 2024, 14(10), 1135; https://doi.org/10.3390/educsci14101135 - 19 Oct 2024

Viewed by 1313

Abstract

Collaboration with peers both inside and outside the classroom can be an invaluable tool for helping students learn physics. We investigated the impact of peer collaboration on learning physics by examining the characteristics of women and men who typically worked alone versus those [...] Read more.

Collaboration with peers both inside and outside the classroom can be an invaluable tool for helping students learn physics. We investigated the impact of peer collaboration on learning physics by examining the characteristics of women and men who typically worked alone versus those who typically collaborated with peers in their algebra-based introductory physics course when they took the course before and during the COVID-19 pandemic when the classes were on Zoom. Our findings indicate that, on average, students who worked with peers had higher grades and reported greater peer influence on their physics self-efficacy during the pandemic compared to those who worked alone. We also observed that, for both women and men, a larger percentage of students typically worked in groups before the pandemic, while a greater percentage typically worked alone during the pandemic. We discuss these results in relation to students’ prior academic preparation, physics grades, self-efficacy and their perception of the effectiveness of peer collaboration on their physics self-efficacy. Full article

(This article belongs to the Special Issue Gender and STEM Education)

► Show Figures

Figure 1

34 pages, 1600 KiB

Open AccessEditor’s ChoiceArticle

Empowering Women in Tech Innovation and Entrepreneurship: A Qualitative Approach

by Teresa Felgueira, Teresa Paiva, Catarina Alves and Natália Gomes

Educ. Sci. 2024, 14(10), 1127; https://doi.org/10.3390/educsci14101127 - 17 Oct 2024

Cited by 2 | Viewed by 4667

Abstract

Women’s participation and leadership in technology and entrepreneurship are crucial for advancing innovation and ensuring inclusive economic development. Despite progress in gender equality, women in tech face challenges like under-representation and systemic biases. This research delves into the multifaceted experiences of women in [...] Read more.

Women’s participation and leadership in technology and entrepreneurship are crucial for advancing innovation and ensuring inclusive economic development. Despite progress in gender equality, women in tech face challenges like under-representation and systemic biases. This research delves into the multifaceted experiences of women in tech innovation and entrepreneurship, highlighting the barriers they face and the strategies they use to overcome them. This study used a qualitative, observational design with semi-structured interviews and thematic analysis to explore the experiences and perceptions of entrepreneurial women in the Science, Technology, Engineering, and Mathematics (STEM) field. It was possible to conclude that entrepreneurial women exhibit a strong sense of autonomy, competence, and leadership, enabling them to manage their ventures independently and effectively. Also, the success of entrepreneurial women is multifaceted, combining personal fulfilment, professional achievements, and financial stability, with positive feedback and recognition playing a key role. Building strong social and supportive relationships is vital for entrepreneurial women, providing a sense of belonging, community, and emotional support. In this context, to empower women in STEM and entrepreneurship, Higher Education Institutions (HEIs) should promote entrepreneurship as a career path, provide practical and value-based education, and foster a work environment of trust, communication, and continuous learning. Full article

(This article belongs to the Special Issue Gender and STEM Education)

► Show Figures

Figure 1

21 pages, 895 KiB

Open AccessArticle

Trends and Gender Disparities in Grades and Grade Anomalies among Bioscience and Health-Related Major Students before, during, and after COVID-19 Remote Instruction

by Alysa Malespina, Fargol Seifollahi and Chandralekha Singh

Educ. Sci. 2024, 14(10), 1101; https://doi.org/10.3390/educsci14101101 - 10 Oct 2024

Viewed by 1340

Abstract

In this study, we investigate student performance using grades and “grade anomalies” across periods before, during, and after COVID-19 remote instruction in courses for bioscience and health-related majors. Additionally, we explore gender equity in these courses using these measures. We define grade anomaly [...] Read more.

In this study, we investigate student performance using grades and “grade anomalies” across periods before, during, and after COVID-19 remote instruction in courses for bioscience and health-related majors. Additionally, we explore gender equity in these courses using these measures. We define grade anomaly as the difference between a student’s grade in a course of interest and their overall grade point average (GPA) across all other courses taken up to that point. If a student’s grade in a course is lower than their GPA in all other courses, we refer to this as a “grade penalty”. Students received grade penalties in all courses studied, consisting of twelve courses taken by the majority of bioscience and health-related majors. Overall, we found that both grades and grade penalties improved during remote instruction but deteriorated after remote instruction. Additionally, we find more pronounced gender differences in grade anomalies than in grades. We hypothesize that women’s decisions to pursue STEM careers may be more influenced by the grade penalties they receive in required science courses than men’s, as women tend to experience larger penalties across all periods studied. Furthermore, institutions concerned with equity should consider grade penalties as a straightforward measure and make a conscious effort to consider their implications. Full article

(This article belongs to the Special Issue Gender and STEM Education)

► Show Figures

Figure 1

16 pages, 403 KiB

Open AccessArticle

Bioscience Students in Physics Courses with Higher Test Anxiety Have Lower Grades on High-Stakes Assessments and Women Report More Test Anxiety than Men

by Alysa Malespina, Fargol Seifollahi and Chandralekha Singh

Educ. Sci. 2024, 14(10), 1092; https://doi.org/10.3390/educsci14101092 - 8 Oct 2024

Viewed by 1430

Abstract

Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields. Additionally, the management of test anxiety can improve self-efficacy, which is a construct [...] Read more.

Test anxiety is beginning to be recognized as a significant factor affecting student performance in science, technology, engineering, and mathematics (STEM) courses, potentially contributing to gender inequity within these fields. Additionally, the management of test anxiety can improve self-efficacy, which is a construct that has been well studied in the physics context. In this study, we investigated the relationship between self-efficacy, test anxiety, and gender differences in performance in a two-semester-long introductory physics course sequence for bioscience students in which women outnumber men. Using validated survey data and grade information from students in a two-semester introductory physics course sequence, we compared the predictive power of self-efficacy and test anxiety on female and male students’ performance on both low- and high-stakes assessments. We found that there were gender differences disadvantaging women in self-efficacy and test anxiety in both Physics 1 and Physics 2, as well as gender differences in high-stakes outcomes in Physics 1. There were no gender differences in low-stakes assessment scores. We also found that self-efficacy and test anxiety predicted high-stakes (but not low-stakes) assessment outcomes in both Physics 1 and Physics 2. Comparison of these findings with prior studies involving physical science and engineering students shows that although women outnumber men in physics courses for bioscience students and the career goals of bioscience students are very different from the earlier researched group, most of the negative trends hold even for this new population. Thus, these findings, in a new context involving bioscience students in physics courses, are very important because they reinforce the systemic nature of women being affected more adversely by anxiety in high-stakes assessments, which is a threat to creating equitable and inclusive learning environments. An important implication is that course instructors should carefully consider how high-stakes and low-stakes assessments are used to determine grades and how to create an overall equitable, inclusive, and low-anxiety learning environment. Full article

(This article belongs to the Special Issue Gender and STEM Education)

► Show Figures

Figure 1

25 pages, 303 KiB

Open AccessArticle

Empowering Female High School Students for STEM Futures: Career Exploration and Leadership Development at Scientella

by Simon J. Ford, Raquel dos Santos and Ricardo dos Santos

Educ. Sci. 2024, 14(9), 955; https://doi.org/10.3390/educsci14090955 - 29 Aug 2024

Cited by 2 | Viewed by 2961

Abstract

Women remain underrepresented in STEM fields, with a major STEM pipeline leakage occurring between high school and post-secondary education. Past research suggests that providing female high school students with opportunities for problem-solving, prosocial behaviors and working towards authentic communal goals can improve their [...] Read more.

Women remain underrepresented in STEM fields, with a major STEM pipeline leakage occurring between high school and post-secondary education. Past research suggests that providing female high school students with opportunities for problem-solving, prosocial behaviors and working towards authentic communal goals can improve their perceptions of STEM and the attractiveness of STEM careers. Building on this prior research, we investigate Scientella, a US-based, student-run organization that provides out-of-school consulting projects, mentorships and webinars to female high school students. Drawing on the direct experiences of Scientella’s co-founders and analyzing program survey data, we explore how Scientella provides these opportunities, the benefits realized by students, and the challenges faced by the organization. Survey data show that involvement in Scientella’s activities provides students with benefits related to STEM career exploration and counter-stereotypical STEM skill development, including career discovery, industry engagement and practical experience, and the development of collaboration, communication and social research skills. The admissions of Scientella student leaders to STEM majors in selective US colleges indicates the promise of Scientella’s approach, and that providing students with opportunities to engage in STEM-themed career exploration and leadership development could be an effective strategy to increase female STEM participation in post-secondary education and the pursuit of subsequent career opportunities. Full article

(This article belongs to the Special Issue Gender and STEM Education)

15 pages, 6108 KiB

Open AccessArticle

Teachers’ Perception of the Gender Gap in STEAM Subjects in Pre-University Stages

by María Sánchez-Jiménez, Pablo Fernández-Arias, Diego Vergara, Álvaro Antón-Sancho and José A. Orosa

Educ. Sci. 2024, 14(8), 829; https://doi.org/10.3390/educsci14080829 - 30 Jul 2024

Cited by 2 | Viewed by 1600

Abstract

The term STEAM (Science, Technology, Engineering, Arts and Mathematics) is associated with a promising pedagogical approach to improve the development of students at different educational stages. Degrees linked to a STEAM approach encourage real-world problem solving through the application of multidisciplinary knowledge. The [...] Read more.

The term STEAM (Science, Technology, Engineering, Arts and Mathematics) is associated with a promising pedagogical approach to improve the development of students at different educational stages. Degrees linked to a STEAM approach encourage real-world problem solving through the application of multidisciplinary knowledge. The objective of this research is to analyze the perception of Early Childhood and Primary to Secondary Education teachers on the existence of the gender gap among pre-university students in subjects related to STEAM degrees in Spain. Given the results obtained, it is possible to affirm that according to teachers, there is a gender gap among students in the early educational stages in topics related to STEAM careers, which can mark their future gender gap in university education. Given this scenario, it is necessary to continue researching the possible factors that influence the gender gap in these degrees to understand possible gender inequalities in the educational field. Furthermore, the need to implement educational strategies that promote gender equality in Spain from the first educational stages is highlighted. Full article

(This article belongs to the Special Issue Gender and STEM Education)

► Show Figures

Figure 1

25 pages, 10863 KiB

Open AccessArticle

A Study on the Influence of the Affective Domain on the Attitudes of Middle School Students toward Mathematics from a Gender Perspective

by Mariana Gutierrez-Aguilar and Santa Tejeda

Educ. Sci. 2024, 14(6), 594; https://doi.org/10.3390/educsci14060594 - 30 May 2024

Viewed by 1253

Abstract

Women’s representation in Science, Technology, Engineering and Mathematics (STEM) is a powerful resource to motivate girls to study STEM degrees and fulfill the growing demands for professionals in these fields. From their youth, positive attitudes toward mathematics are characteristic of girls and boys [...] Read more.

Women’s representation in Science, Technology, Engineering and Mathematics (STEM) is a powerful resource to motivate girls to study STEM degrees and fulfill the growing demands for professionals in these fields. From their youth, positive attitudes toward mathematics are characteristic of girls and boys who study STEM degrees. This research aims to identify the association between gender stereotypes and attitudes toward mathematics. The 6° grade generation from a middle school in Monterrey, Mexico, first answered tests on attitudes toward mathematics and gender stereotypes in mathematics. Afterwards, a sample group underwent a 4-week intervention during which students saw videos of STEM professionals and answered a questionnaire on student’s self-perception in STEM careers. Finally, the tests were reapplied with a questionnaire on the use and ease of mathematics. Quasi-statistical and discourse analysis were used to obtain the results. These are presented through a model that highlights the mediating role that the mathematical self-concept and the interest/enjoyment for mathematics have in the association between gender stereotypes and attitudes toward mathematics. The role of gender on female’s lower mathematical self-concept is also exposed, suggesting subsequent lines of research on improving self-concept as an approach to equitably increase students’ interests in STEM degrees from their youth. Full article

(This article belongs to the Special Issue Gender and STEM Education)

► Show Figures

Figure 1

18 pages, 276 KiB

Open AccessArticle

Structural Impediments Impacting Early-Career Women of Color STEM Faculty Careers

by Johnny C. Woods, Jr., Tonisha B. Lane, Natali Huggins, Allyson Leggett Watson, Faika Tahir Jan, Saundra Johnson Austin and Sylvia Thomas

Educ. Sci. 2024, 14(6), 581; https://doi.org/10.3390/educsci14060581 - 28 May 2024

Cited by 2 | Viewed by 2482

Abstract

Women of Color faculty continue to experience many challenges in their careers, especially in the science, technology, engineering, and mathematics (STEM) fields. As such, more research is needed that considers structural issues inhibiting their success. Using structuration theory and critical race feminism as [...] Read more.

Women of Color faculty continue to experience many challenges in their careers, especially in the science, technology, engineering, and mathematics (STEM) fields. As such, more research is needed that considers structural issues inhibiting their success. Using structuration theory and critical race feminism as a conceptual framework, we conducted semi-structured interviews with 19 faculty and administrators in STEM departments at higher education institutions to investigate their perceptions of structural impediments impacting early-career Women of Color STEM faculty careers. Our findings revealed the need to establish policies that are clear, documented, and transparent. Additionally, incremental approaches to tenure and promotion evaluations should be reconsidered, especially when this approach may position Women of Color faculty to appear as if they are underperforming, when the opposite may be true. Furthermore, as higher education institutions endeavor to diversify the professoriate, this study is significant in enabling institutions and STEM departments to be aware of systemic issues confronting them to make significant inroads in retaining and advancing Women of Color faculty in these disciplines. Full article

(This article belongs to the Special Issue Gender and STEM Education)

22 pages, 3285 KiB

Open AccessArticle

Gender and STEM Education: An Analysis of Interest and Experience Outcomes for Black Girls within a Summer Engineering Program

by Trina Fletcher, Kerrie Hooper, Danay Fernandez Alfonso and Ahlam Alharbi

Educ. Sci. 2024, 14(5), 518; https://doi.org/10.3390/educsci14050518 - 11 May 2024

Cited by 2 | Viewed by 2598

Abstract

An effective way to increase the participation of historically excluded students in engineering education is through informal programming that covers science, technology, engineering, and mathematics (STEM). This study is part of a broader investigation conducted by Fletcher aimed at evaluating the programs offered [...] Read more.

An effective way to increase the participation of historically excluded students in engineering education is through informal programming that covers science, technology, engineering, and mathematics (STEM). This study is part of a broader investigation conducted by Fletcher aimed at evaluating the programs offered by the National Society of Black Engineers (NSBE) as part of the Summer Engineering Experience for Kids (SEEK) program at different sites. The study collected pre- and post-assessment data from 1235 girls across twelve sites to determine if there were significant differences in interest- and experience-related outcomes at single-gender and coeducation sites. The study found that the two single-gender sites out of the twelve sites had statistically significant differences in participant responses in favor of single-gender sites, with one site showing a significant association with overall enjoyment of the program. The study used social cognitive theory (SCT) and intersectionality to guide the research and found that the site type had a significant association with the results. These findings suggest the need for further exploration of the impact of site type within informal education programs, especially those targeting historically excluded populations in STEM. Full article

(This article belongs to the Special Issue Gender and STEM Education)

► Show Figures

Figure 1

16 pages, 655 KiB

Open AccessArticle

Views on Gender Differences in the Physics Classroom

by Natascha Musters, Rian Aarts, Marije Van Amelsvoort and Marc Swerts

Educ. Sci. 2024, 14(5), 457; https://doi.org/10.3390/educsci14050457 - 25 Apr 2024

Cited by 2 | Viewed by 2419

Abstract

Concerns about the differences between boys and girls in educational achievement, school careers and educational choices have existed since the last century. Despite ongoing research, we still do not have a complete picture of gender-based differences in education. In particular, there is little [...] Read more.

Concerns about the differences between boys and girls in educational achievement, school careers and educational choices have existed since the last century. Despite ongoing research, we still do not have a complete picture of gender-based differences in education. In particular, there is little comparative research on how teachers and students experience and deal with gender differences in their classrooms. Therefore, this study focuses on teacher and student perspectives on gender differences in the physics classroom of Dutch upper secondary education. The data were collected through questionnaires distributed among physics teachers (N = 72) and students (N = 212). The questionnaires for students and teachers were designed to reveal their perceptions of gender differences in the classroom, focusing on student learning characteristics and teacher–student interactions. Gender differences are reported to a larger extent by teachers than by students, especially in the area of students’ learning characteristics (e.g., boys showing more talent and interest in physics, girls showing more effort and self-regulation) and some in teacher–student interactions (e.g., girls asking teachers more questions). We conclude that concerns about differences between boys and girls are still present and need further research. More work is needed to fully understand the implications of these differences, which are expected to have an important impact on classroom interventions and guidelines for teachers to use in their classrooms. Full article

(This article belongs to the Special Issue Gender and STEM Education)

► Show Figures

Figure 1

13 pages, 280 KiB

Open AccessArticle

Relationships and Gender Differences in Math Anxiety, Math Self-Efficacy, Geoscience Self-Efficacy, and Geoscience Interest in Introductory Geoscience Students

by Molly M. Jameson, Julie Sexton, Dina London and Jennifer M. Wenner

Educ. Sci. 2024, 14(4), 426; https://doi.org/10.3390/educsci14040426 - 19 Apr 2024

Cited by 3 | Viewed by 2830

Abstract

While the role of affective factors in learning is well understood in geoscience, math attitudes have been overlooked. This study sought to explore the relationships between math attitudes and geoscience attitudes, namely math anxiety, self-efficacy, and geoscience interest. Baseline data were collected from [...] Read more.

While the role of affective factors in learning is well understood in geoscience, math attitudes have been overlooked. This study sought to explore the relationships between math attitudes and geoscience attitudes, namely math anxiety, self-efficacy, and geoscience interest. Baseline data were collected from 245 undergraduate students enrolled in introductory geoscience courses at three colleges and universities in the United States, with self-report measures of math anxiety, math self-efficacy, geoscience self-efficacy, geoscience interest, and demographic information. Results show strong relationships and predictive values of math attitudes for students’ geoscience attitudes, particularly for female-identifying students. This research provides important empirical support for the study of math attitudes in geoscience; additionally, educators can use this knowledge to inform their understanding of their students’ math attitudes and possible interest in geoscience. Full article

(This article belongs to the Special Issue Gender and STEM Education)

22 pages, 1242 KiB

Open AccessArticle

Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives

by Gilberto Huesca, Adriana Rodríguez-Rosales, Vianney Lara-Prieto, Maria Ileana Ruiz-Cantisani and Joaquín Acevedo

Educ. Sci. 2024, 14(3), 255; https://doi.org/10.3390/educsci14030255 - 29 Feb 2024

Cited by 3 | Viewed by 2440

Abstract

Active learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in [...] Read more.

Active learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in limited time and application environments, for example, one semester or one activity in a course. In this work, we present a quantitative study that was applied to results of the National Center for the Evaluation of Higher Education’s Engineering Bachelor’s Degree Standardized General Examination of 4226 students comparing those who received a traditional educational model and those who received a challenge-based learning educational model. A statistical analysis of communication and disciplinary competencies found that the traditional educational model induces a greater marginal significant result in the test. Additionally, we found that female students perform better in communication competencies while male students perform better in disciplinary competencies. Our results confirm that challenge-based learning is as effective as a traditional educational model when applied during complete undergraduate studies while developing competencies like critical thinking, long-term retention, leadership, multidisciplinary teamwork, and decision-making. Challenge based learning is a prolific learning strategy for evolving into a new way of teaching in undergraduate programs. Full article

(This article belongs to the Special Issue Gender and STEM Education)

► Show Figures

Figure 1

11 pages, 232 KiB

Open AccessArticle

Exploring the Gender Gap: Motivation, Procrastination, Environment, and Academic Performance in an Introductory Physics Course in a Human-Centered Private University in Northeast Mexico—A Case Study

by Humberto Martínez-Huerta, Wendy Xiomara Chavarría-Garza, Osvaldo Aquines-Gutiérrez and Ayax Santos-Guevara

Educ. Sci. 2024, 14(2), 186; https://doi.org/10.3390/educsci14020186 - 13 Feb 2024

Cited by 5 | Viewed by 2818

Abstract

Progress has been made in recent decades toward achieving gender equality, but today, the gender gap is still noticeable, especially in STEM fields. In support of Goal 5 of the 2030 Sustainable Development Agenda: achieve gender equality and empower all women and girls, [...] Read more.

Progress has been made in recent decades toward achieving gender equality, but today, the gender gap is still noticeable, especially in STEM fields. In support of Goal 5 of the 2030 Sustainable Development Agenda: achieve gender equality and empower all women and girls, we analyze the context of a private university in northeastern Mexico using a sample of 249 students (157 males and 92 females) enrolled in the first-year engineering course Physics I. The sample presents better academic performance in favor of women by the end of the course as reported through the final course score (F); thus, we explore potential gender differences in student profiles, such as their motivation and level of procrastination using Kruskal–Wallis correlation tests, and measuring the effect size with Cohen’s d. Our tests reported here reveal significant differences in extrinsic motivation (EMO) and intrinsic motivation (IMO), where females obtained higher means in IMO, while males reported higher levels of procrastination (PRO). Contrary to other cases in the literature, the sample presents better academic performance in favor of women. Our findings here aim to encourage programs and strategies that strengthen women’s intrinsic motivation to support women’s empowerment and keep reducing the gender gap. Full article

(This article belongs to the Special Issue Gender and STEM Education)

14 pages, 1874 KiB

Open AccessArticle

Edutuber and Gender in STEM

by Lucía Amorós-Poveda and Abraham Bernárdez-Gómez

Educ. Sci. 2024, 14(1), 40; https://doi.org/10.3390/educsci14010040 - 29 Dec 2023

Cited by 2 | Viewed by 1997

Abstract

The gender gap in the field of STEM (Science, Technology, Engineering and Mathematics) is nothing new. Recent research warns of this through programs and initiatives that use Information and Communication Technology (ICT) as a resource to reduce this gap. However, new questions and [...] Read more.

The gender gap in the field of STEM (Science, Technology, Engineering and Mathematics) is nothing new. Recent research warns of this through programs and initiatives that use Information and Communication Technology (ICT) as a resource to reduce this gap. However, new questions and some areas of concern are arising out of the mass use of digital repositories. The possibility of consuming and producing video (prosumers) in these digital ecosystems brings to light the prejudices and stereotypes in these fields through their content. Considering the YouTube repository, this research analyses the edutubers on 81 STEM channels from a gender perspective in 190 immersions. Through a critical approach, oriented towards change for social transformation, an exploratory and descriptive paper has been written. It employs a mixed quantitative–qualitative method. The results are described in the form of four descriptive grids about edutuber environments where an evident gender gap in the STEM edutubers can be observed, and guidelines are subsequently outlined to attempt to eliminate it. It is concluded that the educational resources offered by YouTube are popular and have a significant impact on the young population, but these resources inherit past behaviours that also entail a new risk associated with the use of ICT. Full article

(This article belongs to the Special Issue Gender and STEM Education)

► Show Figures

Figure 1

Journal Menu

Journal Browser

Gender and STEM Education

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Benefits of Publishing in a Special Issue

Published Papers (16 papers)

Research

Further Information

Guidelines

MDPI Initiatives

Follow MDPI