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Identify existing literature on the higher education STEM gender gap and determine how gender roles and stereotypes influence students' academic decision-making.

August 1, 2022HeliyonOpen Access

The gender gap in higher STEM studies: A systematic literature review

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Authors

SVSonia Verdugo-Castro AGAlicia García‐Holgado

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Overview

Systematic review reveals pervasive gender stereotypes driving the STEM gender gap in higher education, highlighting the need to foster self-efficacy and target social influences.

Key Points

Identify existing literature on the higher education STEM gender gap and determine how gender roles and stereotypes influence students' academic decision-making.
Conducted a systematic literature review and mapping following PRISMA guidelines.
Screened 4,571 initial records from peer-reviewed articles, conference proceedings, books, and book chapters across the European education area.
Selected and synthesized qualitative and quantitative evidence from 26 final eligible studies.
Gender stereotypes act as dominant drivers of the STEM gender gap, notably reinforcing the Leaky Pipeline and Stereotype Threat phenomena.
Key environmental and social factors—including family expectations, educational settings, peer groups, and broader cultural norms—heavily bias academic trajectories away from STEM.
Developing positive self-concept, self-efficacy, self-confidence, and self-perception is essential to support students in choosing degree programs aligned with their personal goals.

Cite This Study

Verdugo-Castro et al. (2022) studied this question.

synapsesocial.com/papers/6a7d1ca72c71273e4183d7c2 https://doi.org/10.1016/j.heliyon.2022.e10300

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August 1, 2022HeliyonOpen Access

The gender gap in higher STEM studies: A systematic literature review

View Full Paper

Ask AI

Bookmark

Authors

SVSonia Verdugo-Castro AGAlicia García‐Holgado

Discussion

Member takes

Overview

Systematic review reveals pervasive gender stereotypes driving the STEM gender gap in higher education, highlighting the need to foster self-efficacy and target social influences.

Key Points

Identify existing literature on the higher education STEM gender gap and determine how gender roles and stereotypes influence students' academic decision-making.
Conducted a systematic literature review and mapping following PRISMA guidelines.
Screened 4,571 initial records from peer-reviewed articles, conference proceedings, books, and book chapters across the European education area.
Selected and synthesized qualitative and quantitative evidence from 26 final eligible studies.
Gender stereotypes act as dominant drivers of the STEM gender gap, notably reinforcing the Leaky Pipeline and Stereotype Threat phenomena.
Key environmental and social factors—including family expectations, educational settings, peer groups, and broader cultural norms—heavily bias academic trajectories away from STEM.
Developing positive self-concept, self-efficacy, self-confidence, and self-perception is essential to support students in choosing degree programs aligned with their personal goals.

Cite This Study

Verdugo-Castro et al. (2022) studied this question.

synapsesocial.com/papers/6a7d1ca72c71273e4183d7c2 https://doi.org/10.1016/j.heliyon.2022.e10300

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