UC Irvine

Gender disparities have been a longstanding issue in STEM. This dissertation investigates gender disparities within the realm of global online STEM courses and STEM learning teams. The objective of this research is to elucidate how personal factors such as a sense of belonging, self-efficacy, and identity, along with situational factors like team experience and composition, may be associated with various outcomes. The insights garnered from this study aim to illuminate future interventions for fostering equity and inclusion in STEM learning environments.This dissertation comprises three studies, each addressing a different facet of the complex issue of gender imbalance in STEM. Study 1 offers an updated perspective on gender gaps in innovative online learning formats, uncovering the distinct relationships between individual factors such as a sense of belonging, STEM identity, and self-efficacy in relation to STEM persistence intentions. Study 2 investigates the role of group experience on learners’ sense of belonging and the moderating role of gender. Additional factors related to the course and peers were examined to highlight areas for designing for learning experience. Study 3 evaluates gender disparities in collaborative STEM teams, examining how computer-supported communication patterns differ across genders, and vary based on team compositions. Taken together, these three studies offer significant implications for future research, practices in online teaching and learning, and endeavors toward a more equitable and inclusive STEM environment.