Girls and Women in Science, Technology, Engineering, and Mathematics

By Nilanjana Dasgupta, Jane Stout. 2014

468 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/290e4a59619bc4a83063888e1b794eed8ee4bbb0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Steve Stewart-Williams
2. C. Leaper
3. L. Halsey
4. Christine R. Starr

In Experimental and Cognitive Psychology

1. Christine R. Starr
2. Steve Stewart-Williams
3. Marco Aurélio Gerosa
4. C. Leaper
5. L. Halsey

In Safety Research

1. Christine R. Starr
2. Steve Stewart-Williams
3. C. Leaper
4. L. Halsey

Citations in the corpus

• Messages about brilliance undermine women's interest in educational and professional opportunities (2018, unknown): “…in their level of interest in variousff                      fields emerge early and contribute to some of the largest and most                    persistent gender gaps in academia and industry (e.g., Cheryan et al.,                    2017; Dasgupta & Stout, 2014; Wig eld & Eccles, 1992fi ).”
• “I’m Not a Science Nerd!” (2018, methodology): “By explicitly associating STEM with an outgroup, women may be less motivated to pursue STEM fields (Dasgupta & Stout, 2014; Leaper, 2015).”
• Women’s Participation in Open Source Software: A Survey of the Literature (2021, background): “Implicit stereotypes about gender and STEM have profound effects on girls’ and women’s interest, confidence, and persistence in STEM education and careers [23, 24].”
• Men, women and STEM: Why the differences and what should be done? (2020, background): “…in college, signalling a commitment to diversity in the workplace, and providing same-sex mentors and role models for women (Cheryan et al., 2017; Dasgupta & Stout, 2014; Diekman et al., 2015; Uttal et al., 2013; Walton et al., 2015; for a comprehensive list of policy options, see Williams et…”
• Helping and Hindering Undergraduate Women’s STEM Motivation: Experiences With STEM Encouragement, STEM-Related Gender Bias, and Sexual Harassment (2018, background): “Over time, women with these experiences may increasingly view a future in STEM as having more costs than benefits (Dasgupta & Stout, 2014).”