Gender Matters

This chapter critically synthesizes studies on gender matters in science education from 2014 onwards. The gender gap for the student group as a whole was predominantly related to different achievements on different programs. Individuals with similar cognitive abilities in mathematics and verbal skills are more likely to pursue non-STEM careers and since ability patterns are divided by gender, with women typically having more evenly distributed cognitive abilities across different fields. Gender differences have also been found in relation to self-efficacy, where studies have found that female students have lower self-efficacy than male students in physics, while findings concerning other STEM disciplines are mixed. Repeated acts of sexual or gendered harassment in the form of “subtle and unintentional expressions” of sexism are known as gender microaggressions. The chapter ends with a set of recommendations for future directions based on identified gaps in existing knowledge base and questions that remained unanswered.