Conclusion: Unique but Transferable Approaches for Pursuing Gender Equity in STEM in Higher Education across the World

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In this chapter, the authors offer suggestions for how policymakers and Science, Technology, Engineering and Mathematics (STEM) educators may apply unique but potentially transferrable strategies. Finally, the authors suggest directions for innovative research and policy for pursuing gender equity in STEM fields after the economic and educational turmoil caused by the COVID-19 pandemic.

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9 p.

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Ro, Hyun; Ramon, Elizabeth J. & Fernandez, Frank July 12, 2021.

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In this chapter, the authors offer suggestions for how policymakers and Science, Technology, Engineering and Mathematics (STEM) educators may apply unique but potentially transferrable strategies. Finally, the authors suggest directions for innovative research and policy for pursuing gender equity in STEM fields after the economic and educational turmoil caused by the COVID-19 pandemic.

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9 p.

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Abstract: In this chapter, the authors offer suggestions for how policymakers and Science, Technology, Engineering and Mathematics (STEM) educators may apply unique but potentially transferrable strategies. When government-initiated STEM education policies are implemented, researchers and policy makers should conduct follow-up studies to explore not only the impact of those policies but also the motivation that students have to study STEM majors. Race and ethnicity may not be a salient factor in other countries; however, framework still offers insights as women students’ social identities and demographic backgrounds are not homogeneous, in terms of their social class, disability, age, sexual orientation, or immigrant backgrounds, in addition to their race/ethnicity. More importantly, current system of STEM education and workforce may include not only privileged men but also privileged women and exclude women students with minoritized backgrounds. Finally, the authors suggest directions for innovative research and policy for pursuing gender equity in STEM fields after the economic and educational turmoil caused by the COVID-19 pandemic.

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  • Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice (1st ed.)., Routledge, 2021

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  • Publication Title: Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice
  • Edition: 1st Edition
  • Page Start: 209
  • Page End: 217
  • Pages: 9
  • Preferred Citation: Ro, H.K., Fernandez, F., & Ramon, E.J. (2021). Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice (1st ed.). Routledge. https://doi.org/10.4324/9781003053217

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  • July 12, 2021

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  • Jan. 14, 2022, 4:32 p.m.

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  • March 14, 2022, 10:34 a.m.

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Ro, Hyun; Ramon, Elizabeth J. & Fernandez, Frank. Conclusion: Unique but Transferable Approaches for Pursuing Gender Equity in STEM in Higher Education across the World, chapter, July 12, 2021; (https://digital.library.unt.edu/ark:/67531/metadc1877567/: accessed November 28, 2022), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT College of Education.

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