Editorial: Addressing Gender Inequities in STEM through Interdisciplinary Perspectives

Authors

Abstract

In this editorial, the Guest Editors overview the papers contained within the Special Issue and discuss synergies between the presented keynotes and individual papers from the 5th biennial Network Gender & STEM Conference, 29–30 July 2021 at the University of Sydney [online]. The Special Issue showcases significant individual contributions from the 5 keynote addresses, 6 empirical studies and 2 case studies. Collectively, it highlights the amplified impact of an assemblage of interdisciplinary perspectives on the diverse issues associated with addressing gender inequities in STEM.

Author Biography

  • Helen M. G. Watt, The University of Sydney

    Helen M. G. Watt is the Director of Research Development (Social Sciences) and Professor of Educational Psychology at The University of Sydney, initiator of the Network Gender & STEM, and Australian Research Council Future Fellow. She previously served at Monash, Michigan, Western Sydney, Sydney, and Macquarie Universities. Helen is a motivation researcher whose projects address: declining participation in advanced sciences and mathematics especially by girls (www.stepsstudy.org), and the engagement and wellbeing of beginning teachers (www.fitchoice.org), utilising long-term and large-scale survey data across comparative settings. She has published extensively on these topics, edited books and special issues, won research awards, extramural funding, and held leadership roles in national and international associations.

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Published

19-12-2022

Issue

Vol. 14 No. 2 (2022): Addressing Gender Inequities in STEM through Interdisciplinary Perspectives

Section

Special Issue: Addressing Gender Inequities in STEM through Interdisciplinary Perspectives

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How to Cite

Editorial: Addressing Gender Inequities in STEM through Interdisciplinary Perspectives. (2022). International Journal of Gender, Science and Technology, 14(2), 40-45. https://genderandset.open.ac.uk/index.php/genderandset/article/view/1402