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dc.contributor.authorOlmedo Torre, Noelia
dc.contributor.authorSánchez Carracedo, Fermín
dc.contributor.authorSalán Ballesteros, Maria Núria
dc.contributor.authorLópez Álvarez, David
dc.contributor.authorPérez Poch, Antoni
dc.contributor.authorLópez Beltrán, Mireia
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Expressió Gràfica a l'Enginyeria
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Arquitectura de Computadors
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament de Ciència dels Materials i Enginyeria Metal·lúrgica
dc.contributor.otherUniversitat Politècnica de Catalunya. Institut de Ciències de l'Educació
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Estadística i Investigació Operativa
dc.date.accessioned2018-04-27T07:47:30Z
dc.date.available2018-04-27T07:47:30Z
dc.date.issued2018-04-16
dc.identifier.citationOlmedo, N., Sanchez, F., Salan, N., Lopez, D., Perez-Poch, A., Lopez, M. Do female motives for enrolling vary according to STEM profile?. "IEEE transactions on education", 16 Abril 2018, vol. 61, issue 4, p. 289-297.
dc.identifier.issn0018-9359
dc.identifier.urihttp://hdl.handle.net/2117/116754
dc.description.abstractContribution: Stereotypes and immediate environment are the reasons for low enrollment of women in STEM studies. Background: The low number of women in STEM degree courses has been the subject of much research, which has found that the lack of female enrollment is not evenly distributed across all STEM studies. In some areas, such as computing, communications, and electrical and electronic engineering (CCEEE), not only has the number of women not increased, it has even fallen. Research Questions: Is there a stereotype for women taking STEM studies? Is this stereotype different between women taking CCEEE and non-CCEEE degrees? What are the main reasons that lead women to enroll in STEM studies? Methodology: A survey was sent to 3699 female students and STEM graduates belonging to the authors’ university in six schools with a lowest level of enrollment, and 1060 replies were received. A qualitative study based on data analysis triangulation was performed. Findings: The women surveyed consider social stereotypes (31.47%) and the immediate environment (14.5%) as the main reasons for the low enrollment of women in STEM studies. Surprisingly, the third reason (11.03%) is that women do not like engineering. New knowledge concerning what motivates female students to enroll in STEM studies, what stereotypes they must struggle against, and the existence of possible differences between CCEEE and STEM but non-CCEEE female students could help policy makers and academia to improve female enrollment in STEM and, in particular, in CCEEE studies.
dc.format.extent9 p.
dc.language.isoeng
dc.subjectÀrees temàtiques de la UPC::Matemàtiques i estadística
dc.subject.lcshSociology
dc.subject.lcshStatistics
dc.subject.lcshEngineering
dc.subject.lcshGender
dc.subject.lcshEquality
dc.subject.otherEngineering
dc.subject.otherenrollment
dc.subject.otherfemale
dc.subject.othergender
dc.subject.otherequality
dc.subject.otherSTEM
dc.subject.otherstudent diversity
dc.titleDo female motives for enrolling vary according to STEM profile?
dc.typeArticle
dc.subject.lemacSociologia
dc.subject.lemacEstadística
dc.subject.lemacEnginyeria
dc.subject.lemacIgualtat
dc.contributor.groupUniversitat Politècnica de Catalunya. BCN SEER - Barcelona Science and Engineering Education Research Group
dc.contributor.groupUniversitat Politècnica de Catalunya. CIEFMA - Centre d'Integritat Estructural, Micromecànica i Fiabilitat dels Materials
dc.identifier.doi10.1109/TE.2018.2820643
dc.description.peerreviewedPeer Reviewed
dc.relation.publisherversionhttps://ieeexplore.ieee.org/document/8338160/
dc.rights.accessOpen Access
drac.iddocument22032391
dc.description.versionPostprint
upcommons.citation.authorOlmedo, N., Sanchez, F., Salan, N., Lopez, D., Perez-Poch, A., Lopez, M.
upcommons.citation.publishedtrue
upcommons.citation.publicationNameIEEE transactions on education
upcommons.citation.volume61
upcommons.citation.number4
upcommons.citation.startingPage289
upcommons.citation.endingPage297


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