Gender Equity in STEM in Higher Education. International Perspectives on Policy, Institutional Culture, and Individual Choice. 1st edition.

Sonst. Personen	Ro, Hyun Kyoung (Hrsg.); Fernandez, Frank (Hrsg.); Ramon, Elizabeth (Hrsg.)
Titel	Gender Equity in STEM in Higher Education. International Perspectives on Policy, Institutional Culture, and Individual Choice. 1st edition. Gefälligkeitsübersetzung: Geschlechtergerechtigkeit in MINT-Fächern in der Hochschulbildung.
Quelle	New York, NY: Routledge (2021), 227 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext (4) Link als defekt meldenVerfügbarkeit
Reihe	Routledge research in STEM education
Sprache	englisch
Dokumenttyp	online; Monographie
ISBN	978-1-003-05321-7
DOI	10.4324/9781003053217
Schlagwörter	Frau; Informatik; Mathematik; Ingenieurwissenschaft; Naturwissenschaften; Technischer Beruf; Studienwahl; Bachelor-Studiengang; Internationaler Vergleich; Geschlechterverteilung; Geschlechtsspezifik; Hochschulabsolvent; Schwarzer; Student; Chile; China; Deutschland; England; Großbritannien; Hongkong; Kasachstan; Südafrika (Staat); Taiwan; USA
Abstract	"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. 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. 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." The study refers to the period 1998-2018. (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2024/1