Affiliation:
1. University of São Paulo, Brazil
2. Carlos Chagas Foundation, Brazil
Abstract
Abstract This article presents reflections on gender equality in secondary education, particularly regarding the inclusion of female youths in the areas of science, technology, engineering and mathematics (STEM). Our empirical source for these reflections was a review of studies indexed in the Education Resources Information Center (ERIC) database. Using the concept of gender as part of the analysis of women’s access to these areas, 55 articles were selected and divided into four groups. Considering that, in recent years, Brazil has launched several initiatives to promote women’s access to exact science programs, learning about research in other countries may contribute to a critical reflection on how gender inequality may be addressed.
Subject
Education,Cultural Studies,Gender Studies
Reference75 articles.
1. Gênero e trabalho no Brasil e na França: perspectivas interseccionais;ABREU Helena,2016
2. Long-term participants: a Museum Program Enhances Girls’ STEM interest, motivation, and persistence;ADAMS Jennifer D.;Afterschool Matters,2014
3. Science, technology, engineering and math readiness: ethno-linguistic and gender differences in high-school course selection patterns;ADAMUTI-TRACHE Maria;International Journal of Science Education,2014
4. Expectancy-value models for the STEM persistence plans of ninth-grade, high-ability students: a comparison between Black, Hispanic, and White students;ANDERSEN Lori;Science Education,2014
5. High school computer science education paves the way for higher education: the Israeli case;ARMONI Michal;Computer Science Education,2014
Cited by
11 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献