Higher Education | Science and Mathematics Education
The lack of retention of women in STEM majors and careers has been an ongoing issue for years. With stunted percentages of women in participation, representation, interest, pay and more, resolving this problem is necessary. This systematic literature review focuses on interventions that are aiming to increase women’s STEM self-efficacy, performance, sense of belonging, identification, interest, retention, and positivity while decreasing STEM stereotypes and implicit gender biases. Studies were included if they used an experimental or quasi-experimental design in college students within the past 15 years. A total of 26 studies were included in this review. Across the research reviewed, creating strong peer relationships, providing role models women can self-identify with, creating gender-neutral environments, and providing education about gender biases and stereotypes within STEM was found to be the most promising in dismantling barriers that women in STEM fields face. Based on these findings, we will make recommendations for elements of successful programming that can be implemented at the College of Saint Benedict and Saint John’s University.
Braun, Josie; Pille, Sarah; and Baker, Majel, "Interventions to Increase STEM Retention of Undergraduate Women: A Literature Review" (2023). Psychology Student Work. 18.