Tracing Gender Equity in STEM: A Bibliometric Analysis of Women Representation in STEM Education

Abstract

Advancing gender parity in STEM education remains a global priority, yet persistent inequities continue to limit women’s participation and leadership in science and technology fields. This study examines the intellectual structure and evolving research trends on gender parity in STEM education through a comprehensive bibliometric analysis of women’s representation in science and technology. Drawing on 585 publications indexed in the Scopus database from 2000 to 2024, the study employs co-citation and co-word analyses to map thematic clusters, identify influential works, and forecast future research directions. Three major co-citation clusters emerged: (1) identity formation, stereotypes, and structural barriers influencing women’s participation in STEM; (2) structural barriers, role models, and challenges intensified by the pandemic; and (3) psychological constructs and multi-factorial barriers affecting engagement and persistence. Co-word analysis further revealed dominant trends around diversity and inclusion, representation in policy, and educational innovation in higher education. Despite the field’s growth, critical gaps remain in intersectional approaches, longitudinal studies, and evaluations of systemic policy reforms. This study not only synthesizes the knowledge landscape of gender parity research but also underscores its practical significance. It offers actionable insights for scholars, educators, and policymakers by highlighting the need for inclusive pedagogies, institutional reforms, mentorship structures, and targeted interventions, including teacher-training programs that emphasize gender-responsive pedagogy, to improve participation, retention, and leadership pathways for women in STEM.