vovrВысшее образование в России (Vysshee obrazovanie v Rossii = Higher Education in Russia)Vysshee Obrazovanie v Rossii = Higher Education in Russia0869-36172072-0459Moscow Polytechnic University10.31992/0869-3617-2022-31-11-63-89vovr-4096Research ArticleСОЦИОЛОГИЯ ВЫСШЕГО ОБРАЗОВАНИЯSOCIOLOGY OF HIGHER EDUCATIONКак привлечь девушек в STEM и помочь им добиться успеха: обзор практик преодоления гендерных стереотиповHow to Attract Women in STEM and Help Them Become Successful: The Review of Practices of Overcoming Gender Stereotypeshttps://orcid.org/0000-0003-4523-7477МалошонокН. Г.MaloshonokN. G.

Малошонок Наталья Геннадьевна – канд. социол. наук, ст. науч. сотрудник Центра социологии высшего образования Института образования

Researcher ID: K-2877-2015

101000, г. Москва, Потаповский пер., 16, стр. 10

Natalia G. Maloshonok – Cand. Sci. (Sociology), Senior Research Fellow, Centre for Sociology of Higher Education, Institute of Education

Researcher ID: K-2877-2015

16, bldg. 10, Potapovsky alley, Moscow, 101000

nmaloshonok@hse.ruhttps://orcid.org/0000-0001-5949-9617ЩегловаИ. А.ShcheglovaI. A.

Щеглова Ирина Александровна – канд. пед. наук, мл. науч. сотрудник Центра социологии высшего образования Института образования

Researcher ID: Q-9272- 2016

101000, г. Москва, Потаповский пер. 16, стр. 10

Irina A. Shcheglova – Cand. Sci. (Education), Junior Research Fellow, Centre for Sociology of Higher Education, Institute of Education

Researcher ID: Q-9272-2016

16, bldg. 10, Potapovsky alley, Moscow, 101000

ishcheglova@hse.ruhttps://orcid.org/0000-0003-2161-0409ВилковаК. А.VilkovaK. A.

Вилкова Ксения Александровна – канд. наук об образовании, мл. науч. сотрудник Центра социологии высшего образования Института образования

Researcher ID: Y-5455-2018

101000, г. Москва, Потаповский пер. 16, стр. 10

Kseniya A. Vilkova – PhD in Education, Junior Research Fellow, Centre for Sociology of Higher Education, Institute of Education

Researcher ID: Y-5455-2018

16, bldg. 10, Potapovsky alley, Moscow, 101000

kvilkova@hse.ruhttps://orcid.org/0000-0001-9341-0436АбрамоваМ. О.AbramovaM. O.

Абрамова Мария Олеговна – канд филос. наук, директор Центра социологии образования Института образования

Researcher ID: K-7360-2017

634050, г. Томск, проспект Ленина, 34а

Maria O. Abramova – Cand. Sci. (Philosophy), Director, Center for Sociology of Education, Institute of Education

Researcher ID: K-7360-2017

34а, Lenin Ave, Tomsk, 634050

abra@yandex.ruНациональный исследовательский университет «Высшая школа экономики»РоссияHSE UniversityRussian FederationНациональный исследовательский Томский государственный университетРоссияNational Research Tomsk State UniversityRussian Federation20222911202231116389Copyright © Малошонок Н.Г., Щеглова И.А., Вилкова К.А., Абрамова М.О., 20222022Малошонок Н.Г., Щеглова И.А., Вилкова К.А., Абрамова М.О.Maloshonok N.G., Shcheglova I.A., Vilkova K.A., Abramova M.O.This work is licensed under a Creative Commons Attribution 4.0 License.https://vovr.elpub.ru/jour/article/view/4096

Гендерный дисбаланс среди студентов, получающих образование в области STEM (Science, Technology, Engineering and Mathematics – наука, технологии, инженерия и математика), является общемировой проблемой, приводящей к негативным социальным и экономическим последствиям. Несмотря на распространённый «миф о гендерном равенстве» в России, данная проблема является актуальной и для нашей страны. Доля юношей на большинстве направлений STEM в российских вузах существенно превышает долю девушек, в особенности на направлениях инженерно-технического профиля. Статья нацелена на анализ имеющегося опыта борьбы с гендерными стереотипами на образовательных программах в области STEM. В ней представлен обзор семи типов практик: 1) информирование девушек о гендерных стереотипах и их негативных последствиях; 2) практики, направленные на развитие «мышления роста»; 3) воздействие через «ролевые модели» и формирование сетей дружбы по интересу в STEM; 4) управление композицией класса; 5) организация активного обучения; 6) акцент на общественной пользе профессий в области STEM; 7) создание позитивного климата через работу со стереотипами преподавателей и студентов мужского пола. В последней части статьи обсуждается применимость данных практик в российском образовательном контексте.

Gender imbalance among students in STEM (Science, Technology, Engineering and Mathematics) is a worldwide problem leading to negative social and economic consequences. Despite the widespread “myth of gender equality” in Russia, this problem is also relevant for our country. The share of male students in most STEM fields in Russian universities significantly exceeds the share of female students, especially in engineering and technical fields. The article is aimed at analyzing the existing experience of combating gender stereotypes in STEM educational programs. It provides an overview of seven types of practices: 1) informing girls about gender stereotypes and their negative consequences; 2) practices aimed at developing “growth mindset”; 3) influence through “role models” and the formation of friendship networks based on interest in STEM; 4) class composition management; 5) organization of active learning; 6) emphasis on the public benefit of career in STEM; 7) creating a positive climate through working with stereotypes of male teachers and students. The article also discusses the applicability of these practices in the Russian educational context.

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The authors declare that there are no conflicts of interest present.