Abstract
The present study examined gender differences in the motivations leading young people to pursue highly male-dominated Science, Technology and Mathematics (STEM) degrees and careers. Seventeen young people, either enrolled in university studies or working in the private STEM sector, were interviewed. Drawing on the factors influencing teaching–choice theory, the results suggest certain similarities and differences between male and female participants. Male participants’ intrinsic values associated the decision to follow STEM studies with specific objects that had attracted them since childhood, while women’s interests revolved around the techniques and processes associated with their specific STEM field. Whereas women emphasized the extent to which their career decisions were based on teachers’ encouragement, men emphasized the role of family tradition and mass media. Social utility values associated with the STEM field were important for women, whereas men stressed attainment of personal values. There were no gender differences in the task return–related values associated with choosing an STEM career.
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