Hidden Bias, Low Expectations, and Social Stereotypes: Understanding Female Students' Retention in Math-Intensive STEM Fields

Autor/inn/en	Almukhambetova, Ainur; Kuzhabekova, Aliya; Hernández-Torrano, Daniel
Titel	Hidden Bias, Low Expectations, and Social Stereotypes: Understanding Female Students' Retention in Math-Intensive STEM Fields
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 2, S.535-557 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almukhambetova, Ainur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10256-8
Schlagwörter	Foreign Countries; College Students; Females; STEM Education; Mathematics Instruction; Majors (Students); Disproportionate Representation; Gender Discrimination; Sex Stereotypes; Gender Bias; School Holding Power; Expectation; Success; Kazakhstan + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Weibliches Geschlecht; STEM; Mathematics lessons; Mathematikunterricht; Geschlechterstereotyp; Expectancy; Erwartung; Erfolg; Kasachstan
Abstract	The purpose of this qualitative interview-based study is to explore the experiences of female higher education students currently enrolled in math-intensive STEM majors in universities in Kazakhstan and identify the factors that determine their retention and success in STEM education. The lesson from this study is twofold: (1) one compelling reason for women underrepresentation in STEM in traditional contexts is the benevolent discrimination from all sorts of directions (faculty, male peers, and potential employers) resulting from dominant social stereotypes regarding women's occupation in STEM; (2) universities need to implement measures to overcome hidden biases and stereotypes to improve the retention of females in STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01