Living-learning programs for the success of undergraduate women in STEM

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields has been an issue of education reform efforts as well us educational researchers. Researchers have come up with different suggestions for the reasons of the underrepresentation and strategies for the better representation of women in these fields. This paper synthesizes research findings on the role of living-learning programs (LLPs) for the success of undergraduate women in STEM fields. Most of the researchers agreed that women´s participation in STEM LLPs has significant effect on their academic performance, social adjustment, retention or persistence, and intellectual ability. In all cases, students in any type of LLPs have better learning outcomes than those who do not participate in any kind of LLPs. However, there is inconsistency in their findings on whether women only LLPs for women in STEM or coeducational, mixed gender LLPs are more effective for stronger student outcomes.