Program

Teaching M.A.

Number of Pages

59

Year Approved

2021

First Advisor

Cavalier, Meghan

Second Reader

John Bergeland;

Abstract

Women remain underrepresented in science, technology, engineering, and mathematics (STEM) occupations. In 2018, women made up 50% of the college-educated workforce, while making up only 28% of those working in science and engineering fields. This is of interest as women at the postsecondary level and girls in first through 12th grade currently achieve grades equal to or above their male counterparts in math and science education. This literature review explores many factors found to contribute to the gender gap in STEM education. These factors include girls’ lack of belief in their ability, the lower level of interest and utility value for STEM content areas, and prevailing stereotypes that boys are better at math and science than girls which have contributed to the STEM gender gap in different and important ways such as girls’ self-esteem, achievement, and intentions to pursue STEM classes and careers. Understanding these different factors supports interventions and strategies that will mitigate their effects and encourage girls and women to continue and succeed in STEM education.

Degree Name

Teaching M.A.

Document Type

Masterʼs thesis

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