Why are some STEM fields more gender balanced than others?
Open accessAbstract
Women obtain more than half of U.S. undergraduate degrees in biology, chemistry, and mathematics, yet they earn less than 20% of computer science, engineering, and physics undergraduate degrees (National Science Foundation, 2014a). Gender differences in interest in computer science, engineering, and physics appear even before college. Why are women represented in some science, technology, engineering, and mathematics (STEM) fields more than others? We conduct a critical review of the most commonly cited factors explaining gender disparities in STEM participation and investigate whether these factors explain differential gender participation across STEM fields. Math performance and discrimination influence who enters STEM, but there is little evidence to date that these factors explain why women's underrepresentation is relatively worse in some STEM fields. We introduce a model with three overarching factors to explain the larger gender gaps in participation in computer science, engineering, and physics than in biology, chemistry, and mathematics: (a) masculine cultures that signal a lower sense of belonging to women than men, (b) a lack of sufficient early experience with computer science, engineering, and physics, and (c) gender gaps in self-efficacy. Efforts to increase women's participation in computer science, engineering, and physics may benefit from changing masculine cultures and providing students with early experiences that signal equally to both girls and boys that they belong and can succeed in these fields. (PsycINFO Database Record
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Previous studies have indicated that boy students have typically exhibited a better attitude towards STEM than girl students, or that boys are more exposed to maker technologies/activities than girl students.
“Previous studies have indicated that boy students have typically exhibited a better attitude towards STEM than girl students, or that boys are more exposed to maker technologies/activities than girl students (Andrews et al., 2021;Cheryan et al., 2017;Jones et al., 2000).”
From Fostering students’ motivation and self-efficacy in science, technology, engineering, and design through design thinking and making in project-based learning: a gender-perspective study in primary education (2025) · cites this paper as Cheryan et al., 2017
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The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education
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“Stereotypic perceptions of STEM fields are one of several important factors that explain patterns of group underrepresentation in STEM fields (e.g., American Association of University Women, 2010, 2015; Cheryan et al., 2017).”
BackgroundInfluentialWhere and with whom does a brief social-belonging intervention promote progress in college?
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Can Test Anxiety Interventions Alleviate a Gender Gap in an Undergraduate STEM Course?
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“Previous studies have indicated that boy students have typically exhibited a better attitude towards STEM than girl students, or that boys are more exposed to maker technologies/activities than girl students (Andrews et al., 2021; Cheryan et al., 2017; Jones et al., 2000).”
Block, K., olsson, M. I. T., Schmader, T., van Laar, C., Martiny, S. E., Schuster, C., Van Grootel, S., Meeussen, L., & Croft, A. (2022) · doi:10.31234/osf.io/k6g5d · Cited by 7 · see citing works
- Authors
- Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L.
- Affiliations
- University of Washington (US)
- The Ohio State University (US)
- Venue
- Psychological Bulletin
- Published
- 2017-01
- Volume
- 143
- Issue
- 1
- Pages
- 1-35
- ISSN
- 0033-2909 (ISSN-L)
- 1939-1455
- OpenAlex
- W2530828552
- Cited by
- 1,259
- References
- 325
- Citations by year
- 2026: 150 · 2025: 209 · 2024: 160 · 2023: 147 · 2022: 142 · 2021: 128 · 2020: 124 · 2019: 97 · 2018: 66 · 2017: 28 · 2016: 5 · 2015: 1 · 2013: 1
- FWCI
- 159.65
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Psychological Bulletin (publishedVersion, other-oa)
- PubMed (publishedVersion)
- Funders
- Sloan Foundation (G-B2014-13)
- National Science Foundation (DRL-1420351)
- Sponsor name not included (DEG-1343012)
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Gender Studies › Gender and Technology in Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Keywords
- gender gap in STEM, underrepresentation of women, masculine culture, sense of belonging, early life experience, self-efficacy, mathematics achievement, discrimination, mathematics
- MeSH terms
- Engineering, Female, Humans, Male, Mathematics, Science, Technology, Women
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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