Gender representation and academic achievement among STEM-interested students in college STEM courses.

ABSTRACT: Substantial gender equity gaps in postsecondary degree completion persist within many science, technology, engineering, and mathematics (STEM) disciplines, and these disparities have not narrowed during the 21st century. Various explanations of this phenomenon have been offered; one possibility that has received limited attention is that the sparse representation of women itself has adverse effects on the academic achievement-and ultimately the persistence and graduation-of women who take STEM courses. This study explored the relationship between two forms of gender representation (i.e., the proportion of female students within a course and the presence of a female instructor) and grades within a sample of 11,958 STEM-interested undergraduates enrolled in 8686 different STEM courses at 20

SUBMITTER: Bowman NA 

PROVIDER: S-EPMC9790698 | biostudies-literature | 2022 Dec

REPOSITORIES: biostudies-literature