Psychological, Sociocultural, and Biological Elucidations for Gender Gap in STEM Education: A Call for Translation of Research into Evidence-Based Interventions

Abstract

Despite recent progress in narrowing gender gap in enrolment in math courses and relative achievements therein, girls and women still remain underrepresented when it comes to formal education in math-intensive academic fields such as engineering, mathematics, technology, and science, often referred to as STEM. Capacity to undertake a job and also the drive to put scientific and mathematical aptitude to use are both included in career paths. Individual variations in cognitive capability and motivation are impacted by a variety of sociocultural variables. The authors have presented six explanations for girl's inadequate representation in math-intensive STEM professions after analysing academic researches carried out in last three decades in domains of education, economics, sociology, and psychology: (a) preconceptions and biases based on gender, (b) field-specific ability beliefs, (c) lifestyle values or work-family balance preferences, (d) professional inclinations or desires, (e) comparative cerebral capabilities, and (f) cognitive aptitude. The study goes on to discuss sociocultural and biological causes for reported gender differences in motivational and cognitive factors, as well as the evolutionary period(s) during which each variable became most important. Authors concludes with evidence and scientific-proof based research, policy and practise suggestions for improving STEM inclusivity, and gives recommendations and directions for forthcoming researches.