The Gender Gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM
Open accessAbstract
The 2010 President’s Council of Advisors on Science and Technology indicated that there was a need to provide individuals with strong STEM (Science, Technology, Engineering, and Mathematics) backgrounds in order to be a competitive country internationally. Additionally, it has been found that there is a gender gap in STEM related fields. Therefore, this article describes theories related to the gender gap in the STEM field and ways to engage girls in STEM related fields in order to close the gender gap. The researchers of this study did extensive research to review the current literature, condense and summarize the findings from various studies, and provide steps for educators to engage in that will create an early atmosphere of positive learning environments for girls to be curious about STEM concepts.
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Innovative teaching strategies incorporating hands-on and applied learning experiences are beneficial for fostering STEM identities and increasing self-efficacy.
“The application of innovative teaching strategies (as Design Thinking and Making) incorporating hands-on and applied learning experiences has been identified as beneficial for fostering STEM identities (Reinking & Martin, 2018) and increasing self-efficacy (Schlegel et al., 2019).”
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 Reinking & Martin, 2018
Sections 3.3.1 (Provide Experiences) and 3.3.3 (Facilitate Positivity and Curiosity) recommend hands-on, applied STEM experiences for girls and state that positive experiences improve students’ STEM identity. The copy does not identify Design Thinking or Making specifically as strategies that foster STEM identity. The self-efficacy claim is attached to a different citation and is not assessed here. (LLM, conf=0.84)
Experimental — accuracy not yet measuredStereotypes and a culture of social isolation often deter girls from STEM fields.
“Reinking and Martin (2018) review strategies to engage girls in STEM, noting that stereotypes and a culture of social isolation often deter girls from such fields (Cheryan et al., 2015;Steinke, 2017).”
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 Reinking and Martin (2018)
In performance-based evidence, especially ICT literacy assessments, girls perform better than boys.
“However, there are some discrepancies when considering performance-based evidence (especially when using ICT literacy assessments) where it has been found that girls perform better than boys (Reinking & Martin, 2018;Siddiq & Scherer, 2019).”
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 Reinking & Martin, 2018
Section 3.3.3 discusses girls’ experiences with information technology in a STEM program, but reports attitudes and career aspirations, not ICT literacy assessment scores. Searches for ICT literacy assessments and girls outperforming boys found no passage in our copy making the claimed performance comparison. (LLM, conf=0.75)
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Recalde-Esnoz, I., Ferrández, D., Morón, C., & Escribano, G. D. (2021) · Sustainability · doi:10.3390/su13105514 · Cited by 3 · see citing works
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Sanabrias-Moreno, D., Zafra, M. S., Sánchez, M. L. Z., & Zagalaz, J. C. (2022) · PUBLICACIONES · doi:10.30827/publicaciones.v52i2.26379 · Cited by 3 · see citing works
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Thu, H. L. T., Hong, C. N. T., Huy, V. N., & Thi, B. L. (2024) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.23.4.12 · Cited by 3 · see citing works
Kolne, K., & Lindsay, S. (2019) · Social Sciences · doi:10.3390/socsci8100285 · Cited by 3 · see citing works
Women and the Fourth Industrial Revolution: An Examination of the UAE’s National AI Strategy
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- Authors
- Reinking, A., & Martin, B.
- Affiliations
- Southern Illinois University Edwardsville (US)
- ORCID
- Martin, Barbara
- Venue
- Journal of New Approaches in Educational Research
- Published
- 2018-07
- Volume
- 7
- Issue
- 2
- Pages
- 148-153
- ISSN
- 2254-7339 (ISSN-L)
- OpenAlex
- W2883038453
- Cited by
- 157
- References
- 22
- Citations by year
- 2026: 8 · 2025: 25 · 2024: 20 · 2023: 24 · 2022: 25 · 2021: 24 · 2020: 20 · 2019: 11
- FWCI
- 27.34
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Journal of New Approaches in Educational Research (publishedVersion, cc-by-nc)
- Dialnet (Universidad de la Rioja) (submittedVersion)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Journal of New Approaches in Educational Research (University of Alicante) (submittedVersion, cc-by-nc)
- RUA, Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante) (submittedVersion)
- 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
- gender gap in STEM, girls in STEM, STEM education, gender equity, early learning environments, science education, engineering education, mathematics education, technology education
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