Gender Equity in STEM in Higher Education

<p>This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. </p><p>Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women’s choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels. </p><p>Contributing to the United Nations’ (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.</p> <p>Chapter 1: Introduction: Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice</p><p>Hyun Kyoung Ro, Elizabeth J. Ramon, and Frank Fernandez</p><p>PART I: Demographic Trends and National Initiatives</p><p>Chapter 2: A Cross-National Analysis of Women Graduates with Tertiary Degrees in Science, Technology, Engineering, and Math, 1998-2018: Commonalities and Variations</p><p>Seungah S. Lee, Christine Min Wotipka, and Francisco O. Ramirez</p><p>Chapter 3: The Rise of Women in STEM Higher Education in China: Achievements and Challenges</p><p>Liu Lingyu, Shen Wenqin, and Li Chao</p><p>Chapter 4: The Higher Education Trajectories of Taiwanese Women in STEM: A Longitudinal Analysis</p><p>Yuan Chih Fu, Amelio Salvador Quetzal, and Yuehluen Hu</p><p>Chapter 5: STEM Bachelor’s Degree Attainment among Women of Color in the United States: Using Geographic Analysis for Gender and Racial Equity Research</p><p>Hyun Kyoung Ro, Yi Meng, and Qiong Zhu</p><p>Chapter 6: A Comprehensive Approach to Addressing Gender Equity in STEM Subjects at Four-Year Universities in England</p><p>Hyun Kyoung Ro, Frank Fernandez, and Benjamin Alcott</p><p>PART II: Women’s Choice and University Contexts</p><p>Chapter 7: Women in STEM in Chilean Higher Education: Social Movements and Institutional Transformations</p><p>Jeongeun Kim and Sergio Celis</p><p>Chapter 8: Examining Gender (In)Equality in German Engineering: Considering the Importance of Interest, Perceptions, and Choice</p><p>Jennifer Dusdal and Frank Fernandez</p><p>Chapter 9: Gender Equity in STEM Higher Education in Kazakhstan</p><p>Anna CohenMiller, Aray Saniyazova, Anara Sandygulova, and Zhanna Izekenova</p><p>Chapter 10: Black African Women in Engineering Higher Education in South Africa: Contending with History, Race and Gender</p><p>Yeukai Angela Mlambo</p><p>Chapter 11: Approaches for Attracting, Retaining, and Progressing Women in Australian Undergraduate Engineering: Curricular Innovation Focused on Humanitarian and Human-Centered Design Concepts</p><p>Andrea M. Goncher and Shara Cameron</p><p>Chapter 12: Aspiring and Becoming STEM Teachers in Hong Kong: A Gender Perspective</p><p>Hei-hang Hayes Tang, Derek Wai Sun Chun, Iris Chi Yan Leung, and Thomas Siu Ho Yau</p><p>Chapter 13: Conclusion: Unique but Transferable Approaches for Pursuing Gender Equity in STEM in Higher Education across the World</p><p>Hyun Kyoung Ro, Elizabeth J. Ramon, and Frank Fernandez</p>