Format:
1 Online-Ressource (254 Seiten).
ISBN:
978-1-003-05321-7
,
1003053211
Series Statement:
Routledge research in STEM education
Content:
"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 US, 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 level. 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. Hyun Kyoung Ro is Associate Professor of Higher Education at the University of North Texas, USA. Frank Fernandez is Assistant Professor of Higher Education at the University of Mississippi, USA. Elizabeth Ramon is a PhD student in Higher Education at the University of North Texas, USA"--
Additional Edition:
Erscheint auch als Druck-Ausgabe, hbk ISBN 978-0-367-51293-4
Additional Edition:
Erscheint auch als Druck-Ausgabe, pbk ISBN 978-1-032-04803-1
Language:
English
Subjects:
General works
Keywords:
MINT-Fächer
;
Absolventin
;
Internationaler Vergleich
;
Aufsatzsammlung
;
Aufsatzsammlung
DOI:
10.4324/9781003053217
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