Finding Common Ground: Synthesizing Divergent Theoretical Views to Promote Women's STEM Pursuits

Abstract

A range of theories seek to explain gender gaps in STEM, and the literature on social and motivational factors implicated in women’s STEMs pursuits is burgeoning. We contend that a next-generation strategy is needed to translate multiple and complex theories to practice: We focus on the overlap of multiple social psychological theories to propose common-ground strategies to foster women’s interest and participation in STEM. Building upon the foundational work of lone-theory approaches is a nextgeneration intervention approach that identifies where different theories have common ground – that is, where a particular intervention strategy might capitalize on multiple psychological mechanisms to yield benefit. We focus in particular on theories relevant to two incongruities that contribute to the gender gap in STEM: the incongruity between women and STEM (discussed in theories about stereotyping/discrimination, social identity, and stereotype threat), and the incongruity between STEM and student values (discussed in theories about expectancy-value, goal congruity, and work-family conflict). Three core strategies encompass multiple mechanisms described from these scientific frameworks, and these form the basis for intervention tactics: 1) Challenge stereotypes; 2) Align STEM activities with students’ values; 3) Cultivate growth mindsets related to STEM ability. We outline opportunities for structural change within educational and occupational settings that can enhance and sustain interest.