Gender Dynamics in STEM Fields: Women's Experiences in Different Cultural Contexts

Abstract

Purpose: The general aim of this study was to explore gender dynamics in STEM fields particularly, women’s experiences in different cultural contexts. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to the gender dynamics in STEM fields. Through a comparative analysis across diverse cultural settings, significant variations in women's experiences in STEM were revealed, with some societies demonstrating greater gender equity and support for women. However, persistent disparities and challenges related to cultural norms and gender roles were observed in others. The research underscored the intersectional nature of gender dynamics in STEM, emphasizing the interconnectedness of gender with other dimensions of identity such as race and ethnicity. Additionally, cultural stereotypes and societal expectations were identified as significant barriers to women's participation and advancement in STEM fields. The findings underscored the importance of context-specific approaches to promoting gender equity in STEM and highlighted the need for challenging stereotypes and fostering inclusive environments for women in STEM fields globally. Unique Contribution to Theory, Practice and Policy: Social Cognitive Career theory (SCCT), intersectionality theory and Cultural-Historical Activity theory (CHAT) may be used to anchor future studies on gender dynamics in STEM fields. The study provided valuable recommendations with significant implications for theory, practice, and policy. It contributed to theoretical advancements by highlighting the intersectional nature of gender dynamics in STEM, offering practical recommendations for stakeholders in education and workforce development, and suggesting policy interventions aimed at promoting gender equity in STEM fields. The study emphasized the importance of organizational change, global collaboration, and continuous evaluation and improvement in advancing gender equity in STEM. By implementing these recommendations, stakeholders could work towards creating more equitable and inclusive environments where women could thrive and contribute meaningfully to STEM fields worldwide.