Gender Equity in STEM: Addressing the Disparities

Abstract

Despite similar achievement levels, females continue to be underrepresented in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Given the strategic importance of these for New Zealand�s future, ensuring females have equitable access to education and careers in these sectors is vital for upholding diversity and equality. This literature review examines current research on gender disparities in STEM, and identifies three key contexts of gender interest in STEM: developing, maintaining, and retaining. These contexts are aligned to the primary, secondary, and tertiary, education sectors, within which current research on self-concept and self-efficacy, social belongingness, and stereotypes are investigated. A key finding of the importance of physical science exposure and experience for later female vocational interest and retention is identified. This and other outcomes from the literature, provide evidence for potential tangible strategies to encourage increased gender uptake in STEM.