Underrepresentation of Women STEM Leaders: Twelve Women on Different Journeys Using Their Voices to Shape the World through Science

Abstract

This study examined the conditions contributing to the underrepresentation of women leaders in science, technology, engineering, and mathematics (STEM) education. It was a qualitative phenomenological study of twelve women with twelve unique journeys. The women included secondary educators, postsecondary university professors, and professional STEM field careerists. This study examined the experiences of women in STEM through storytelling and identified four common themes shared by the twelve participants: a) shaping of mental exploration; b) math efficacy; c) self-discovery through problem-solving regarding why and how things work; and d) connection to an encouraging learning community. While numerous studies have uncovered systemic causes of underrepresentation, this qualitative inquiry sought to learn about the experiences of women in STEM through their own voices and therefore advance qualitative studies in this area. The study participants were limited to women in the fields of science, technology, engineering, and mathematics identified through convenience and snowball sampling in the geographical study area. This study aims to reveal how self-efficacy takes shape during adolescence and, in turn, influences the persistence of women leaders in STEM education and careers.