Girls in STEM K-12 Subjects: Exploring the Confidence and Hindrance of Pursuing STEM Careers

View Sample PDF

Author(s): Courtney Glavich Mayakis (University of North Carolina at Charlotte, USA)and Jessica Robinson (University of North Carolina at Charlotte, USA)
Copyright: 2018
Pages: 16
Source title: Equity, Equality, and Reform in Contemporary Public Education
Source Author(s)/Editor(s): Marquis C. Grant (Grand Canyon University, USA)
DOI: 10.4018/978-1-5225-4960-4.ch006

Keywords: Education / Educational Administration and Leadership / Information Science Reference / Instructional Design

Purchase

View Girls in STEM K-12 Subjects: Exploring the Confidence and Hindrance of Pursuing STEM Careers on the publisher's website for pricing and purchasing information.

Abstract

While utilizing social learning feminist theory, this chapter explores current literature pertaining to the limited presence of women in STEM careers. This stems from girls' attitudes and self-assessment of math and science achievement, male-dominated workplaces, and societal stereotypes. The social learning feminist theory is composed of two theories: post-modernist feminism and social learning theories. The authors provide practical recommendations to broaden the definition of STEM to allow more women access to these related fields as well as to encourage more girls to pursue STEM majors.

The IRMA Community

Research IRM

Girls in STEM K-12 Subjects: Exploring the Confidence and Hindrance of Pursuing STEM Careers

Purchase

Abstract

Related Content

IRMA Sponsors