Participation of women in STEM: an intersectional approach
DOI:
https://doi.org/10.1590/1806-9584-2025v33n193606Keywords:
STEM, intersectionality, higher education, women, program evaluationAbstract
Based on qualitative data from a Science, Technology, Engineering and Math (STEM) scholarship program implemented at an American public university, this article argues for an intersectional approach specific to the cultural context in evaluating student support programs. Women are nearly universally underrepresented in STEM, and this article interrogates how gender interacts with other systems of privilege and oppression. The data presented highlight how intersectional inequalities based on gender, race, and social class shape students' experiences in STEM majors. The article concludes by discussing recommendations for an intersectional approach to program evaluations in STEM.
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