Is There a Gender-Equality Paradox in Science, Technology, Engineering, and Math (STEM)? Commentary on the Study by Stoet and Geary (2018)

@article{Richardson2020IsTA,
  title={Is There a Gender-Equality Paradox in Science, Technology, Engineering, and Math (STEM)? Commentary on the Study by Stoet and Geary (2018)},
  author={Sarah S. Richardson and Meredith Reiches and Joe Bruch and Marion Boulicault and Nicole E. Noll and Heather Shattuck-Heidorn},
  journal={Psychological Science},
  year={2020},
  volume={31},
  pages={338 - 341}
}
In the corrected version of their 2018 article, Stoet and Geary (Corrigendum issued 2019) responded to our identification of a mismatch between their numbers for women in science, technology, engineering, and math (STEM) with tertiary degrees and the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2015) data they sourced. They clarified that their numbers do not represent the percentage of women among STEM graduates, as they had originally stated. Rather, their numbers… 

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