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The Gender Gap in STEM

Women are underrepresented in all areas of science, technology, engineering, and mathematics ( 劇迷 ) not just as students, but also as instructors and employees . Because of the lack of female involvement, there is a significant reduction in the variety of viewpoints and the potential to propose diverse responses to new issues. 

   Increasing the number of women who study and work in STEM disciplines is one way to improve the quality of solutions that can be found for the difficulties that face the whole world. However, what causes this disparity is not a difference in the amount of success or proficiency that girls and boys have; rather, it is a difference in the level of interest that girls and boys have in STEM fields. 

     Lee contends that as girls become older, particularly when they reach secondary school, they begin to lose interest in STEM fields due to their lack of self-confidence in their own ability, the expectations and influence of their parents and professors, and the view that society has of these fields. This is especially true for girls who are the first in their families to attend college. Research conducted at Colorado State University and San Diego State University shows that a lack of confidence in mathematics is the root reason of women's underrepresentation in the STEM fields.

    According to 欧乐影院 the findings of a research carried out at Duke University, female students who are part of the underrepresented minority in STEM-related programs often report feelings of isolation. People who were directed and fostered by their parents at a younger age are more likely to access STEM-related career prospects via a variety of different avenues, as shown by the findings of a study conducted by Craig et al. who utilized the narrative research technique to investigate the effect of parents on students' employment in STEM fields. At the level of society, social and cultural norms also have a profound influence on the roles that men and women play in society. This is the case regardless of gender. These gender preconceptions have a significant influence on the education that girls get in STEM fields.

STEAM, a Solution to Gender Gap:

STEAM, which stands for science, technology, engineering, art, and mathematics, is a new theoretical paradigm for scientific educators and curriculum architects . This model differs from conventional STEM in that its key objective is the integration and development of creativity with rationality. The acronym STEAM ( 中國人線上看 )refers to the combination of STEM (science, technology, engineering, and mathematics) with arts, such as design, creative thinking, and any interdisciplinary education approach. It places an emphasis on the synergy of creative thinking and the ability to solve problems. 

  In spite of the fact that the STEAM concept entails a wider all-encompassing objective of contributing towards a sustainable development goal as a global citizen, the focus of this research is only on the idea's influence on gender equality and industrial growth. The gender gap may be reduced significantly if STEM fields are made more inclusive of the arts. There have been a great deal of efforts made all over the globe to pique women's interests and boost their levels of self-assurance in the areas of science and technology. 

   Among these initiatives was one called Girls4STEM, which was carried out in Spain with the goal of piqueing young girls' interest in science, technology, engineering, and mathematics (STEM) fields by encouraging them to engage with female role models known as "STEM experts" alongside their families. In Taiwan, the Ministry of Science and Technology (MIST)'s 'Gender in Science Technology' Project sponsored an initiative in 2017 called 'Female Scientist Cultivation' to raise awareness of gender bias and promote the synergy between women and science by having participants play board games all over the country. 

    According to 楓林網 the findings of Chu's research, the STEAM method improves students' capabilities in the areas of observation, issue identification, and problem solving at both the basic and secondary levels. It is possible that problems associated with gender disparity and stereotypical prejudice may be reduced if education started in elementary school. Following this, the Education Department of New Taipei City created a weekend activity named "FUM Coding" to encourage girls in the age range of 7–15 and their parents to experience coding exercises under the instruction of well-known female computer coders who were referred to as "heroes" in the session. 

  The goal of the activity was to promote girls to become computer programmers and break the stereotype that only males can be computer programmers. The goal was to increase student motivation to study by encouraging them to look up to their heroes. The findings point to an upsurge in interest in STEAM fields among both moms and their daughters.