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
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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“Stereotypes can have profound effects on women's self-esteem, expectations, interests, capabilities and motivations, to the point where they may voluntarily renounce certain pursuits, opting instead for occupations identified with their traditional roles (Barberá et al., 2008; García-Ael et al., 2018; Kim et al., 2018; Lerchenmueller et al., 2019).”
From The influence of school textbooks on the configuration of gender identity: A study on the unequal representation of women and men in the school discourse during the Spanish democracy (2022) · cites this paper as Kim et al., 2018
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Cited by
Sorted by citations
Research and trends in STEM education: a systematic review of journal publications
Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00207-6 · Cited by 580
Transdisciplinarity in STEM education: a critical review
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Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students
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Constructing STEM identity: An expanded structural model for STEM identity research
Dou, R., & Cian, H. (2021) · Journal of Research in Science Teaching · doi:10.1002/tea.21734 · Cited by 182
A Single-Item Measure for Assessing STEM Identity
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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)
- Venue
- Review of Educational Research
- Published
- 2018-06-04
- Volume
- 88
- Issue
- 4
- Pages
- 589-625
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- 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
- 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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