Girls and Women in Science, Technology, Engineering, and Mathematics
Girls and Women in Science, Technology, Engineering, and Mathematics
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科学、技术、工程和数学领域的女孩和妇女
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Jane Stout
中科院分区：
文献类型：
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作者：
N. Dasgupta;Jane Stout
科学进步促进了美国的经济竞争力、生活质量和国家安全。预计未来就业增长的主要领域是科学、技术、工程和数学（STEM）。然而，相对于需求而言，从事STEM职业的国内学生的供应量仍然很小。在供给方面，女孩和女性代表着尚未开发的人力资本，如果加以利用，可以增强STEM劳动力，因为她们占美国人口的50%，占大学毕业生的50%以上。然而，STEM职业中女性的稀缺仍然很明显。是什么导致了STEM领域的性别差异？解是什么？根据人类发展的不同阶段，研究给出了不同的答案。明显的障碍发生在三个发展时期：(a)童年和青春期，(b)成年初显期，和(c)青年至中年期。本文描述了特定的学习环境、同伴关系和家庭特征如何成为每个时期STEM兴趣、成就和坚持的障碍。基于证据的政策和项目有望消除这些障碍，增加女孩和妇女对STEM的参与。
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.