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The Status of Women in STEM in Higher Education: A Review of the Literature 2007–2017
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Increased efforts to diversify science, technology, engineering, and mathematics (STEM) education in the United States have drastically increased the number of studies offering insight into the experiences of women in STEM programs in higher education. This paper presents a thematic review of the literature regarding their status from 2007 to 2017 including journals, trade magazines, theses, and dissertations. It focuses on areas of recruitment, retention, barriers, and faculty issues. Stereotypes, biases, campus culture, classroom experiences, identity, and sense of belonging are also explored. The author additionally identifies gaps and suggests related areas for new research as well as implications for librarians.
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“Gender discrepancies persist in STEM fields, with fewer women pursuing advanced STEM courses and careers despite comparable or superior performance to their male counterparts (Hill et al., 2010;Blackburn, 2017;Stewart-Williams & Halsey, 2021).”
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Metadata
- Authors
- Blackburn, H.
- Affiliations
- University of Nebraska at Omaha (US)
- Corresponding author
- Blackburn, Heidi
- ORCID
- Blackburn, Heidi
- Venue
- Science & Technology Libraries
- Publisher
- Informa UK Limited
- Published
- 2017-07-03
- Volume
- 36
- Issue
- 3
- Pages
- 235-273
- ISSN
- 0194-262X (ISSN-L)
- 1541-1109
- OpenAlex
- W2759689989
- Semantic Scholar
- 6b9aafbeb3d573ddd6a7fedf08fe4c12b88f0430
- Cited by
- 353
- References
- 389
- Citations by year
- 2026: 22 · 2025: 41 · 2024: 80 · 2023: 63 · 2022: 59 · 2021: 36 · 2020: 35 · 2019: 10 · 2018: 6
- FWCI
- 32.01
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Science & Technology Libraries (publishedVersion, cc-by)
- DigitalCommons@UNO (submittedVersion, other-oa)
- Topics
- Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
- Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
- Social Sciences › Gender Studies › Gender and Technology in Education
- Keywords
- women in STEM, gender diversity, higher education, recruitment, retention, gender stereotypes, gender bias, campus culture, classroom experience, identity, sense of belonging, librarianship
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.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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