Abstract
The aim of this research   from an exploratory-descriptive approach, is to reveal the characteristics of self-efficacy, outcome expectations, barriers and support perceived by women who are studying their first year of Science and Technology (STEM) careers at universities in the Metropolitan Region of Chile. Through semi-structured interviews and qualitative content analysis based on the Social Cognitive Career Theory (SCCT), it was possible to identify three factors related  to their career choice: personal, agency and contextual elements, which act by fostering or blocking the process. Despite choosing STEM careers, female students have doubts related to gender stereotypes and socio-emotional aspects such as anxiety and low tolerance to frustration. However, a positive self-efficacy and outcome expectations, family support and women´s student networks act as important drivers.
Highlights
The aim of this research from an exploratory-descriptive approach, is to reveal the characteristics of self-efficacy, outcome expectations, barriers and support perceived by women who are studying their first year of Science and Technology (STEM) careers at universities in the Metropolitan Region of Chile
Through semi-structured interviews and qualitative content analysis based on the Social Cognitive Career Theory (SCCT), it was possible to identify three factors related to their career choice: personal, agency and contextual elements, which act by fostering or blocking the process
Despite choosing STEM careers, female students have doubts related to gender stereotypes and socioemotional aspects such as anxiety and low tolerance to frustration
Summary
Se identificaron en los discursos predisposiciones promotoras, detractoras y ambivalentes para la elección. Fueron detectados dos factores ambivalentes respecto de la elección de carrera, es decir, que en algunos momentos las entrevistadas perciben como promotores y en otros como detractores. También aparece como un factor que ayuda a la mejora continua del propio desempeño: Pero tampoco uno puede como sobrarse, por decirlo así [risas] y decir ‘oh no, yo creo que sí, soy muy muy riguroso’, porque uno igual siempre va aprendiendo más y puede mejorar siempre. Otra diferencia percibida es que los hombres tienen mayor interés por las ingenierías como área, en contraste con las mujeres:. Finalmente, la percepción de que las mujeres tienen igual o mejor desempeño que hombres en STEM se observa tanto en términos de notas como en otros logros académicos: Hay diferencias entre todas las personas, pero he visto mujeres que en verdad son secas, que aprenden súper rápido y... En general, no he visto grandes diferencias. (Ingeniería plan común)
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