Why do undergraduate women persist as STEM majors? A study at two technological universities

Abstract

The underrepresentation of women in STEM (Science, Technology, Engineering & Math) has been acknowledged as far back as the 1970s. While advances have been made in terms of the sheer number of females participating within STEM majors, gender gaps persist (Morganson & Major1). Initiatives over the past decade to encourage more women to consider STEM based careers have had only limited success in engineering (NSF2). Obstacles beyond achieving a high level of academic preparation has been the focus of numerous researchers and include perceptions of a lower self-assessment of capabilities for females compared to males, societal stereotypes, a lack of female role models, family and peer influences, as well as the cultural environment. A survey of 181 second, third, and fourth year female students persisting in STEM studies at two technological institutions was undertaken to help explain why women persist in STEM studies. More than 75% of the respondents are engineering majors. The research questions were designed to examine the values that women place on STEM as a career choice, as well as a self-assessment of their capabilities and outlook for success in a STEM career. Tobin's Gender Socialization Theoretical Model3 and Eccles' Expectancy Value Theory4 were applied as Theoretical Platforms. The survey results represent an idealized case; successful women STEM majors at technological institutions. The results confirmed the importance of a strong academic preparation, but also revealed a high level of self-confidence among the students in their abilities and future outlook. Successful women STEM majors have a very positive view of the contributions they can make to society as an engineer and that a good career / family balance can be found in STEM fields. The results highlight the importance of creating a positive self-image and vision of a future career in STEM. This study can be generalized to larger educational populations by creating similar environments conducive to building success. Broad based educational institutions should add a clear emphasis on creating educational and social environments that are important in influencing young women to select and persist as STEM majors. The focus should combine an ongoing emphasis on academic achievement coupled with promoting positive contributions to society and career / life style perspectives as a STEM major.