Liben Lynn S, Coyle Emily F
Adv Child Dev Behav. 2014;47:77-115. doi: 10.1016/bs.acdb.2014.06.001.
Women and girls in the United States continue to be underrepresented in STEM, particularly in engineering and technology fields. This gap has been attracting recent attention from those motivated to ensure that girls and women have access to a full range of personally satisfying careers as well as from those concerned with developing a rich talent pool to meet national workforce needs. This chapter is focused on interventions that have been designed to address this STEM gender gap. We begin by documenting the STEM gender gap and then review change mechanisms emerging from theories of gender development that may be harnessed in intervention efforts. In addition, we pro vide a taxonomy of intervention goals which we then use to organize an illustrative review of sample interventions. After commenting on some of the findings and limitations of past work, we offer suggestions for enhancing the systematic evaluation of intervention programs that include careful selection of comparison groups, a broad array of STEM outcome measures, assessment of potentially unintended consequences, and meta-analyses.
在美国，女性和女孩在科学、技术、工程和数学（STEM）领域的代表性仍然不足，尤其是在工程和技术领域。这一差距最近引起了各方关注，其中包括那些致力于确保女孩和妇女能够获得各种令人满意的职业的人，以及那些关注培养丰富人才库以满足国家劳动力需求的人。本章重点关注旨在解决STEM性别差距的干预措施。我们首先记录STEM性别差距，然后回顾性别发展理论中可能用于干预工作的变革机制。此外，我们提供了一个干预目标分类法，然后用它来组织对样本干预措施的说明性综述。在对过去工作的一些发现和局限性进行评论之后，我们提出了加强干预项目系统评估的建议，包括仔细选择对照组、广泛的STEM成果测量、评估潜在的意外后果以及荟萃分析。
