ABSTRACT
In this chapter, the authors offer suggestions for how policymakers and Science, Technology, Engineering and Mathematics (STEM) educators may apply unique but potentially transferrable strategies. When government-initiated STEM education policies are implemented, researchers and policy makers should conduct follow-up studies to explore not only the impact of those policies but also the motivation that students have to study STEM majors. Race and ethnicity may not be a salient factor in other countries; however, framework still offers insights as women students’ social identities and demographic backgrounds are not homogeneous, in terms of their social class, disability, age, sexual orientation, or immigrant backgrounds, in addition to their race/ethnicity. More importantly, current system of STEM education and workforce may include not only privileged men but also privileged women and exclude women students with minoritized backgrounds. Finally, the authors suggest directions for innovative research and policy for pursuing gender equity in STEM fields after the economic and educational turmoil caused by the COVID-19 pandemic.
