Girls and Women in Science, Technology, Engineering, and Mathematics: STEMing the Tide and Broadening Participation in STEM Careers

Dasgupta, Nilanjana; Stout, Jane G.

doi:10.1177/2372732214549471

Cited by 498Career Development and DiversityScience Education and PerceptionsGender and Technology in Education

Girls and Women in Science, Technology, Engineering, and Mathematics: STEMing the Tide and Broadening Participation in STEM Careers

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Dasgupta, Nilanjana, Stout, Jane G.·2014·Policy Insights from the Behavioral and Brain Sciences

DOI 10.1177/2372732214549471

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Abstract

Scientific advances fuel American economic competitiveness, quality of life, and national security. Much of the future job growth is projected in science, technology, engineering, and mathematics (STEM). However, the supply of domestic students who pursue STEM careers remains small relative to the demand. On the supply side, girls and women represent untapped human capital that, if leveraged, could enhance the STEM workforce, given that they comprise 50% of the American population and more than 50% of the college-bound population. Yet the scarcity of women in STEM careers remains stark. What drives these gender disparities in STEM? And what are the solutions? Research points to different answers depending on the stage of human development. Distinct obstacles occur during three developmental periods: (a) childhood and adolescence, (b) emerging adulthood, and (c) young-to-middle adulthood. This article describes how specific learning environments, peer relations, and family characteristics become obstacles to STEM interest, achievement, and persistence in each period. Evidence-based policies and programs promise to eliminate these obstacles, increasing girls and women’s participation in STEM.

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Educators can influence girls' interest in STEM by incorporating hands-on, applied learning experiences, showcasing female role models, fostering positive STEM identities, and creating informal learning environments.
“Educators can influence girls' interest in STEM by incorporating hands-on, applied learning experiences, showcasing female role models, fostering positive STEM identities, and creating informal learning environments (Dasgupta & Stout, 2014;Hughes et al., 2013).”
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 Dasgupta & Stout, 2014

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Authors: Dasgupta, N., & Stout, J. G.
Affiliations: University of Massachusetts Amherst (US)
Computing Research Association (US)
ORCID: Dasgupta, Nilanjana
Stout, Jane G.
Venue: Policy Insights from the Behavioral and Brain Sciences
Publisher: SAGE Publications
Published: 2014-10
Volume: 1
Issue: 1
Pages: 21-29
ISSN: 2372-7322 (ISSN-L)
2372-7330
DOI: 10.1177/2372732214549471
OpenAlex: W2100971833
Cited by: 471
References: 56
Citations by year: 2026: 36 · 2025: 53 · 2024: 58 · 2023: 56 · 2022: 64 · 2021: 64 · 2020: 62 · 2019: 31 · 2018: 24 · 2017: 13 · 2016: 7 · 2015: 2
FWCI: 20.48
Type: journal article
Language: en
Open access: bronze
doi.org
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Policy Insights from the Behavioral and Brain Sciences (publishedVersion)
Funders: National Science Foundation (1132651, 0547967)
Topics: Social Sciences › Safety Research › 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: girls in STEM, women in STEM, gender disparities, STEM workforce, STEM education, human capital, developmental stages, childhood and adolescence, emerging adulthood, learning environment, peer relationships, family factors, STEM persistence, evidence-based programs

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Girls and Women in Science, Technology, Engineering, and Mathematics: STEMing the Tide and Broadening Participation in STEM Careers

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