- General preferences
- Life values
- Personal views/beliefs
- Differences in academic strengths
- Differences in attitude

Proximal Factors that Influence Gender Gap in STEM  Education

- Societal gender equality level
- Overall Life Satisfaction (OLS)
- Familial influence 

Distal Social Factors that Influence Gender Gap in STEM Education

- Distal social factors
- Proximal factors


San Jose State University

Gender Gap in STEM Education

Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological science, 29(4), 581-593.

The gender-equality paradox in science, technology, engineering, and mathematics education

- Gender Gap in Computer Science Education
- Gender Gap in Mathematics
- Gender Gap in Physics
- Gender Gap in Science

Gender Gap in STEM Education - by Discipline

- Gender Gap in Science, Technology, Engineering, and Mathematics (STEM) . Wang, M. T., & Degol, J. L. (2017)
- Understanding current causes of women's underrepresentation in science. Ceci, S. J., & Williams, W. M. (2011)
- Work Preferences, Life Values, and Personal Views of Top Math/Science Graduate Students. Ferriman et al. (2009)
- The gender-equality paradox in science, technology, engineering, and mathematics education. Stoet, G., & Geary, D. C. (2018)
- These 10 countries are closest to achieving gender equality The World Economic Forum (2019)
- Global Gender Gap Report 2020. World Economic Forum (2020)
- Economic disparities and life satisfaction in European regions (2010)
- Social Well-Being (2014)
- Personal Well-Being (2014)
-  "Gender and Belonging in Undergraduate Computer Science: A Comparative Case Study of Student Experiences in Gateway Courses" by Benbow, R.J. & Vivyan, E. (2016)
- Understanding the gender gap: Social cognitive changes during an introductory stem course. Hardin, E.E., & Longhurst, M.O. (2016).

References for Gender Gap in STEM

Factors that Influence the Gender Gap in STEM Education 

- Women are more likely to leave the STEM majors than men. 
- Most undergraduate students leave STEM within the first two years of their degree. 
- Early research shows that negative classroom culture is the cause of why so many students leave the major. Negative classroom culture: poorly teaching styles and highly competitive environment, which therefore lead to a loss of interest in STEM and eventually causes them to leave the major (Seymour 1995). 
- However, the social cognitive career theory found that loss of interest is not a cause of negative classroom culture, rather it is influenced by the students' confidence in the ability to succeed in STEM (self-efficacy) and their outcome expectations. 

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