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Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions

Educational Psychology Review volume 29, pages 119–140 (2017)Cite this article

Abstract

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women’s underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) field-specific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.

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Acknowledgments

This project was supported by Grant DRL1315943 from the National Science Foundation and Grant HD HD074731-01 from the Eunice Kennedy Shriver National Institute of Child Health and Development (NICHD).

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Affiliations

  1. University of Pittsburgh, 230 South Bouquet Street, Pittsburgh, PA, 15260, USA

    Ming-Te Wang & Jessica L. Degol

  2. Penn State Altoona, 3000 Ivyside Park, Altoona, PA, 16601, USA

    Jessica L. Degol

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  1. Ming-Te Wang
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  2. Jessica L. Degol
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Correspondence to Ming-Te Wang.

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Wang, MT., Degol, J.L. Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions. Educ Psychol Rev 29, 119–140 (2017). https://doi.org/10.1007/s10648-015-9355-x

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  • DOI: https://doi.org/10.1007/s10648-015-9355-x

Keywords

  • Gender gap
  • STEM
  • Career preference
  • Lifestyle value
  • Relative cognitive strength
  • Motivation