The perception of female students in graduation courses in STEM areas

Detalhes bibliográficos
Autor(a) principal: Junges, Débora de Lima Velho
Data de Publicação: 2023
Outros Autores: Rosa, Lucas Pereira da, Grocinotti, Valéria Gislaine
Tipo de documento: Artigo
Idioma: por
Título da fonte: Amazônia (Universidade Federal do Pará. Online)
Texto Completo: https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/13635
Resumo: This article aims to present the results of a survey that sought to analyze the factors that influence the admission and permanence of female undergraduate students in courses in the areas of science, technology, engineering, and mathematics (STEM) at the Instituto Federal Catarinense (IFC). The theoretical foundation used in the study is linked to discussions relevant to gender relations and female students in undergraduate courses in the areas of STEM. With regard to methodology, this consisted of the application of a questionnaire. The main results indicate that: the main reason for choosing a degree in the STEM area is linked to the affinity with the course content; in areas considered "masculine", women are constantly underestimated; issues linked to gender relations are present in undergraduate courses, both with regard to admission and permanence of students; and the students overcame prejudices to be present in spaces historically dominated by men.
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spelling The perception of female students in graduation courses in STEM areasA percepção de mulheres estudantes em cursos de graduação das áreas STEMWomen in STEM; undergraduate student; admission; permanenceMulheres na STEM; estudantes de graduação; ingresso; permanência.This article aims to present the results of a survey that sought to analyze the factors that influence the admission and permanence of female undergraduate students in courses in the areas of science, technology, engineering, and mathematics (STEM) at the Instituto Federal Catarinense (IFC). The theoretical foundation used in the study is linked to discussions relevant to gender relations and female students in undergraduate courses in the areas of STEM. With regard to methodology, this consisted of the application of a questionnaire. The main results indicate that: the main reason for choosing a degree in the STEM area is linked to the affinity with the course content; in areas considered "masculine", women are constantly underestimated; issues linked to gender relations are present in undergraduate courses, both with regard to admission and permanence of students; and the students overcame prejudices to be present in spaces historically dominated by men.Este artigo visa apresentar os resultados de uma pesquisa que procurou analisar os fatores que influenciam no ingresso e na permanência de mulheres estudantes de graduação em cursos nas áreas da ciência, tecnologia, engenharia e matemática (STEM) no Instituto Federal Catarinense (IFC). A fundamentação teórica utilizada no estudo é vinculada às discussões pertinentes às relações de gênero e às mulheres estudantes em cursos de graduação nas áreas da STEM. No que se refere à metodologia, este se constituiu na aplicação de um questionário. Os principais resultados apontam que: a principal razão para escolha da graduação na área STEM se vincula à afinidade com o conteúdo do curso; nas áreas consideradas "masculinas", mulheres são constantemente subestimadas; questões vinculadas às relações de gênero se encontram presentes nos cursos de graduação, tanto no que refere ao ingresso, quanto a permanência das estudantes; e, as estudantes superaram preconceitos para se fazerem presentes em espaços historicamente dominados por homens.Universidade Federal do ParáFundação de Amparo à Pesquisa e Inovação do Estado de Santa CatarinaInstituto Federal CatarinenseJunges, Débora de Lima VelhoRosa, Lucas Pereira daGrocinotti, Valéria Gislaine2023-07-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/1363510.18542/amazrecm.v19i42.13635Amazônia: Revista de Educação em Ciências e Matemáticas; v. 19, n. 42 (2023); 102-117Amazônia - Journal of Science and Mathematics Education; v. 19, n. 42 (2023); 102-1172317-51251980-5128reponame:Amazônia (Universidade Federal do Pará. Online)instname:Universidade Federal do Pará (UFPA)instacron:UFPAporhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/13635/10334/*ref*/ALVES-MAZZOTTI, A. J.; GEWANDSZNAJDER, F. O método nas ciências naturais e sociais: pesquisa quantitativa e qualitativa. 2. ed. São Paulo: Pioneira Thomson, 2002./*ref*/ASHCRAFT, C.; MCLAIN, B.; EGER, E. Women in tech: the facts. National Center for Women & Technology (NCWIT): 2016./*ref*/BALLATORE, M. G.; DE GIORGI, C.; MONTORSI, A.; TABACCO, A. Balance4Better: “We Are HERe” More Than a Gender Campaign. GARCÍA-PEÑALVO, F. J.; GARCÍA-HOLGADO, A.; DOMINGUEZ, A.; PASCUAL, J. (Org.) Women in STEM in Higher Education: Good Practices of Attraction, Access and Retainment in Higher Education. Lecture Notes in Educational Technology: USA, p. 85-98, 2022./*ref*/BARTHELEMY, R.; MCCORMICK, Melinda; HENDERSON, Charles. Gender discrimination in physics and astronomy: Graduate student experiences of sexism and gender microaggressions. Physical Review Physics Education Research, v. 12, n. 2, p. 1-13, ago. 2016./*ref*/BELLO, A.; ESTÉBANEZ, M. E. Uma equação desequilibrada: aumentar a participação das mulheres na STEM na LAC. UNESCO: 2022./*ref*/BIRD, S.; RHOTON, L. Seeing isn’t Always Believing: Gender, Academic STEM, and Women Scientists’ Perceptions of Career Opportunities. Gender & Society. v. 35, n. 3, p. 422-448, jun. 2021./*ref*/BLOODHART, B.; BALGOPAL, M.; CASPER, A. M.; MCMEEKING, L. S.; FISCHER, E. Outperforming yet undervalued: Undergraduate women in STEM. PLoS ONE, v. 15, n. 6, p. 1-13, jun. 2020./*ref*/BOTELLA, C.; RUEDA, S.; LÓPEZ-IÑESTA, E.; MARZAL, P. Gender Diversity in STEM Disciplines: A Multiple Factor Problem. Entropy, v. 21, n. 30, p. 1-17, jan. 2019./*ref*/CHAER, G.; DINIZ, R. R. P.; RIBEIRO, E. A. A técnica do questionário na pesquisa educacional. Evidência, Araxá, v. 7, n. 7, p. 251-266, 2011./*ref*/CORRELL, S. Constraints into preferences: Gender, status, and emerging career aspirations. American Sociological Review, v. 69, n. 1, p. 93-113, 2004./*ref*/DUFLO, E. Women Empowerment and Economic Development. Journal of Economic Literature. v. 50, n. 4, p. 1051-1079, 2012./*ref*/ELSEVIER Research Intelligence. Gender in the global research landscape: analysis of research performance through a gender lens across 20 years, 12 geographies, and 27 subject areas. Elsevier, 2017./*ref*/FISCHER, S. The downside of good peers: How classroom composition differentially affects men's and women's STEM persistence. Labour Economics, v. 46, p. 211–226, 2017./*ref*/GARCÍA-HOLGADO, A; GARCÍA-PEÑALVO, F. A Model for Bridging the Gender Gap in STEM in Higher Education Institutions. GARCÍA-PEÑALVO, F. J.; GARCÍA-HOLGADO, A.; DOMINGUEZ, A.; PASCUAL, J. (Org.) Women in STEM in Higher Education: Good Practices of Attraction, Access and Retainment in Higher Education. Lecture Notes in Educational Technology: USA, p. 1-20, 2022./*ref*/GARCÍA-HOLGADO, A.; DÍAZ, A.; GARCÍA-PEÑALVO, F. Engaging women into STEM in Latin America: W-STEM project. Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality. p. 232–239, out. 2019./*ref*/GIBSON, C. C. The distance learner’s academic self-concept. In.: GIBSON, C. C. (Org.). Distance learners in higher education: Institutional responses for quality outcomes. Madison, WI: Atwood Plublishing, 1998./*ref*/GONZÁLEZ-PÉREZ, S; CABO, R. M.; SÁINZ, M. Girls in STEM: Is It a Female Role-Model Thing? Frontiers in Psychology, v. 11, p. 1-21, set. 2020./*ref*/HILL, C.; CORBETT, C.; ST. ROSE, A. Why So Few?: Women in Science, Technology, Engineering, and Mathematics. American Association of University Women: 2010./*ref*/IFC, Instituto Federal Catarinense. Sobre o IFC. Disponível em: https://ifc.edu.br/sobre-o-ifc/. Acesso em: 23 set. 2022. INEP, Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. Censo da Educação Superior. Disponível em: https://www.gov.br/inep/pt-br/areas-de-atuacao/pesquisas-estatisticas-e-indicadores/censo-da-educacao-superior. Acesso em: 28 ago. 2022./*ref*/JOHNSON, C.; MOHR-SCHROEDER, M.; MOORE, T.; ENGLISH, L. Handbook of Research on STEM Education. New York: Routledge, 2020./*ref*/LEAPER, C. Do I Belong?: Gender, Peer Groups, and STEM Achievement. International Journal of Gender, Science and Technology, v. 7, n. 2, p. 166-79, 2015./*ref*/MEADERS, C.; LANE, K.; MOROZOV, A.; SHUMAN, K.; TOTH, E.; STAINS, M.; STETZER, M.; VINSON, E.; COUCH, B.; SMITH, M. Undergraduate Student Concerns in Introductory STEM Courses: What They Are, How They Change, and What Influences Them. Journal for STEM Education Research, v. 3, p. 195–216, 2020./*ref*/MORTON, C.; BEVERLY, S. Can I really do this? Perceived benefits of a STEM intervention program and women’s engineering self-efficacy. 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, p. 1-17, 2017./*ref*/OCDE, Organização para a Cooperação e Desenvolvimento Econômico. The Pursuit of Gender Equality: An Uphill Battle. OECD Publishing: Paris, 2017./*ref*/OLIVEIRA, A. C. B.; HEERDT, B. Discursos em relação a homens e mulheres da pré-história: possíveis implicações no ensino de Biologia. Amazônia: Revista de Educação em Ciências e Matemáticas, Belém, v. 17, n. 38, p. 71-87, fev. 2021. ISSN 2317-5125. Disponível em: <https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8809>. Acesso em: 26 jun. 2023. doi:http://dx.doi.org/10.18542/amazrecm.v17i38.8809. Acesso em: 26 jun. 2023./*ref*/ONU BRASIL, Organização das Nações Unidas Brasil. Objetivo de Desenvolvimento Sustentável: Educação de qualidade. Disponível em: https://brasil.un.org/pt-br/sdgs/4. Acesso em: 28 ago. 2022./*ref*/ONU MULHERES, Organização das Nações Unidas Mulheres Brasil. Campanhas. Disponível em: http://www.onumulheres.org.br/areas-tematicas/fim-da-violencia-contra-as-mulheres/campanhas/. Acesso em: 10 set. 2022./*ref*/REINKING, A.; MARTIN, B. La brecha de género en los campos STEM: Teorías, movimientos e ideas para involucrar a las chicas en entornos STEM. NAER: Journal of New Approaches in Educational Research. v. 7, n. 2, p. 148-153, 2018./*ref*/ROBNETT, R. Gender bias in STEM fields: Variation in prevalence and links to STEM self-concept. Psychology of Women Quarterly, v. 40, n. 1, p. 65–79, 2016./*ref*/SHIH, M. Positive stigma: Examining resilience and empowerment in overcoming stigma. The ANNALS of the American Academy of Political and Social Science, v. 591, n. 1, p. 175–184, 2004./*ref*/SMITH, K.; GAYLES, J. Girl Power: Gendered Academic and Workplace Experiences of College Women in Engineering. Social Sciences, v. 7, n. 11, p. 1-23, 2018./*ref*/SWAFFORDA, M.; ANDERSON, R. Addressing the Gender Gap: Women’s Perceived Barriers to Pursuing STEM Careers. Journal of Research in Technical Careers, v. 4, n. 1, p. 61-74, mai. 2020./*ref*/TALLEY, K. G.; ORTIZ, A. M. Women’s interest development and motivations to persist as college students in STEM: a mixed methods analysis of views and voices from a Hispanic-Serving Institution. International Journal of STEM Education, v. 4, n. 5, p. 1-24, 2017./*ref*/TINTO, V. Completing College: Rethinking Institutional Action. Chicago: University of Chicago Press, 2012./*ref*/UNESCO, Organização das Nações Unidas para a Educação, a Ciência e a Cultura. Mapeamento de iniciativas de estímulo de meninas e jovens à área de STEM no Brasil. UNESCO: 2022./*ref*/VIDICH, A.; LYMAN, S. Métodos qualitativos: sua história na Sociologia e na Antropologia. In: DENZIN, N.; LINCOLN, Y. (Orgs.). O planejamento da pesquisa qualitativa: teorias e abordagens. 2. ed. Porto Alegre: Artmed, 2006./*ref*/WALL, K. Persistence and representation of women in STEM programs. Insights on Canadian Society, p. 1-18, mai. 2019./*ref*/WEISGRAM, E.; DIEKMAN, A. Family Friendly STEM: Perspectives on Recruiting and Retaining Women in STEM Fields. International Journal of Gender, Science and Technology, v. 8, n. 1, p. 38-45, 2015.Direitos autorais 2023 Amazônia: Revista de Educação em Ciências e Matemáticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2023-08-24T13:42:52Zoai:ojs.periodicos.ufpa.br:article/13635Revistahttp://www.periodicos.ufpa.br/index.php/revistaamazoniaPUBhttps://periodicos.ufpa.br/index.php/revistaamazonia/oaiamazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br2317-51251980-5128opendoar:2023-08-24T13:42:52Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA)false
dc.title.none.fl_str_mv The perception of female students in graduation courses in STEM areas
A percepção de mulheres estudantes em cursos de graduação das áreas STEM
title The perception of female students in graduation courses in STEM areas
spellingShingle The perception of female students in graduation courses in STEM areas
Junges, Débora de Lima Velho
Women in STEM; undergraduate student; admission; permanence
Mulheres na STEM; estudantes de graduação; ingresso; permanência.
title_short The perception of female students in graduation courses in STEM areas
title_full The perception of female students in graduation courses in STEM areas
title_fullStr The perception of female students in graduation courses in STEM areas
title_full_unstemmed The perception of female students in graduation courses in STEM areas
title_sort The perception of female students in graduation courses in STEM areas
author Junges, Débora de Lima Velho
author_facet Junges, Débora de Lima Velho
Rosa, Lucas Pereira da
Grocinotti, Valéria Gislaine
author_role author
author2 Rosa, Lucas Pereira da
Grocinotti, Valéria Gislaine
author2_role author
author
dc.contributor.none.fl_str_mv
Fundação de Amparo à Pesquisa e Inovação do Estado de Santa Catarina
Instituto Federal Catarinense
dc.contributor.author.fl_str_mv Junges, Débora de Lima Velho
Rosa, Lucas Pereira da
Grocinotti, Valéria Gislaine
dc.subject.por.fl_str_mv Women in STEM; undergraduate student; admission; permanence
Mulheres na STEM; estudantes de graduação; ingresso; permanência.
topic Women in STEM; undergraduate student; admission; permanence
Mulheres na STEM; estudantes de graduação; ingresso; permanência.
description This article aims to present the results of a survey that sought to analyze the factors that influence the admission and permanence of female undergraduate students in courses in the areas of science, technology, engineering, and mathematics (STEM) at the Instituto Federal Catarinense (IFC). The theoretical foundation used in the study is linked to discussions relevant to gender relations and female students in undergraduate courses in the areas of STEM. With regard to methodology, this consisted of the application of a questionnaire. The main results indicate that: the main reason for choosing a degree in the STEM area is linked to the affinity with the course content; in areas considered "masculine", women are constantly underestimated; issues linked to gender relations are present in undergraduate courses, both with regard to admission and permanence of students; and the students overcame prejudices to be present in spaces historically dominated by men.
publishDate 2023
dc.date.none.fl_str_mv 2023-07-28
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/13635
10.18542/amazrecm.v19i42.13635
url https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/13635
identifier_str_mv 10.18542/amazrecm.v19i42.13635
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/13635/10334
/*ref*/ALVES-MAZZOTTI, A. J.; GEWANDSZNAJDER, F. O método nas ciências naturais e sociais: pesquisa quantitativa e qualitativa. 2. ed. São Paulo: Pioneira Thomson, 2002.
/*ref*/ASHCRAFT, C.; MCLAIN, B.; EGER, E. Women in tech: the facts. National Center for Women & Technology (NCWIT): 2016.
/*ref*/BALLATORE, M. G.; DE GIORGI, C.; MONTORSI, A.; TABACCO, A. Balance4Better: “We Are HERe” More Than a Gender Campaign. GARCÍA-PEÑALVO, F. J.; GARCÍA-HOLGADO, A.; DOMINGUEZ, A.; PASCUAL, J. (Org.) Women in STEM in Higher Education: Good Practices of Attraction, Access and Retainment in Higher Education. Lecture Notes in Educational Technology: USA, p. 85-98, 2022.
/*ref*/BARTHELEMY, R.; MCCORMICK, Melinda; HENDERSON, Charles. Gender discrimination in physics and astronomy: Graduate student experiences of sexism and gender microaggressions. Physical Review Physics Education Research, v. 12, n. 2, p. 1-13, ago. 2016.
/*ref*/BELLO, A.; ESTÉBANEZ, M. E. Uma equação desequilibrada: aumentar a participação das mulheres na STEM na LAC. UNESCO: 2022.
/*ref*/BIRD, S.; RHOTON, L. Seeing isn’t Always Believing: Gender, Academic STEM, and Women Scientists’ Perceptions of Career Opportunities. Gender & Society. v. 35, n. 3, p. 422-448, jun. 2021.
/*ref*/BLOODHART, B.; BALGOPAL, M.; CASPER, A. M.; MCMEEKING, L. S.; FISCHER, E. Outperforming yet undervalued: Undergraduate women in STEM. PLoS ONE, v. 15, n. 6, p. 1-13, jun. 2020.
/*ref*/BOTELLA, C.; RUEDA, S.; LÓPEZ-IÑESTA, E.; MARZAL, P. Gender Diversity in STEM Disciplines: A Multiple Factor Problem. Entropy, v. 21, n. 30, p. 1-17, jan. 2019.
/*ref*/CHAER, G.; DINIZ, R. R. P.; RIBEIRO, E. A. A técnica do questionário na pesquisa educacional. Evidência, Araxá, v. 7, n. 7, p. 251-266, 2011.
/*ref*/CORRELL, S. Constraints into preferences: Gender, status, and emerging career aspirations. American Sociological Review, v. 69, n. 1, p. 93-113, 2004.
/*ref*/DUFLO, E. Women Empowerment and Economic Development. Journal of Economic Literature. v. 50, n. 4, p. 1051-1079, 2012.
/*ref*/ELSEVIER Research Intelligence. Gender in the global research landscape: analysis of research performance through a gender lens across 20 years, 12 geographies, and 27 subject areas. Elsevier, 2017.
/*ref*/FISCHER, S. The downside of good peers: How classroom composition differentially affects men's and women's STEM persistence. Labour Economics, v. 46, p. 211–226, 2017.
/*ref*/GARCÍA-HOLGADO, A; GARCÍA-PEÑALVO, F. A Model for Bridging the Gender Gap in STEM in Higher Education Institutions. GARCÍA-PEÑALVO, F. J.; GARCÍA-HOLGADO, A.; DOMINGUEZ, A.; PASCUAL, J. (Org.) Women in STEM in Higher Education: Good Practices of Attraction, Access and Retainment in Higher Education. Lecture Notes in Educational Technology: USA, p. 1-20, 2022.
/*ref*/GARCÍA-HOLGADO, A.; DÍAZ, A.; GARCÍA-PEÑALVO, F. Engaging women into STEM in Latin America: W-STEM project. Proceedings of the Seventh International Conference on Technological Ecosystems for Enhancing Multiculturality. p. 232–239, out. 2019.
/*ref*/GIBSON, C. C. The distance learner’s academic self-concept. In.: GIBSON, C. C. (Org.). Distance learners in higher education: Institutional responses for quality outcomes. Madison, WI: Atwood Plublishing, 1998.
/*ref*/GONZÁLEZ-PÉREZ, S; CABO, R. M.; SÁINZ, M. Girls in STEM: Is It a Female Role-Model Thing? Frontiers in Psychology, v. 11, p. 1-21, set. 2020.
/*ref*/HILL, C.; CORBETT, C.; ST. ROSE, A. Why So Few?: Women in Science, Technology, Engineering, and Mathematics. American Association of University Women: 2010.
/*ref*/IFC, Instituto Federal Catarinense. Sobre o IFC. Disponível em: https://ifc.edu.br/sobre-o-ifc/. Acesso em: 23 set. 2022. INEP, Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. Censo da Educação Superior. Disponível em: https://www.gov.br/inep/pt-br/areas-de-atuacao/pesquisas-estatisticas-e-indicadores/censo-da-educacao-superior. Acesso em: 28 ago. 2022.
/*ref*/JOHNSON, C.; MOHR-SCHROEDER, M.; MOORE, T.; ENGLISH, L. Handbook of Research on STEM Education. New York: Routledge, 2020.
/*ref*/LEAPER, C. Do I Belong?: Gender, Peer Groups, and STEM Achievement. International Journal of Gender, Science and Technology, v. 7, n. 2, p. 166-79, 2015.
/*ref*/MEADERS, C.; LANE, K.; MOROZOV, A.; SHUMAN, K.; TOTH, E.; STAINS, M.; STETZER, M.; VINSON, E.; COUCH, B.; SMITH, M. Undergraduate Student Concerns in Introductory STEM Courses: What They Are, How They Change, and What Influences Them. Journal for STEM Education Research, v. 3, p. 195–216, 2020.
/*ref*/MORTON, C.; BEVERLY, S. Can I really do this? Perceived benefits of a STEM intervention program and women’s engineering self-efficacy. 2017 ASEE Annual Conference & Exposition, Columbus, Ohio, p. 1-17, 2017.
/*ref*/OCDE, Organização para a Cooperação e Desenvolvimento Econômico. The Pursuit of Gender Equality: An Uphill Battle. OECD Publishing: Paris, 2017.
/*ref*/OLIVEIRA, A. C. B.; HEERDT, B. Discursos em relação a homens e mulheres da pré-história: possíveis implicações no ensino de Biologia. Amazônia: Revista de Educação em Ciências e Matemáticas, Belém, v. 17, n. 38, p. 71-87, fev. 2021. ISSN 2317-5125. Disponível em: <https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8809>. Acesso em: 26 jun. 2023. doi:http://dx.doi.org/10.18542/amazrecm.v17i38.8809. Acesso em: 26 jun. 2023.
/*ref*/ONU BRASIL, Organização das Nações Unidas Brasil. Objetivo de Desenvolvimento Sustentável: Educação de qualidade. Disponível em: https://brasil.un.org/pt-br/sdgs/4. Acesso em: 28 ago. 2022.
/*ref*/ONU MULHERES, Organização das Nações Unidas Mulheres Brasil. Campanhas. Disponível em: http://www.onumulheres.org.br/areas-tematicas/fim-da-violencia-contra-as-mulheres/campanhas/. Acesso em: 10 set. 2022.
/*ref*/REINKING, A.; MARTIN, B. La brecha de género en los campos STEM: Teorías, movimientos e ideas para involucrar a las chicas en entornos STEM. NAER: Journal of New Approaches in Educational Research. v. 7, n. 2, p. 148-153, 2018.
/*ref*/ROBNETT, R. Gender bias in STEM fields: Variation in prevalence and links to STEM self-concept. Psychology of Women Quarterly, v. 40, n. 1, p. 65–79, 2016.
/*ref*/SHIH, M. Positive stigma: Examining resilience and empowerment in overcoming stigma. The ANNALS of the American Academy of Political and Social Science, v. 591, n. 1, p. 175–184, 2004.
/*ref*/SMITH, K.; GAYLES, J. Girl Power: Gendered Academic and Workplace Experiences of College Women in Engineering. Social Sciences, v. 7, n. 11, p. 1-23, 2018.
/*ref*/SWAFFORDA, M.; ANDERSON, R. Addressing the Gender Gap: Women’s Perceived Barriers to Pursuing STEM Careers. Journal of Research in Technical Careers, v. 4, n. 1, p. 61-74, mai. 2020.
/*ref*/TALLEY, K. G.; ORTIZ, A. M. Women’s interest development and motivations to persist as college students in STEM: a mixed methods analysis of views and voices from a Hispanic-Serving Institution. International Journal of STEM Education, v. 4, n. 5, p. 1-24, 2017.
/*ref*/TINTO, V. Completing College: Rethinking Institutional Action. Chicago: University of Chicago Press, 2012.
/*ref*/UNESCO, Organização das Nações Unidas para a Educação, a Ciência e a Cultura. Mapeamento de iniciativas de estímulo de meninas e jovens à área de STEM no Brasil. UNESCO: 2022.
/*ref*/VIDICH, A.; LYMAN, S. Métodos qualitativos: sua história na Sociologia e na Antropologia. In: DENZIN, N.; LINCOLN, Y. (Orgs.). O planejamento da pesquisa qualitativa: teorias e abordagens. 2. ed. Porto Alegre: Artmed, 2006.
/*ref*/WALL, K. Persistence and representation of women in STEM programs. Insights on Canadian Society, p. 1-18, mai. 2019.
/*ref*/WEISGRAM, E.; DIEKMAN, A. Family Friendly STEM: Perspectives on Recruiting and Retaining Women in STEM Fields. International Journal of Gender, Science and Technology, v. 8, n. 1, p. 38-45, 2015.
dc.rights.driver.fl_str_mv Direitos autorais 2023 Amazônia: Revista de Educação em Ciências e Matemáticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2023 Amazônia: Revista de Educação em Ciências e Matemáticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Federal do Pará
publisher.none.fl_str_mv Universidade Federal do Pará
dc.source.none.fl_str_mv Amazônia: Revista de Educação em Ciências e Matemáticas; v. 19, n. 42 (2023); 102-117
Amazônia - Journal of Science and Mathematics Education; v. 19, n. 42 (2023); 102-117
2317-5125
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collection Amazônia (Universidade Federal do Pará. Online)
repository.name.fl_str_mv Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA)
repository.mail.fl_str_mv amazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br
_version_ 1797068752890626048

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