Making the Blind to See: Balancing STEM Identity with Gender Identity

Abstract: This is a conference paper for the 2011 ASQ Advancing the STEM Agenda in Education, the Workplace and Society Conference. The author of the paper is Jennifer Skaggs of the University of Kentucky.

The theoretical implication of this paper concerns the gender blindness in science, technology, engineering, and mathematics (STEM) education, and thus careers, on the cultural level. Social discourse concerning how men and women are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Females who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-16 STEM education to examine and integrate understanding of gender within the larger societal culture for systemic and lasting change to happen.

Keywords: STEM - STEM-Increase K-20 Interest and College Enrollment - Teaching Quality - Women and Girls in STEM - Conference Proceedings

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