Gender in STEM Education and Academic Employment: Focus on Intersectionality
For the first two decades of the 21stcentury gender equity within science, technology, engineering, mathematics and medicine (STEMM) has been receiving more attention than ever before. The number of empirical studies that explore gender inequities in science education has been growing exponentially. A worldwide rollout of initiatives such as Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers (ADVANCE) in the USA, the UK’s Athena SWAN Charter and the Science in Australia Gender Equity (SAGE) in Australia, marks new and intense efforts to achieve gender parity in science. This session invites submissions that focus on the intersections between gender and ethnicity, sexuality, disability and other minority statuses at all levels of STEMM education and in relevant academic employment. Papers that explore inequities in science that affect migrant women from diverse ethnic backgrounds are particularly welcome.
The goal of this session is to highlight and discuss how “double disadvantages” in STEMM affect women (but also some men) with multiple minority statuses e.g. indigenous peoples, religious minorities, people who study and work in their second language, who are of diverse sexes or genders, diverse racial or ethnic backgrounds or who live with disabilities. Theoretical and empirical contributions based on single-country and comparative analyses are invited. Within the latter, both quantitative and qualitative papers are welcome.