| Considerable attention has been given to helping young people toward careers in science, technology, engineering, and math (STEM). Key organizations have played vital roles in the push for awareness and equity in STEM education held by both women and men. However, research has shown that there may be other possible factors contributing to the lopsidedness of women and men in STEM careers. The following phenomenological study explored the perceptions of seven women from Midwestern metropolitan cities in STEM leadership roles and how they attained and retained their leadership roles while influenced by stereotype threat. The study design consisted of participant personal narratives and one-on-one interviews. The information gathered in this study was divided into three distinct sections: stereotype threats with the impact of implicit theories of intelligence on women in STEM careers; the psychology of women in STEM careers; and communication theories as they currently relate to women in STEM leadership roles. The descriptions by these women and their lived experiences explored the influential factors that provided insight and information to the link between successful women in leadership positions and the gender inequities and underrepresentation of women in Science, Technology, Engineering, and Math (STEM) careers. |
