CoChat
Sign Up
Cited by 498Career Development and DiversityScience Education and PerceptionsGender and Technology in Education

The DOI matches its Crossref record; 57 of the 57 references it cites were found in a registry or an index.

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

Open access
Dasgupta, Nilanjana, Stout, Jane G.·2014·Policy Insights from the Behavioral and Brain Sciences
DOI 10.1177/2372732214549471
Open this paper in CoChat — free accountOpen PDF

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.

Overview

Integrity signals

Registry

Crossref · 10.1177/2372732214549471

Cites

57 of 57 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 56 references

Research works printed but not linked: 9

  1. 10.1037/0033-2909.117.3.497 · DOI · Paper page
  2. Durik A. M., 2006, Journal of Classroom Interaction, 41, 33
  3. 10.1037/0033-295X.109.3.573 · DOI · Paper page
  4. Eaton Y. M., 1991, Adolescence, 26, 565
  5. Frehill L. M., 2008, SWE Magazine, 54, 6
  6. Geist E. A., 2008, Journal of Instructional Psychology, 35, 43
  7. Mavriplis C., 2005, Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education
  8. National Academies, 2010, Rising above the gathering storm, revisited: Rapidly approaching Category 5
  9. Stout J. G., 2013, Presentation at the annual meeting of the Society for Personality and Social Psychology

Cited by

Sorted by citations

Items 301–400 of 498

Related

See all

Metadata

Authors
Dasgupta, N., & Stout, J. G.
Affiliations
  • University of Massachusetts Amherst (US)
  • Computing Research Association (US)
ORCID
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
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 › 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
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

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 ›

Are you an author, or do you see a problem with this page? Request a review