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Psychological Barriers to STEM Participation for Women Over the Course of Development

Authors

  • Jennifer Saucerman,

    Corresponding author
    1. Department of Educational Psychology, University of Wisconsin.
    • Correspondence concerning this article should be addressed to Jennifer Saucerman, Department of Educational Psychology, University of Wisconsin, Educational Sciences Building, 1025 West Johnson Street, Room 499D, Madison, WI 53706 (e-mail: jenny.saucerman@gmail.com).

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  • Kris Vasquez

    1. Department of Psychology, Alverno College.
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  • This work was supported by the Alverno College Research Center for Women and Girls. Joomi Lee provided substantial assistance in gathering information for several sections of this report. The authors thank Jim Henderson, Justin LaManna, and Cory Masiak for their comments on this article.

Abstract

Women continue to be underrepresented in science, technology, engineering, and mathematics (STEM). This literature review examines psychological factors over the course of development that contribute to the ongoing underrepresentation of women in these fields. The authors present fundamental principles that pose barriers to women in STEM.

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