RT Journal Article
T1 The Gender Gap in STEM Careers: An Inter-Regional and Transgenerational Experimental Study to Identify the Low Presence of Women
A1 Martínez Luna, Macarena
A1 Segura Manzano, Francisca
A1 Andújar Márquez, José Manuel
A1 Ceada Garrido, Yolanda
AB Currently, the number of job offers in STEM careers (Science, Technology, Engineering and Mathematics) is growing up, but by contrast, the number of graduates in these fields is decreasing, particularly women graduates. Consequently, if we do not promote the training of women in STEM careers, the gender gap, far from narrowing, will continue to widen. This paper presents the research carried out in the ALAS project (Accompanying girLs towArds STEM careers), which consists of an experimental analysis based on a multi-model study to discover the possible causes of this low participation of women in STEM fields. The models used are the (1) expectancy–value theory of motivation, (2) social role theory, and (3) gender stereotypes theory. Additionally, participatory workshops have been carried out, with the aim of capturing the students’ reactions when they are introduced to STEM practices. The surveyed target groups range from primary education groups up to university graduates and enterprise employees, including both students and teachers. The obtained results show that there are still social patterns that make young people differentiate certain types of activities based on gender, especially at secondary school age. Nevertheless, the findings reveal that beyond the three studied models, a key factor in young people’s decision to be enrolled in STEM careers is their educational environment.
PB MDPI
SN 2227-7102 (electrónico)
SN 10.3390/educsci13070649
YR 2023
FD 2023-06
LK https://hdl.handle.net/10272/22251
UL https://hdl.handle.net/10272/22251
LA eng
NO Martínez, M.; Segura, F.; Andújar, J.M.; Ceada, Y. (2023). The Gender Gap in STEM Careers: An Inter-Regional and Transgenerational Experimental Study to Identify the Low Presence ofWomen. In Education Sciences (13, 649). https://doi.org/ 10.3390/educsci13070649
NO This research was funded by Ref:15/3ACT/21 and the APC was funded by Ref: 2020-1-IT02-KA226-HE-095424.
DS Repositorio Institucional de la Universidad de Huelva
RD 1 jun 2026