STEM

Discover the latest research on STEM + Girls.

  • Adding Up Peer Beliefs: Experimental and Field Evidence on the Effect of Peer Influence on Math Performance

    Wu, S. J., & Cai, X. (2023). Adding up peer beliefs: Experimental and field evidence on the effect of peer influence on math performance. Psychological Science, 34(8), 851–862. https://doi.org/10.1177/09567976231180881 Full Text

  • Community Partnerships for Fostering Student Interest and Engagement in STEM

    Watters, J. J., & Diezman, C. M. (n.d.). Community Partnerships for Fostering Student Interest and Engagement in STEM. Journal of STEM Education,14(2), april-june 2013, 47-55. Full Text

  • The Development of Children’s Gender Stereotypes About STEM and Verbal Abilities: A Preregistered Meta-Analytic Review of 98 Studies

    https://psycnet.apa.org/fulltext/2025-50489-001.pdf

  • Dismantling barriers women face in STEM

    Jebsen, J. M., Nicoll Baines, K., Oliver, R. A., & Jayasinghe, I. (2022, October 27). Dismantling barriers faced by women in Stem. Nature News. Retrieved October 28, 2022, from https://www.nature.com/articles/s41557-022-01072-2 Full Text

  • Evaluating the role of student preference in physics lab group equity

    Holmes, N. G., Heath, G., Hubenig, K., Jeon, S., Kalender, Z. Y., Stump, E., & Sayre, E. C. (2022). Evaluating the role of student preference in Physics Lab Group Equity. Physical Review Physics Education Research, 18(1). https://doi.org/10.1103/physrevphyseducres.18.010106 Full Text

  • Factors shaping the gender wage gap among college-educated computer science workers

    Sassler, S., Meyerhofer, P. (2023). Factors shaping the gender wage gap among college-educated computer science workers. PLOS ONE, 18(10). https://doi.org/10.1371/journal.pone.0293300

  • Feeding the pipeline: Gender, occupational plans, and college major selection

    Morgan, S. L., Gelbgiser, D., & Weeden, K. A. (2013). Feeding the pipeline: Gender, occupational plans, and college major selection. Social Science Research,42(4), 989-1005. doi:10.1016/j.ssresearch.2013.03.008 Full Text

  • Gender equity and motivational readiness for computational thinking in early childhood

    Master, A., Tang, D., Forsythe, D., Alexander, T. M., Cheryan, S., & Meltzoff, A. N. (2023). Gender equity and motivational readiness for computational thinking in early childhood. Early Childhood Research Quarterly, 64, 242–254. https://doi.org/10.1016/j.ecresq.2023.03.004 Full Text

  • The Gender Gap in High School Physics: Considering the Context of Local Communities

    Riegle-Crumb, C., & Moore, C. (2013). The Gender Gap in High School Physics: Considering the Context of Local Communities. Social Science Quarterly,95(1), 253-268. doi:10.1111/ssqu.12022 Full Text

  • Gendered Pathways: How Mathematics Ability Beliefs Shape Secondary and Postsecondary Course and Degree Field Choices.

    Perez-Felkner, L., Nix, S., & Thomas, K. (2017). Gendered Pathways: How Mathematics Ability Beliefs Shape Secondary and Postsecondary Course and Degree Field Choices. Frontiers in Psychology,8. doi:10.3389/fpsyg.2017.00386 Full Text

  • Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability

    Cyr, E. N., Kroeper, K. M., Bergsieker, H. B., Dennehy, T. C., Logel, C., Steele, J. R., Knasel, R. A., Hartwig, W. T., Shum, P., Reeves, S. L., Dys‐Steenbergen, O., Litt, A., Lok, C. B., Ballinger, T., Nam, H., Tse, C., Forest, A. L., Zanna, M., Staub‐French, S., … Spencer, S. J. (2023). Girls are good at STEM: Opening minds and providing evidence reduces boys’ stereotyping of girls’ STEM ability. Child Development. https://doi.org/10.1111/cdev.14007 Full Text

  • Going beyond fun in STEM

    Pittinsky, T. L., & Diamante, N. (2015). Going beyond fun in STEM. Phi Delta Kappan,97(2), 47-51. doi:10.1177/0031721715610091

  • How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering?

    Boston, J. S., & Cimpian, A. (2018). How Do We Encourage Gifted Girls to Pursue and Succeed in Science and Engineering? Gifted Child Today, 41(4), 196–207. https://doi.org/10.1177/1076217518786955

  • Imagine a STEM pathway where BIPOC girls belong, persist and thrive

    Collins-Puri, N. (2023, November 13). Imagine a STEM pathway where BIPOC girls belong, persist and thrive. Youth Today. https://youthtoday.org/2023/11/imagine-a-stem-pathway-where-bipoc-girls-belong-persist-and-thrive/

  • The impact of an issue-centered problem-based learning curriculum on 6th grade girls’ understanding of and interest in computer science

    Ottenbreit-Leftwich, A. T., Kwon, K., Brush, T. A., Karlin, M., Jeon, M., Jantaraweragul, K., Guo, M., Nadir, H., Gok, F., & Bhattacharya, P. (2021). The impact of an issue-centered problem-based learning curriculum on 6th grade girls’ understanding of and interest in computer science. Computers and Education Open, 2. https://doi-org.proxy.library.nyu.edu/10.1016/j.caeo.2021.100057 Full Text

  • The Impact of Female Role Models Leading a Group Mentoring Program to Promote STEM Vocations among Young Girls

    Guenaga, M., Eguíluz, A., Garaizar, P., & Mimenza, A. (2022). The Impact of Female Role Models Leading a Group Mentoring Program to Promote STEM Vocations among Young Girls. Sustainability, 14(3), 1420. MDPI AG. Retrieved from http://dx.doi.org/10.3390/su14031420

  • Investigating the importance of girls’ mathematical identity within United States STEM programmes: a systematic review

    Fernandez, F., Froschl, M., Lorenzetti, L., & Stimmer, M. (2022). Investigating the importance of girls’ mathematical identity within United States STEM programmes: a systematic review. International Journal of Mathematical Education in Science & Technology, 1–41. https://doi-org.proxy.library.nyu.edu/10.1080/0020739x.2021.2022229

  • Long-Term Impact of Teacher Professional Development on Black Female Students' Engagement in STEM

    Henríquez Fernández, C., Barr, C., Antoine, A., Alston, C., & Nichol, C. (2023). Long-term impact of teacher professional development on black female students' engagement in Stem. The Journal of STEM Outreach, 6(1). https://doi.org/10.15695/jstem/v6i1.01

  • Masculinities and experimental practices in physics: The view from three case studies

    Gonsalves, A. J., Danielsson, A., & Pettersson, H. (2016). Masculinities and experimental practices in physics: The view from three case studies. Physical Review Physics Education Research,12(2). doi:10.1103/physrevphyseducres.12.020120 Full Text

  • Online Mentoring as an Extracurricular Measure to Encourage Talented Girls in STEM (Science, Technology, Engineering, and Mathematics): An Empirical Study of One-on-One Versus Group Mentoring

    Stoeger, H., Hopp, M.D., & Ziegler, A. (2017). Online Mentoring as an Extracurricular Measure to Encourage Talented Girls in STEM (Science, Technology, Engineering, and Mathematics): An Empirical Study of One-on-One Versus Group Mentoring. Gifted Child Quarterly, 61, 239 - 249. Full Text

  • STEM: A help or a hinderance in attracting more girls to engineering?

    Naukkarinen, J., & Bairoh, S. (2020). STEM: A help or a hinderance in attracting more girls to engineering? Journal of Engineering Education, 109(2), 177–193. https://doi.org/10.1002/jee.20320 Full Text

  • STEM-Rich and Equitable Making: Lessons from a Museum-Based Research-Practice Partnership?

    Ryoo, J. K., & Kekelis, L. (n.d.). STEM-Rich and Equitable Making: Lessons from a Museum-Based Research-Practice Partnership? Dimensions, July-August 2016 ser., 45-51. Retrieved October 26, 2017. Full Text

  • Women in science receive less credit for their contributions

    New York University. "Women in science receive less credit for their contributions: Study first to use new dataset to show gender differences in scientific attribution." ScienceDaily. ScienceDaily, 22 June 2022. <www.sciencedaily.com/releases/2022/06/220622113213.htm>. Full Text

  • Why Do So Many Women Who Study Engineering Leave the Field?

    Silbey, S. S. (2016, August 23). Why Do So Many Women Who Study Engineering Leave the Field? Retrieved November 10, 2017, from https://hbr.org/2016/08/why-do-so-many-women-who-study-engineering-leave-the-field

  • Utility-value intervention promotes persistence and diversity in STEM

    Asher, M. W., Harackiewicz, J. M., Beymer, P. N., Hecht, C. A., Lamont, L. B., Else-Quest, N. M., Priniski, S. J., Thoman, D. B., Hyde, J. S., Smith, J. L. (2023). Utility-value intervention promotes persistence and diversity in STEM. Proceedings of the National Academy of Sciences, 120(19). https://doi.org/10.1073/pnas.2300463120 Full Text

  • The Role of Minoritized Student Representation in Promoting Achievement and Equity Within College STEM Courses

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  • Study: International scientists believe lack of women in physics tied to personal preference, but viewpoint ignores gender norms

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  • Portray Her 2.0: An Analysis of 15 Years of Women in STEM On-Screen, 2007–2022

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  • Counter-stereotypic beliefs in math do not protect school girls from stereotype threat

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  • Empowering women in STEM: How we break barriers from classroom to C-suite

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  • 4 Ways to Present STEM Role Models Girls Will Find Inspiring

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  • 2024 Black Students and STEM Report - From Classroom to Career: How interventions in middle and high school can help Black students succeed in STEM careers

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  • 2024 Female Students & STEM Report - Breaking the glass ceiling: Increase female students’ participation in STEM careers by supporting earlier interventions in K-12 education

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