Gender Parity in STEM Higher Education in India: A Trend Analysis

Autor/inn/en	Amirtham S, Nithiya; Kumar, Amardeep
Titel	Gender Parity in STEM Higher Education in India: A Trend Analysis
Quelle	In: International Journal of Science Education, 43 (2021) 12, S.1950-1964 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amirtham S, Nithiya) ORCID (Kumar, Amardeep)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1946867
Schlagwörter	Gender Bias; STEM Education; Womens Education; Higher Education; Equal Education; Undergraduate Study; Gender Differences; Enrollment; Intellectual Disciplines; Foreign Countries; India + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; STEM; 'Women''s education'; Frauenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Grundstudium; Geschlechterkonflikt; Einschulung; Geisteswissenschaften; Ausland; Indien
Abstract	Gender disparity in science, technology, engineering, and mathematics (STEM) in higher education is a matter of concern across the world. Expansion of the higher education sector in the early twenty-first century in India has enabled to bring attitudinal changes in Indian families especially towards females' STEM higher education. The present study aims to understand the trend in gender parity in STEM disciplines at various levels of higher education in India through All India Survey on Higher Education, Government of India (2010-2011 to 2018-2019). The study uses the Gender Parity Index (GPI) method to calculate the status of female in STEM higher education. The results show that there is gender parity in overall disciplines at under-graduation, post-graduation, and M.Phil. levels. In STEM disciplines, enrolment of female is higher than male in biological sciences at all levels, but physical sciences show lower enrolment of female. Computer engineering, information technology, and electronics engineering have shown improvement in enrolment of female within the engineering and technology category. Gender parity is poor in mechanical engineering, civil engineering, and electrical engineering at all levels of higher education. The complex and multi-layered gender relations in wider society impact females' access to STEM higher education and employment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01