题名

CAN EMINENCE IN STEAM PRODUCE MORE FEMALE ROLE MODELS? RECENT TRENDS IN PRIZES KNOWN AS THE NOBEL OR THE HIGHEST HONORS OF A FIELD

DOI

10.6151/CERQ.202309_31(3).0001

作者

Miguelina Nunez;Hsiao-Ping Yu;Albert Ziegler

关键词

STEM ; STEAM ; arts ; Nobel Prize ; gender ; role model ; talent development ; 科學 ; 技術 ; 工程 ; 數學 ; 藝術 ; 諾貝爾獎 ; 性別 ; 榜樣 ; 人才發展

期刊名称

當代教育研究季刊

卷期/出版年月

31卷3期(2023 / 09 / 30)

页次

3 - 5+7-31

内容语文

英文;繁體中文

中文摘要

Purpose: In many STEM fields, the intersectionality of gender and excellence is a frequently noted phenomenon, i.e., women are underrepresented in STEM in general and specifically, at the top. Role models presumably play a key part in closing this equity gap. However, these are not available in sufficient numbers. Many researchers have suggested better outreach to female talents by integrating the arts into STEAM. One possibility might be that such an integration would make more female role models available to STEAM talent pools. (82) Design/methodology/approach: We explored the availability of potential role models for female talents by analysing the ten most prestigious awards in STEM and the arts over the past 42-plus years using a 2 X 2 X 2 X 10 hierarchical log-linear analysis. Variables were gender (female vs. male), award type (STEM or arts), award (ten different awards per award type), and time period (1980-2000 vs 2001-2021). Three research questions were investigated: (1) whether and to what extent gender gaps exist in Nobel Prizes and prizes known as the Nobel, or the highest honors of a field in STEM and in the arts, (2) whether gender gaps in Nobel Prizes and prizes known as the Nobel or the highest honors are equally distributed across individual STEM fields and across the individual arts domains, and (3) what trends emerge in the recipient pool of Nobel Prize winners and winners of prizes known as the Nobel or the highest honors. (156) Findings/results: First, women do receive substantially fewer of the top awards, with a slightly larger gender gap in STEM than in the arts. Second, findings showed large differences in the probabilities with which each STEM or arts prize was awarded to women. Thus, differences emerge not only between STEM and the arts, but also within STEM and arts awards. Third, there were comparable significant increases in awards to women in both STEM and the arts after the turn of the millennium. Originality/value: The prizes explored in this study were awarded between 1980 and 2021. Future researchers should explore whether the gains made at the turn of the millennium for female talent pools have or are in the process of calcifying as of the publication date of this article. While the researchers of this study did not focus on the nomination pool, a cursory look at 100 years of Academy Award nominations reveals that female talent was not being considered, and thus could not be awarded. Does this extend to the nomination pools of other eminence prizes? Additionally, there are still far too few non-stereotypical, female role models at the top tiers of arts domains that might "inoculate" against the male STEM stereotype. If the introduction of male talent into female gender-typed work or 'women's work' produces ever more eminence prizes for male talent, then a question of quality control has been raised and should be leveraged against talent pools, particularly in the STEM/STEAM domains where male talent dominates. Implications for policy/practice: Introducing arts into STEM is not enough to bridge the achievement gender gap. Future studies might focus on whether eminence prizes are appropriate end-points of career development, particularly in the context of female talent development in STEM/ STEAM fields. Moreover, this paper discussed the effect of gender concurrence and eminence prizes: the effect of female role models on women. However, this effect can also extend to male talent pools. Future research on the effects of successful female role models in STEAM should therefore include effects on boys.

主题分类 社會科學 > 教育學
参考文献
  1. Alexander, V. D.(2020).Sociology of the arts: Exploring fine and popular forms.John Wiley & Sons.
  2. Apedoe, X. S.,Reynolds, B.,Ellefson, M. R.,Schunn, C. D.(2008).Bringing engineering design into high school science classrooms: The heating/cooling unit.Journal of Science Education and Technology,17(5),454-465.
  3. Aridi, S. (2019, March 5). What to know about the Pritzker Prize, called the Nobel of Architecture. The New York Times. Retrieved January 20, 2022, from https://www.nytimes.com/2019/03/05/arts/design/what-is-pritzker-prize.html
  4. Associated Press (2006, August 22). Reclusive Russian turns down math world’s highest honour. Canadian Broadcasting Corporation. https://www.cbc.ca/news/science/reclusive-russian-turns-down-math-world-s-highest-honour-1.622524
  5. Barbe, W. B.(Ed.),Renzulli, J. S.(Ed.)(1954).Psychology and education of the gifted.Irvington Publishers.
  6. Bassachs, M.,Cañabate, D.,Nogué, L.,Serra, T.,Bubnys, R.,Colomer, J.(2020).Fostering critical reflection in primary education through STEAM approaches.Education in Science,10(12),1-14.
  7. Benavent, X.,de Ves, E.,Forte, A.,Botella-Mascarell, C.,López-Iñesta, E.,Rueda, S.,Roger, S.,Perez, J.,Portalés, C.,Dura, E.,Garcia-Costa, D.,Marzal, P.(2020).Girls4STEM: Gender diversity in STEM for a sustainable future.Sustainability,12(15),6051.
  8. Bernard, R. E.,Cooperdock, E. H. G.(2018).No progress on diversity in 40 years.Nature Geoscience,11(5),292-295.
  9. Betz, D. E.,Sekaquaptewa, D.(2012).My fair physicist? Feminine math and science role models demotivate young girls.Social Psychological and Personality Science,3(6),738-746.
  10. Bian, L.,Leslie, S. J.,Cimpian, A.(2017).Gender stereotypes about intellectual ability emerge early and influence children’s interests.Science,355,389-391.
  11. Brown, B. (2011, June 6). Why there’s no Nobel Prize in computing. Network World. Retrieved January 20, 2022, from https://www.networkworld.com/article/2177705/data-center-why-there-s-no-nobel-prize-in-computing.html
  12. Bucholz, K. (2022). Only 15 percent of CEOs at Fortune 500 companies are female. Retrieved June 16, 2022, from https://www.statista.com/chart/13995/female-ceos-in-fortune-500-companies/
  13. Cahalan, M. W.,Addison, M.,Brunt, N.,Patel, P. R.,Perna, L. W.(2021).,未出版
  14. Castelvecchi, D. (2020, June 8). Stirring biopic of the first woman to win top maths prize. Nature. Retrieved January 20, 2022, from https://www.nature.com/articles/d41586-020-01681-2?error=cookies_not_supported&code=c12fadda-e091-4382-afb8-37f712fae495 cookies_not_supported&code
  15. Ceci, S. J.(Ed.),Williams, W. M.(Ed.)(2007).Why aren’t more women in science? Top researchers debate the evidence.American Psychological Association.
  16. Cejka, M. A.,Eagly, A. H.(1999).Gender-stereotypic images of occupations correspond to the sex segregation of employment.Personality and Social Psychology Bulletin,25,413-423.
  17. Charlesworth, T. E. S,Yang, V.,Mann, T. C.,Kurdi, B.,Banaji, M. R.(2021).Gender stereotypes in natural language: Word embeddings show robust consistency across child and adult language corpora of more than 65 million words.Psychological Science,32(2),218-240.
  18. Cheryan, S.,Drury, B. J.,Vichayapai, M.(2013).Enduring influence of stereotypical computer science role models on women’s academic aspirations.Psychology of Women Quarterly,37,72-79.
  19. Cheryan, S.,Plaut, V. C.,Davies, P. G.,Steele, C. M.(2009).Ambient belonging: How stereotypical cues impact gender participation in computer science.Journal of Personality and Social Psychology,97,1045-1060.
  20. Cheryan, S.,Ziegler, S. A.,Montoya, A. K.,Jiang, L.(2017).Why are some STEM fields more gender balanced than others?.Psychological Bulletin,143,1-35.
  21. Chhaochharia, V.,Du, M.,Niessen-Ruenzi, A.(2022).Counter-stereotypical female role models and women’s occupational choices.Journal of Economic Behavior & Organization,196,501-523.
  22. Cho, S.,Crenshaw, K. W.,McCall, L.(2013).Toward a field of intersectionality studies: Theory, applications, and praxis.Signs: Journal of Women in Culture and Society,38(4),785-810.
  23. Cimpian, J. R.,Kim, T. H.,McDermott, Z. T.(2020).Understanding persistent gender gaps in STEM.Science,368(6497),1317-1319.
  24. Clark, T.,Roberts, J.(2018).What are excellence gaps and how can we close them? An interview with Jonathan Plucker and Scott Peters.Gifted and Talented International,33(1-2),64-70.
  25. Cole, E. R.(2009).Intersectionality and research in psychology.American Psychologist,64(3),170-180.
  26. Cole, S.(1986).Sex discrimination and admission to medical school, 1929-1984.American Journal of Sociology,92(3),549-567.
  27. Coleman, J. S.,Campbell, E. Q.,Hobson, C. J.,McPartland, J.,Mood, A. M.,Weinfeld, F. D.,York, R. L.(1966).,Department of Health Education and Welfare, Office of Education.
  28. Colucci-Gray, L.(2019).Developing an ecological view through STEAM pedagogies in science education.Why science and art creativities matter. Configuring STEAM for future-making education,Brill:
  29. Colucci-Gray, L.,Burnard, P.,Gray, D.,Cooke, C.(2019).A critical review of STEAM (science, technology, engineering, arts, and mathematics).Oxford Research Encyclopedias in Education
  30. Conradty, C.,Bogner, F. X.(2020).STEAM teaching professional development works: effects on students’ creativity and motivation.Smart Learning Environments,7,1-20.
  31. Dasgupta, N.(2011).Ingroup experts and peers as social vaccines who inoculate the self-concept: The stereotype inoculation model.Psychological Inquiry,22(4),231-246.
  32. De la Garza, A.(2019).Internationalizing the curriculum for STEAM (STEM + Arts and Humanities): From intercultural competence to cultural humility.Journal of Studies in International Education,25,123-135.
  33. de Vries H.(2021).Space for STEAM: New creativity challenge in education.Frontiers in Psychology,12,586318.
  34. DeGraff, M.,Stump, G. S.(2018).Kreyòl, pedagogy, and technology for opening up quality education in Haiti: Changes in teachers’ metalinguistic attitudes as first steps in a paradigm shift.Language,94(2),e127-e157.
  35. Dennehy, T. C.,Smith, J. S.,Moore, C.,Dasgupta, N.(2018).Stereotype threat and stereotype inoculation for underrepresented students in the first year of college.The first year of college: Research, theory, and practice on improving the student experience and increasing retention
  36. Draugalis, J. R.,Plaza, C. M.,Taylor, D. A.,Meyer, S. M.(2014).The status of women in US academic pharmacy.American Journal of Pharmaceutical Education,78(10),178.
  37. Drury, B. J.,Siy, J. O.,Cheryan, S.(2011).When do female role models benefit women? The importance of differentiating recruitment from retention in STEM.Psychological Inquiry,22(4),265-269.
  38. Duo-Terron, P.,Hinojo-Lucena, F. J.,Moreno Guerrero, A. J.,López Núñez, J. A.(2022).STEAM in primary education. Impact on linguistic and mathematical competences in a disadvantaged context.Frontiers in Education,7,792656.
  39. Eagly, A. H.,Miller, D. I.(2016).Scientific Eminence: Where are the women?.Perspectives on Psychological Science,11(6),899-904.
  40. Ellemers, N.(2018).Gender stereotypes.Annual Review of Psychology,69,275-298.
  41. Endicott, K. G. (2012, January 12). The Mexican garden revisited / Ruth Bancroft Garden hosting seminar on contemporary influences from south of the border. SFGATE. Retrieved January 20, 2022, from https://www.sfgate.com/homeandgarden/article/The-Mexican-garden-revisited-Ruth-Bancroft-2485962.php
  42. European Institute for Gender Equality (2021). Economic benefits of gender equality in the EU: How gender equality in STEM education leads to economic growth. https://eige.europa.eu/gender-mainstreaming/policy-areas/economic-and-financial-affairs/economic-benefits-gender-equality/stem
  43. Everit, B.(Ed.),Howell, D. C.(Ed.)(2005).Encyclopedia of behavioral statistics.John Wiley & Sons Inc..
  44. Frischeisen, K.(2018).Noble brains and Nobel Laureates - role models for the 21st century.Open Access Journal of Addiction and Psychology,1(3),OAJAP.MS.ID.000512..
  45. Furnham, A.,Fong, G.,Martin, N.(1999).Sex and cross-cultural differences in the estimated multi-faceted intelligence quotient score for self, parents and siblings.Personality and Individual Differences,26,1025-1034.
  46. Galla, C.(2018).Technology training and praxis at the American Indian language Development Institute: Computer applications for indigenous language communities.The Canadian Modern Language Review / La revue canadienne des langues vivantes,74(3),388-433.
  47. Gan, A. M.,Voss, Z. G.,Phillips, L.,Anagnos, C.,Wade, A. D.(2014).Gan, A. M., Voss, Z. G., Phillips, L., Anagnos, C., & Wade, A. D. (2014). The gender gap in art museum directorships. Association of Art Museum Directors..
  48. Ganley, C. M.,George, C. E.,Cimpian, J. R.,Makowski, M. B.(2018).Gender equity in college majors: Looking beyond the STEM/non-STEM dichotomy for answers regarding female participation.American Educational Research Journal,55(3),453-487.
  49. González-Pérez, S.,Mateos de Cabo, R.,Sáinz, M.(2020).Girls in STEM: Is it a female role-model thing?.Frontiers in Psychology,11,2204.
  50. Gottfried, M.,Estrada, F.,Sublett, C.(2015).STEM Education and sexual minority youth: Examining math and science course-taking patterns among high school students.The High School Journal,99(1),66-87.
  51. Güllich, A.,Macnamara, B. N.,Hambrick, D. Z.(2022).What makes a champion? Early multidisciplinary practice, not early specialization, Predicts World-Class Performance.Perspectives on Psychological Science : A Journal of the Association for Psychological Science,17(1),6-29.
  52. Hardiman, M. M.,JohnBull, R. M.(2019).From STEM to STEAM: How can educators meet the challenge?.Converting STEM into STEAM programs
  53. Hardiman, M. M.,JohnBull, R. M.,Carran, D. T.,Shelton, A.(2019).The effects of arts-integrated instruction on memory for science content.Trends in Neuroscience and Education,14,25-32.
  54. Hardiman, M.,Rinne, L.,Yarmolinskaya, J.(2014).The effects of arts integration on long-term retention of academic content.Mind, Brain, and Education,8,144-148.
  55. Harmata, C. (2020, March 4). Prestigious Pritzker Architecture Prize awarded to 2 women for the first time. People.Com. Retrieved January 20, 2022, from https://people.com/human-interest/pritzer-architecture-prize-awarded-2-women-for-first-time/
  56. Herro, D.,Quigley, C.,Andrews, J.,Delacruz, G.(2017).Co-measure: Developing an assessment for student collaboration in STEAM activities.International Journal of STEM Education,4(26),1-12.
  57. Huang, J.,Gates, A. J.,Sinatra, R.,Barabási, A.-L.(2020).Historical comparison of gender inequality in scientific careers across countries and disciplines.PNAS Proceedings of the National Academy of Sciences of the United States of America,117(9),4609-4616.
  58. Jadidi, M.,Karimi, F.,Lietz, H.,Wagner, C.(2018).Gender disparities in science? Dropout, pro-ductivity, collaborations and success of male and female computer scientists.Advances in Complex Systems,21,1750011.
  59. Johnson, C. M.,Myers, C. B.,Ward, K.,Sanyal, N.,Hollist, D.(2017).American Indian/Alaska native graduate students: Fostering indigenous perspectives in STEM.Journal of American Indian Education,56(3),34-58.
  60. Jones, M. T.,Barlow, A. E. L.,Villarejo, M.(2010).Importance of undergraduate research for minority persistence and achievement in biology.The Journal of Higher Education,81(1),82-115.
  61. Khine, M. S.(2019).Steam education.Springer.
  62. Knausgaard, K. O. (2020, February 23). Into the black forest with the greatest living artist. The New York Times. Retrieved January 20, 2022, from https://www.nytimes.com/2020/02/12/magazine/anselm-kiefer-art.html
  63. Kong, Y. T.,Huh, S. C.,Hwang, H. J.(2014).The effect of theme based STEAM activity programs on self efficacy, scientific attitude, and interest in scientific learning.International Information Institute (Tokyo). Information,17(10 (B)),5153.
  64. Kong, Y. T.,Huo, S. C.(2014).An effect of STEAM activity programs on science learning interest.Advanced Science and Technology Letters,59,41-45.
  65. Korsmeyer, C.(2004).Gender and aesthetics: An introduction.Psychology Press.
  66. Labov, P. W.,Labov, W.(2006).The social stratification of English in New York City.Cambridge University Press.
  67. Lawner, E. K.,Quinn, D. M.,Camacho, G.,Johnson, B. T.,Pan-Weisz, B.(2019).Ingroup role models and underrepresented students’ performance and interest in STEM: A meta-analysis of lab and field studies.Social Psychology of Education,22(5),1169-1195.
  68. Leslie, S. J.,Cimpian, A.,Meyer, M.,Freeland, E.(2015).Expectations of brilliance underlie gender distributions across academic disciplines.Science,347,262-265.
  69. Lincoln, A. E.,Pincus, S.,Koster, J. B.,Leboy, P. S.(2012).The Matilda effect in science: Awards and prizes in the United States, 1990s and 2000s.Social Studies of Science,42,307-320.
  70. Liu, R.,Alvarado-Urbina, A.,Hannum, E.(2020).Differences at the extremes? Gender, national contexts, and math performance in Latin America.American Educational Research Journal,57(3),1290-1322.
  71. Liu, S. N. C.,Brown, S. E.,Sabat, I. E.(2019).Patching the “leaky pipeline”: Interventions for women of color faculty in STEM academia.Archives of Scientific Psychology,7(1),32-39.
  72. Marín-Marín, J. A.,Moreno-Guerrero, A. J.,Dúo-Terrón, P.,López-Belmonte, J.(2021).STEAM in education: A bibliometric analysis of performance and co-words in Web of Science.International Journal of STEM Education,8(1),41.
  73. Matosin, N. (2021). A lack of leading female scientists means a lack of role models.https://www.mpg.de/11972614/Rosalind-franklin
  74. Meinck, S.,Brese, F.(2019).Trends in gender gaps: Using 20 years of evidence from TIMSS.Large-scale Assessment in Education,7,8.
  75. Meyer, M.,Cimpian, A.,Leslie, S. J.(2015).Women are underrepresented in fields where success is believed to require brilliance.Frontiers in Psychology,6,235.
  76. Miller, R. A.(2018).Toward intersectional identity perspectives on disability and LGBTQ identities in higher education.Journal of College Student Development,59(3),327-346.
  77. Morgan, P. L.,Farkas, G.,Hillemeier, M. M.,Mattison, R.,Maczuga, S.,Li, H.,Cook, M.(2015).Minorities are disproportionately underrepresented in special education: Longitudinal evidence across five disability conditions.Educational Researcher,44(5),278-292.
  78. National Center for Science and Engineering Statistics (2021). Women, minorities, and persons with disabilities in science and engineering. Retrieved June 16, 2022, from https://ncses.nsf.gov/pubs/nsf21321/report/field-of-degree-women
  79. Ng, W.,Fergusson, J.(2020).Engaging high school girls in interdisciplinary STEAM.Science Education International,31(3),283-294.
  80. Nguyen, T.,Nguyen, M. H.,Nguyen, B. M. D.,Gasman, M.,Conrad, C.(2018).From marginalized to validated: An in-depth case study of an Asian American, native American and Pacific Islander serving institution.The Review of Higher Education,41(3),327-363.
  81. Nosek, B. A.,Banaji, M. R.,Greenwald, A. G.(2002).Math = male, me = female, therefore math≠ me.Journal of Personality and Social Psychology,83(1),44-59.
  82. Nosek, B. A.,Banaji, M. R.,Greenwald, A. G.(2002).Harvesting implicit group attitudes and beliefs from a demonstration web site.Group Dynamics: Theory, Research, and Practice,6(1),101-115.
  83. Oliveros-Ruiz, M. A.(2019).STEAM as a tool to encourage engineering studies.Revista Científica,35(2),158-166.
  84. ONG, M.(2005).Body projects of young women of color in physics: Intersections of gender, race, and science.Social Problems,52(4),593-617.
  85. Paschal, J.,Taggart, A.(2021).An examination of the role of first-year college level mathematics in STEM field major persistence at a Hispanic-serving institution.Journal of Hispanic Higher Education,20(3),297-312.
  86. Peng, H.,Ke, Q.,Budak, C.,Romero, D. M.,Ahn, Y. Y.(2021).Neural embeddings of scholarly periodicals reveal complex disciplinary organizations.Science Advances,7(17),eabb9004.
  87. Perignat, E.,Katz-Buonincontro, J.(2019).STEAM in practice and research: An integrative literature review.Thinking Skills and Creativity,31,31-43.
  88. Petersen, J.(2013).Gender differences in identification of gifted youth and in gifted program participation: A meta-analysis.Contemporary Educational Psychology,38(4),342-348.
  89. Plucker, J. A., Hardesty, J., & Burroughs, N. (2013). Talent on the sidelines: Excellence gaps and America’s persistent talent underclass. Center for Education Policy Analysis, University of Connecticut. http://cepa.uconn.edu/mindthegap.
  90. Plucker, J. S.,Peters, S. J.(2016).Excellence gaps in education: Expanding opportunities for talented students.Harvard Education Press.
  91. Poggesi, S.,Mari, M.,De Vita, L.,Foss, L.(2020).Women entrepreneurship in STEM fields: Literature review and future research avenues.International Entrepreneurship and Management Journal,16(1),17-41.
  92. Praemium Imperiale (1999). Anselm Kiefer - Praemium Imperiale. PraemiumImperiale.Org. Retrieved January 20, 2022, from https://www.praemiumimperiale.org/en/laureate-en/laureates-en/kiefer-en
  93. Prestige (n.d.). In Oxford English dictionary. Oxford Languages. Retrieved January 20, 2022, from https://www.google.com/search?q=prestige+definition
  94. Proudfoot, D.,Kay, A. C.,Koval, C. Z.(2015).A gender bias in the attribution of creativity: Archival and experimental evidence for the perceived association between masculinity and creative thinking.Psychological Science,26(11),1751-1761.
  95. Raabe, I. J.,Boda, Z.,Stadtfeld, C.(2019).The social pipeline: How friend influence and peer exposure widen the STEM gender gap.Sociology of Education,92(2),105-123.
  96. Ragucci, K. R.,O’Bryant, C. L.,Campbell, K. B.,Buck, M. L.,Dager, W. E.,Donovan, J. L.,Emerson, K.,Gubbins, P. O.,Haight, R. J.,Jackevicius, C.,Murphy, J. E.,Prohaska, E.(2014).The need for PGY2-trained clinical pharmacy specialists.Pharmacotherapy: The Journal of Human Pharmacology and Drug Therapy,34(6),e65-e73.
  97. Reilly, D.,Neumann, D. L.,Andrews, G.(2022).Gender differences in self-estimated intelligence: Exploring the male hubris, female humility problem.Frontiers in Psychology,13,226.
  98. Roche, R.(2019).Bridging the confidence gap: Raising self-efficacy amongst urban high school girls through STEM education.American Journal of Biomedical Science & Research,5(6),452-454.
  99. Rosenthal, L.,Levy, S. R.,London, B.,Lobel, M.,Bazile, C.(2013).In pursuit of the MD: The impact of role models, identity compatibility, and belonging among undergraduate women.Sex Roles,68,464-473.
  100. Ross, P.(1995).Why isn’t there a Nobel Prize in Mathematics?.Math Horizons,3(2),9.
  101. Rule, A. C.,Atwood-Blaine, D. L.,Edwards, C. M.,Gordon, M. M.(2016).Artsintegration through making dioramas of women mathematicians’ lives enhances creativity and motivation.Journal of STEM Arts, Crafts, and Constructions,1(2),84-103.
  102. Rutkowski, D.,Rutkowski, L.,Plucker, J. A.(2012).Trends in education excellence gaps: A 12-year international perspective via the multilevel model for change.High Ability Studies,23,143-166.
  103. Sá, C.Cowley, S.,Martinez, M.,Kachynska, N.,Sabzalieva, E.(2020).Gender gaps in research productivity and recognition among elite scientists in the U.S., Canada, and South Africa.PLOS ONE,15(10),e0240903.
  104. Shavinina, L.(Ed.)(2009).International handbook of giftedness and talent.Springer Science.
  105. Shimbun, S. (2017, January 11). “This Nobel Prize in Arts is a great honor” ; The Praemium Imperiale Awards ceremony – Joint press conference. JAPAN Forward. Retrieved January 20, 2022, from https://japan-forward.com/this-nobel-prize-in-arts-is-a-great-honor-the-praemium-imperiale-awards-ceremony-joint-press-conference/
  106. Shin, J. E. L.,Levy, S. R.,London, B.(2016).Effects of role model exposure on STEM and non-STEM student engagement.Journal of Applied Social Psychology,46(7),410-427.
  107. Shores, K.,Kim, H. E.,Still, M.(2020).Categorical inequality in Black and White: Linking disproportionality across multiple educational outcomes.American Educational Research Journal,57(5),2089-2131.
  108. Smith, E.(2011).Women into science and engineering? Gendered participation in higher education STEM subjects.British Educational Research Journal,37(6),993-1014.
  109. Sternberg, R. J.(Ed.),Davidson, J. E.(Ed.)(2005).Conceptions of giftedness.Cambridge University Press.
  110. Stockton, William (1979, February 18). Celebrating Einstein. The New York Times. https://www.nytimes.com/1979/02/18/archives/celebrating-einstein-einstein-einstein.html
  111. Stoeger, H.(2009).The history of giftedness research.International handbook on giftedness,Dordrecht:
  112. Stoeger, H.,Schirner, S.,Laemmle, L.,Obergriesser, S.,Heilemann, M.,Ziegler, A.(2016).A contextual perspective on talented female participants and their development in extracurricular STEM programs.Annals of the New York Academy of Sciences,1377,53-66.
  113. Storage, D.,Charlesworth, T. E.,Banaji, M. R.,Cimpian, A.(2020).Adults and children implicitly associate brilliance with men more than women.Journal of Experimental Social Psychology,90,104020.
  114. Tabachnick, B. G.,Fidell, L. S.(2012).Using multivariate statistics.Pearson.
  115. Tan, W. L.,Samsudin, M. A.,Ismail, M. E.,Ahmad, N. J.(2020).Gender differences in students’ achievements in learning concepts of electricity via STEAM integrated approach utilizing scratch.Problems of Education in the 21st Century,78(3),423-448.
  116. Topaz, C. M.,Klingenberg, B.,Turek, D.,Heggeseth, B.,Harris, P. E.,Blackwood, J. C.,Chavoya, C. O.,Nelson, S.,Murphy, K. M.(2019).Diversity of artists in major U.S. museums.PLOS ONE,14(3),e0212852.
  117. UNESCO (2015). Education for all. global monitoring report 2015: Gender summary. http://unesdoc.unesco.org/images/0023/002348/234809E.pdf
  118. Upson, S.,Friedman, L. F.(2012).Where are all the female geniuses?.Scientific American Mind,23(5),63-65.
  119. van den Hurk, A.,Meelissen, M.,van Langen, A.(2019).Interventions in education to prevent STEM pipeline leakage.International Journal of Science Education,41(2),150-164.
  120. van der Vleuten, M.,Jaspers, E.,Maas, I.,van der Lippe, T.(2018).Intergenerational transmission of gender segregation: How parents’ occupational field affects gender differences in field of study choices.British Educational Research Journal,44,294-318.
  121. van der Vleuten, M.,Weesie, J.,Maas, I.(2020).Sibling influence in field of study choices.Research in Social Stratification and Mobility,68,100525.
  122. van Dusen, B.,Nissen, J.(2019).Equity in college physics student learning: A critical quantitative intersectionality investigation.Journal of Research in Science Teaching,57(1),33-57.
  123. Vásárhelyi, O.,Zakhlebin, I.,Milojević, S.,Horvát, E. Á.(2021).Gender inequities in the online dissemination of scholars’ work.Proceedings of the National Academy of Sciences,118(39),e2102945118.
  124. Vásárhelyi, O.,Zakhlebin, I.,Milojević, S.,Horvát, E. G.(2021).Gender inequities in the online dissemination of scholars’ work.Proceedings of the National Academy of Sciences,118(39),e2102945118.
  125. Veldman, J.,Van Laar, C.,Thoman, D. B.,Van Soom, C.(2021).“Where will I belong more?”: The role of belonging comparisons between STEM fields in high school girls’ STEM interest.Social Psychology of Education,24(5),1363-1387.
  126. Wai, J.,Kanaya, T.(2019).Wealth generation as a form of expertise: An examination from 2002-2016 of elite education, cognitive ability, and the gender gap among billionaires.Journal of Expertise,2(1),59-76.
  127. Waldrop, L. D.,Adolph, S. C.,Behn, C. G. D.,Braley, E.,Drew, J. A.,Full, R. J.,Gross, L. J.,Jungck, J. A.,Kohler, B.,Prairie, J. C.,Shtylla, B.,Miller, L. A.(2015).Using active learning to teach concepts and methods in quantitative biology.Integrative and Comparative Biology,55(5),933-948.
  128. Wang M. T.,Degol J. L.(2017).Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions.Educational Psychology Review,29,119-140.
  129. Wang, X.,Sun, N.,Wickersham, K.(2017).Turning math remediation into “homeroom:” contextualization as a motivational environment for community college students in remedial math.The Review of Higher Education,40(3),427-464.
  130. Williams, W. M.,Ceci, S. J.(2015).National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track.PNAS Proceedings of the National Academy of Sciences of the United States of America,112(17),5360-5365.
  131. Wilson, H. E.,Song, H.,Johnson, J.,Presley, L.,Olson, K.(2021).Effects of transdisciplinary STEAM lessons on student critical and creative thinking.The Journal of Educational Research,114(5),445-457.
  132. Witteveen, D.,Attewell, P.(2020).The STEM grading penalty: An alternative to the “leaky pipeline.hypothesis. Science Education,104(4),714-735.
  133. World Economic Forum(2021).,未出版
  134. Yee-King, M.,Grierson, M.,d’Inverno, M.(2017).STEAM works: Student coders experiment more and experimenters gain higher grades.Global Engineering Education Conference (EDUCON)
  135. Zhang, Y.,Rios, K.(2022).Exploring the effects of promoting feminine leaders on women’s interest in STEM.Social Psychological and Personality Science,19485506211069808.
  136. Ziegler, A.,Bedenlier, S.,Gläser-Zikuda, M.,Kopp, B.,Händel, M.(2020).Female top performers in higher education STEM and humanities: Socio-emotional perceptions and digital learning-related characteristics during COVID-19.Journal for the Education of Gifted Young Scientists,8(4),1373-1385.
  137. Ziegler, A.,Kuo, C. C.,Eu, S. P.,Gläser-Zikuda, M.,Nuñez, M.,Yu, H. P.,Harder, B.(2021).Equity gaps in education: Nine points toward more transparency.Education Sciences,11(11),711.
被引用次数
  1. (2024).Research on STEAM Education Theses in Taiwan: Literature Analysis, Development Trends, and Future Prospects.教育資料與圖書館學,61(2),161-209.