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Cited by 390Career Development and DiversityScience Education and PerceptionsEducation, Achievement, and Giftedness

The DOI matches its Crossref record; 109 of the 109 references it cites were found in a registry or an index.

Developing a STEM Identity Among Young Women: A Social Identity Perspective

Kim, Ann Y., Sinatra, Gale M., Seyranian, Viviane·2018·Review of Educational Research
DOI 10.3102/0034654318779957
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Abstract

We conducted a systematic review of empirical research focused on the experiences of female students in science, technology, engineering, and mathematics (STEM) during middle and high school. Drawing on social identity theory, recent research was synthesized to explore how aspects of the social environment influence STEM identity development. Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings. Additionally, we found that perceptions regarding who is part of the ingroup or outgroup of STEM fields can be changed through intervention and educational programs. We conclude with recommendations for theory, research, programs, and policy for STEM identity development among young women, informed by a social identity perspective.

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Crossref · 10.3102/0034654318779957

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109 of 109 references verified0 citation errors · 0 not checkable

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Show all 108 references

Research works printed but not linked: 9

  1. 10.1177/016146811511700308 · DOI
  2. Brown P. L., Concannon J. P., Marx D., Donaldson C. W., Black A. (2016). An examination of middle school students’ STEM self-efficacy with relation to interest and perceptions of STEM. Journal of STEM Education, 17(3), 27–38.
  3. Hammer D., Goldberg F., Fargason S. (2012). Responsive teaching and the beginnings of energy in a third grade classroom. Review of Science, Mathematics and ICT Education, 6(1), 51–72.
  4. Hegewisch A., Ellis E., Hartmann H. (2015). The gender wage gap: 2015; Earnings differences by race and ethnicity. Washington, DC: Institute for Women’s Policy Research.
  5. 10.1016/S0065-2601(06)39002-8 · DOI · Paper page
  6. *Naizer G., Hawthorne M. J., Henley T. B. (2014). Narrowing the gender gap: Enduring changes in middle school students’ attitude toward math, science and technology. Journal of STEM Education, 15, 29–34.
  7. 10.18574/nyu/9780814762776.001.0001 · DOI
  8. Sahin A. (2013). STEM clubs and science fair competitions: Effects on post-secondary matriculation. Journal of STEM Education, 14(1), 5–11.
  9. Turner J. C. (1991). Social influence. Buckingham, England: Open University Press.

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Metadata

Authors
Kim, A. Y., Sinatra, G. M., & Seyranian, V.
Affiliations
  • California State University, Long Beach (US)
  • University of Southern California (US)
  • California State Polytechnic University (US)
ORCID
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
2018-06-04
Volume
88
Issue
4
Pages
589-625
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/0034654318779957
OpenAlex
W2806576596
Cited by
390
References
108
Citations by year
2026: 35 · 2025: 65 · 2024: 82 · 2023: 59 · 2022: 57 · 2021: 43 · 2020: 31 · 2019: 14 · 2018: 4
FWCI
45.73
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Review of Educational Research (publishedVersion)
Topics
  • Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
  • Social Sciences › Psychology › Developmental and Educational Psychology › Science Education and Perceptions
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Keywords
STEM identity, young women, social identity theory, gender and STEM, middle and high school students, intervention program, STEM participation

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