Women and minorities in science, technology, engineering and mathematics : upping the numbers

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The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education (2018, background): “The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a worldwide phenomenon (Burke & Mattis, 2007; Ceci & Williams, 2011; Ceci, Williams, & Barnett, 2009; Cheryan, Ziegler, Montoya, & Jiang, 2017).”
The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood (2013, background): “…children who are exposed to STEM (Science, Technology, Engineering, and Math) curriculum and computer programming at an early age demonstrate fewer gender-based stereotypes regarding STEM careers (Metz 2007; Steele 1997) and fewer obstacles entering these fields (Madill et al. 2007; Markert 1996).”
Coding as a playground: Promoting positive learning experiences in childhood classrooms (2019, background): “Also, some studies demonstrate gender-based stereotypes involving STEM careers (Metz, 2007) and fewer obstacles to entering the workforce (Madill et al., 2007; Markert, 1996) when children are exposed to STEM in childhood (Metz, 2007).”
What Makes the Difference? Black Women's Undergraduate and Graduate Experiences in Mathematics (2012, background): “In 1996, 53% of and 12% in engineering (Burke & Mattis, 2007).”