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Gender Bias in choosing STEM studies

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Gender Bias in choosing STEM studies

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dc.contributor.author Monsalve Lorente, Laura
dc.contributor.author Gonzalvo Conde, Laura
dc.date.accessioned 2023-05-25T11:54:05Z
dc.date.available 2023-05-25T11:54:05Z
dc.date.issued 2022
dc.identifier.citation Monsalve Lorente, Laura Gonzalvo Conde, Laura 2022 Gender Bias in choosing STEM studies PUPIL: International Journal of Teaching, Education and Learning 6 1 113 116
dc.identifier.uri https://hdl.handle.net/10550/86937
dc.description.abstract The gender bias in STEM exists, and this work intends to make this reality visible. The principal objectives of the study are to reduce the gender gap in STEM studies and learn about experiences lived around the STEM field reported by women. For this, a qualitative research method has been created in the form of an interview, which helps us answer the questions raised from the life stories told by the fourteen girls and women interviewed, all of them belonging to different age ranges, to be able to observe and analyze gender bias when choosing STEM studies. The data resulting from the research are the least bleak in the framework of the development of gender equality. A minimum change could be expected. However, the changes we observe are specific. We must remember that most of the participants have alluded to society and culture to explain the bias. The generational shift that is observed through the interviews is minimal. Although the educational administrations seek absolute equality and promotion of research and development of ICT among girls and adolescents, we must make visible that these actions need a more significant effort to be part of the educational community.
dc.language.iso eng
dc.relation.ispartof PUPIL: International Journal of Teaching, Education and Learning, 2022, vol. 6, num. 1, p. 113-116
dc.subject Educació
dc.subject Canvi social
dc.subject Innovacions tecnològiques
dc.title Gender Bias in choosing STEM studies
dc.type journal article
dc.date.updated 2023-05-25T11:54:05Z
dc.identifier.doi 10.20319/pijtel.2022.61.113126
dc.identifier.idgrec 159096
dc.rights.accessRights open access

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