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Stepping Up Women's STEM Careers in Infrastructure: An Overview of Promising Approaches describes a variety of ways to level the pathway for women entering into and progressing in science, technology, engineering, and mathematics (STEM) employment within the infrastructure sectors—energy and extractives; water; transport; and digital development. It is composed of three volumes : Volume 1 distills the findings from an extensive literature review, a global stocktaking exercise, key informant interviews, and five case studies in order to provide World Bank Group project teams with insights that they can use to support women's STEM careers in infrastructure at each stage of their careers—from initial attraction to the sectors and job recruitment, to retention within organizations, and advancement to managerial and leadership roles. The report is intended to underpin and expand the existing knowledge on gender equality issues, under the World Bank's Energy Sector Management Assistance Program (ESMAP).The case studies featured form part of the insight captured in the associated report Stepping Up Women's STEM Careers in Infrastructure: Case Studies (Volume 1). Volume 2 is composed of five case studies that describe a variety of contexts in which measures are being implemented to attract, recruit, retain, and advance women in science, technology, engineering, and mathematics (STEM) roles in the infrastructure sectors across Ethiopia, the Lao People's Democratic Republic (Lao PDR), North Macedonia, Panama, and Solomon Islands. The first three case studies profiled in this document focus specifically on recruitment, retention, or advancement. The remaining two case studies focus on organizations that are tackling the issue of women's underrepresentation holistically, in each of the crucial stages of a woman's career. The case studies featured form part of the insight captured in the main report Stepping Up Women's STEM Careers in Infrastructure: An Overview of Promising Approaches (Volume 1). Volume 3 summary note provides a brief overview of some of the findings from an extensive literature review, a global stocktaking exercise, key informant interviews, and five case studies (featured in Volume 1 and 2) in order to provide World Bank Group project teams with insights that they can use to support women's STEM careers in infrastructure at each stage of their careers.

Girls Who Code: Encouraging Girls towards STEM Careers
Though women may enter the STEM workforce with great anticipation, they often encounter what has been termed the "chilly climate" and eventually drop out (the "leaky pipeline"). Girls Who Code – While enrolment in computing science and engineering degrees has largely evened out among men and women, the professional participation of women in the technology sphere continues to lag behind. Perhaps the best-known "intervention" is Girls Who Code (GWC), a non-profit initiative who declare themselves "the world's largest pipeline of future female engineers" (Girls Who Code, 2021).

With a rising demand for a college degree and an increasingly complicated college search, application, and selection process, there are a number of interventions designed to ease the college‐going process for adolescents and their families. One such intervention, the College Ambition Program (CAP), is specifically designed to be a whole‐school intervention that comprehensively connects several important aspects of the college‐going process and specifically is focused on increasing interest in science, technology, engineering, and math (STEM). With many adolescents having interest in STEM careers but lacking knowledge of how to transform these interests into plans, CAP supports students in developing and pursuing their educational and occupational goals. CAP offers students tutoring and mentoring, course‐counseling and advising, assistance through the financial aid process, and college experiences through visits to college campuses. In addition to these four core components, CAP is also pursuing how to integrate mobile technology and texting to further provide students with tailored resources and information about the college‐going process. This chapter describes the complexities of the college‐going process, the components of the CAP intervention, and presents findings that demonstrate that these strategies can increase college‐going rates and interest in STEM. The authors highlight the importance of developing a college‐going culture within high schools that support the alignment of postsecondary and career goals.

Paper presented at the 5th Strathmore International Mathematics Conference (SIMC 2019), 12 - 16 August 2019, Strathmore University, Nairobi, Kenya ; In the last decade, education policy in a many African countries has shifted to SBS Competence based education. Seen to resonate with and originate from global discourses on human capital theory and the current push to build a global workforce for the 21st century, the increased adoption of competence based education curriculum by African government continues to be fronted as key requirement for national economic growth. Using the proposed Kenyan Competence based curriculum as a case study this article provides a social-cultural theoretical reflection on some of the limitations of competency based curriculuxn as is currently promoted in some of the African countries in equitably supporting African students access to quality STEM education and transition STEM careers in the 21st century. Conclusions point to the need for bi/multilateral institutions such as the World Bank to desist from promoting one-sizefits all education models for Africa. A suggestion is made for key Pan-African STEM based institution such African Institute of Mathematical sciences (AIMS) to take a leadership role in advising the African governments on the merits and demerits of implementing a competency based curriculum. ; AIMMSEC, Rwanda.

Many high schools offer students the opportunity to take advanced placement (AP) courses in many subjects including science and mathematics. Studies have shown that students who take these classes are more likely to succeed in college and that failure in engineering education is strongly correlated to deficiencies in mathematics and science. This article presents the background of AP classes and their impact on science, technology, engineering, and mathematics (STEM) career choices of college students. The results of this study confirm that students who take AP classes in calculus and the sciences are more likely to select majors in careers such as engineering, science, mathematics, and the medical field. In this study, both minority and nonminority students who were taking AP calculus and/or science courses in high school selected STEM careers at a higher rate than other careers and males selected engineering at a higher rate than females. Females selected science and mathematics and the medical field at a higher rate than males. Furthermore, the size and location of the high school, profession of parents, and socioeconomic level of parents all affect the number of AP classes offered in high schools as well as which ethnic groups primarily take them.

Purpose
The under-representation of women working in Science, Technology, Engineering and Mathematics (STEM) careers is a persistent problem worldwide. This dilemma is exacerbated by the fact that an insufficient number of women enroll in STEM studies, and a significant proportion of those who do join then opt out of their STEM careers at different points in their lives. The protean attitude emphasizes agentic individual control over one's career, and thus offers women substantial potential for developing and enhancing career outcomes. Therefore, this study aims to investigate coping self-efficacy as an antecedent and career identity as a consequent of a protean attitude for women working in STEM.


Design/methodology/approach
Using a questionnaire survey, data were collected from 482 women working in STEM in the Middle East region. Multiple regression and bootstrapping methods were used in the analysis of the data.


Findings
The findings indicate that coping self-efficacy positively affects both protean attitude and career identity. The results also show that a protean attitude mediates the relationship between coping self-efficacy and career identity.


Practical implications
This research presents organizational management and government policy recommendations aimed at increasing the recruitment and retention of women in STEM careers.


Originality/value
The study addresses some of the main challenges related to identifying antecedents and outcomes of protean attitude.

"In Ecologist, carefully leveled text and vibrant, full-color photographs take early fluent readers on an informational interview with a real life scientist. Readers learn about the day-to-day responsibilities and challenges of this career and the things they can do now to prepare for work as an ecologist."--

Klappentext: This book provides a roadmap for those embarking on a career in STEM, whether in the research or industry realms. Focusing on paths taken by women, the contributors lend their stories, tips and tricks, and hardships they faced entering into fields historically dominated by men. The authors provide practical advice, highlighting soft skills that are not often taught as modules in the classroom. Topics include research collaborations, performance enhancement, the gender lens in research design and development, imposter syndrome felt by many women in science, ethics in science, scaling feminine leadership, being an influencer as a science leader, and time and resources optimization for career advancement in science from resource-poor settings. Others interested in science and its impacts on society will also find the book informative and timely. As an important part of the Organization for Women in Science in the Developing World (OWSD), University of Port Harcourt Branch Book project, the work hopes to inspire women and men, girls and boys to enter and apply themselves to secure the future in STEM. Provides unique insight into women's experiences, challenges, and accomplishments in STEM, presenting a blueprint for those entering research or industry; Presents information from academia, research, and industry into STEM careers from multidisciplinary perspectives; Beneficial to professionals, researchers, and graduate students looking to hone their skills as STEM champions.

Published by Informa UK Limited, trading as Taylor & Francis Group.Schools have a particular responsibility to introduce young people to the range of possible options for them after they leave education as few families can provide this. However, in the United Kingdom, careers education is currently not strong in most schools for a number of reasons but principally due to its low status and shifts in government policy and funding. As a result, too many young people make subject choices for post-16 study that they subsequently regret. In particular, fewer young people in the United Kingdom choose post-16 STEM subjects than might do. Yet, STEM (science, technology, engineering and mathematics) graduates are especially valued by employers. We draw on the findings of two research projects, ASPIRES and UPMAP, and argue that one way forward may be to embed careers education in STEM lessons. This can be done in ways that are respectful of and helpful to students. We recommend that an England- or UK-based project to investigate the consequences of embedding careers education in STEM lessons be undertaken.

While evidence shows that there are only few reliable differences between boys' and girls' brains relevant to learning or education , society takes these small differences and makes them much bigger, supporting boys' ability in math and science, and discouraging girls who study these subjects. In view of this situation, the EU Parliament encourages all State Members to invest consistently in information, awareness-raising and educational campaigns addressing stereotyped perceptions of gender roles, as well as gender stereotypes in vocational and professional orientation, notably in science and new technologies. UNESCO, in its turn, highlight the urgent need to combat those stereotypes by training teachers to encourage girls to pursue STEM careers and developing curricula that are gender-sensitive. With this context in mind, FOSTWOM intend to use the inclusive potential of Massive Open Online Courses (MOOCs) to propose STEM subjects free of stereotyping assumptions on gender abilities. This document makes a benchmark on gender balance in STEM education and a diagnosis on STEM barriers implemented with secondary schools and higher education institutions, as a first step in the FOSTWOM project. ; Funded by the Erasmus+ program. Grant number 2019-1-ES01-KA203-065924

The papers aim is to summarize what is currently known regarding Hispanic students in STEM. The authors begin with a summary of pre-college circumstances known to influence Latino/a students decisions to major in STEM as undergraduate students. A synthesis of what is known to date regarding the factors impacting the retention of Hispanic students in STEM fields is then provided. They conclude with key recommendations for research, policy and practice. ; Hispanic Association of Colleges and Universities