Mapping Gender Disparities and Academic Persistence in STEM Higher Education: A Systematic and Bibliometric Review

• In Event: Technology and Student Learning

Abstract

This systematic and bibliometric review analyzes 107 peer-reviewed studies published between 2010 and 2025 on gender disparities and academic persistence in STEM higher education. Drawing on literature indexed in Scopus and Web of Science, this study maps research trends, conceptual clusters, and geographic distributions. The results reveal persistent structural barriers—including symbolic exclusion, stereotype threat, and low self-efficacy—as well as protective factors such as belonging, mentoring, and peer support. However, the literature remains dominated by Global North perspectives, with limited attention to intersectionality and voices from the Global South. This review calls for a more inclusive and equity-oriented research agenda that integrates structural critiques, embraces diverse methodologies, and advances context-sensitive strategies to promote belonging, resilience, and justice in STEM education.

Authors

• Francisca Beroíza Valenzuela, Centro de Estudios de Conflicto y Cohesión Social (COES)

• Daniela Véliz Calderón, Pontificia Universidad Catolica de Chile