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| Autori principali: | , , , |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
2024
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| Accesso online: | https://eric.ed.gov/?id=EJ1448393 |
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| _version_ | 1867181881511903232 |
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| author | Wenhao Yu Jiaqi He Julan Luo Xiaoyan Shu |
| author_facet | Wenhao Yu Jiaqi He Julan Luo Xiaoyan Shu Wenhao Yu Jiaqi He Julan Luo Xiaoyan Shu |
| collection | Education Resources Information Center |
| contents | Interventions for Gender Equality in STEM Education: A Meta-Analysis Wenhao Yu Jiaqi He Julan Luo Xiaoyan Shu Intervention Sex Fairness STEM Education Females Disproportionate Representation Gender Differences Databases Periodicals Meta Analysis Equal Education Effect Size Sample Size Foreign Countries Economic Development Background: Although gender inequality in education is gaining increasing attention, female underrepresentation remains pervasive in STEM fields. Many studies have applied various interventions to narrow the gender gap in STEM education. Objectives: In this study, we conducted a systematic meta-analysis to examine the effectiveness of various interventions for gender equality in STEM education and tested the influence of moderator variables. Methods: Ten databases--ERIC, IEEE, JSTOR, ProQuest-Education, SAGE Journals, Scopus, Springer Link, Taylor & Francis, Web of Science, and Wiley Online Library--and seven high-quality journals in related fields were selected as literature resources. The Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) process was used to identify eligible articles for the random-effects meta-analysis. Results and Conclusions: The overall effect size (Hedges' g) was 0.434, indicating that the interventions promoting gender equality in STEM education had a near-medium positive effect. There were significant differences by the type of intervention, but not by the type of intervention outcome. The results of the moderator analysis showed a significant difference in moderator variables, including country, educational level, form of experiment, intervention level, and different measurement methods, whereas there was no significant difference in the moderator variables, including economic development level and sample size. Implications: This study examined the effectiveness of gender equality interventions and the impact on it of different types of intervention, intervention outcomes, and moderator variables. These results have implications for the design of gender equality interventions in STEM education. |
| format | Recurso educativo Open Access |
| id | eric_EJ1448393 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2024 |
| record_format | eric |
| spellingShingle | Interventions for Gender Equality in STEM Education: A Meta-Analysis Wenhao Yu Jiaqi He Julan Luo Xiaoyan Shu Intervention Sex Fairness STEM Education Females Disproportionate Representation Gender Differences Databases Periodicals Meta Analysis Equal Education Effect Size Sample Size Foreign Countries Economic Development Interventions for Gender Equality in STEM Education: A Meta-Analysis Wenhao Yu Jiaqi He Julan Luo Xiaoyan Shu Intervention Sex Fairness STEM Education Females Disproportionate Representation Gender Differences Databases Periodicals Meta Analysis Equal Education Effect Size Sample Size Foreign Countries Economic Development Background: Although gender inequality in education is gaining increasing attention, female underrepresentation remains pervasive in STEM fields. Many studies have applied various interventions to narrow the gender gap in STEM education. Objectives: In this study, we conducted a systematic meta-analysis to examine the effectiveness of various interventions for gender equality in STEM education and tested the influence of moderator variables. Methods: Ten databases--ERIC, IEEE, JSTOR, ProQuest-Education, SAGE Journals, Scopus, Springer Link, Taylor & Francis, Web of Science, and Wiley Online Library--and seven high-quality journals in related fields were selected as literature resources. The Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) process was used to identify eligible articles for the random-effects meta-analysis. Results and Conclusions: The overall effect size (Hedges' g) was 0.434, indicating that the interventions promoting gender equality in STEM education had a near-medium positive effect. There were significant differences by the type of intervention, but not by the type of intervention outcome. The results of the moderator analysis showed a significant difference in moderator variables, including country, educational level, form of experiment, intervention level, and different measurement methods, whereas there was no significant difference in the moderator variables, including economic development level and sample size. Implications: This study examined the effectiveness of gender equality interventions and the impact on it of different types of intervention, intervention outcomes, and moderator variables. These results have implications for the design of gender equality interventions in STEM education. |
| title | Interventions for Gender Equality in STEM Education: A Meta-Analysis |
| topic | Intervention Sex Fairness STEM Education Females Disproportionate Representation Gender Differences Databases Periodicals Meta Analysis Equal Education Effect Size Sample Size Foreign Countries Economic Development |
| url | https://eric.ed.gov/?id=EJ1448393 |