We draw from ecological systems and social psychological theories to elucidate macrosystem- and microsystem-level variables that promote and maintain gender inequities in science, technology, engineering, and math (STEM). Because gender-STEM stereotypes undermine girls’ (and women's), but boosts boys’ (and men's), STEM interest and success, we review how they operate in STEM learning environments to differentially socialize girls and boys and undermine gender integroup relations. We propose seven practice recommendations to improve STEM K-12 education: (1) design relational classrooms, (2) teach the history of gender inequality and bias, (3) foster collaborative and cooperative classrooms, (4) promote active learning and growth mindset strategies, (5) reframing STEM as inclusive, (6) create near-peer mentorship programs, and (7) re-imagine evaluation metrics. To support these practice recommendations, three policy recommendations are posited: (1) increase teacher autonomy, training, and representation, (2) re-evaluate standardized testing, and (3) reallocate and increase government funding for public schools.

中文翻译：

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理解和解决 STEM 中基于性别的不平等：美国 K-12 教育的研究综述和建议

我们借鉴生态系统和社会心理学理论来阐明促进和维持科学、技术、工程和数学 (STEM) 领域性别不平等的宏观系统和微观系统层面的变量。由于性别-STEM 刻板印象破坏了女孩（和女性），但促进了男孩（和男性）对 STEM 的兴趣和成功，我们回顾了它们如何在 STEM 学习环境中运作以区分女孩和男孩的社会化并破坏性别内部关系。我们提出了七项实践建议来改善 STEM K-12 教育：(1) 设计关系课堂，(2) 教授性别不平等和偏见的历史，(3) 培养协作和合作的课堂，(4) 促进主动学习和成长心态策略，(5) 将 STEM 重新定义为具有包容性，(6) 创建近同行指导计划，(7) 重新设想评估指标。为了支持这些实践建议，提出了三项政策建议：(1) 增加教师自主权、培训和代表性，(2) 重新评估标准化考试，以及 (3) 重新分配和增加政府对公立学校的资助。