Science, Technology, Engineering And Mathematics Careers Research Articles

Aligning With SDG 5: Addressing Barriers and Fostering Female Participation in Stem Education in India

Objective: This study investigates the barriers preventing female participation in STEM (Science, Technology, Engineering, and Mathematics) education in India, aligning with SDG 5 (Gender Equality). The research aims to identify demotivation factors faced by female students and develop participant-informed recommendations to foster greater female engagement in these disciplines. Method: A qualitative approach was employed, utilizing open-ended surveys, narrative interviews, and focus groups with female students across various educational levels in India. Thematic analysis was conducted to identify patterns and themes related to the barriers and potential solutions for increasing female participation in STEM. Results: The study reveals key barriers, including cultural expectations, gender discrimination, institutional biases, lack of female role models, and social pressures, which discourage women from pursuing STEM careers. Specific challenges such as safety concerns, biased judgments, and limited mentorship opportunities were also highlighted. Based on these findings, several recommendations emerged, including policy reforms, inclusive curricula, gender sensitization programs, mentorship initiatives, and early engagement activities. Contribution: The study contributes to the understanding of gender disparities in STEM education in India by offering actionable insights for policymakers, educators, and communities. It emphasizes a multifaceted approach combining cultural change, policy reform, institutional support, and targeted interventions to foster an inclusive environment for women in STEM. This research aligns with SDG 5 by advocating for strategies that promote gender equity and empower women in traditionally male-dominated fields. Future research should focus on evaluating the long-term effectiveness of these interventions across diverse contexts and disciplines.

Improving the practical skills of STEM students at a historically black college and university (HBCU)

Improving the practical skills of Science, Technology, Engineering and Mathematics (STEM) students at a historically black college and university (HBCU) was done by implementing a transformative teaching model. The model was implemented on undergraduate students of different educational levels in the Electrical Engineering (EE) Department at HBCU. The model was also extended to carefully chosen high and middle schools. These middle and high school students serve as a pipeline to the university, with a particular emphasis on fostering growth within the EE Department. The model aligns well with the core mission of the EE Department, aiming to enhance the theoretical knowledge and practical skills of students, ensuring that they are qualified to work in industry or to pursue graduate studies. The implemented model prepares students for outstanding STEM careers. It also increases enrolment, student retention, and the number of underrepresented minority graduates in a technology-based workforce.

Empowering STEM students: A university-wide mentorship program fostering retention and belonging.

In the face of a challenging climate STEM (Science, Technology, Engineering and Mathematics) higher education that is resistant to Diversity, Equity, and Inclusion efforts aimed to increase and retain students from historically excluded groups (HEGs), there is a critical need for a support structure to ensure students from HEGs continue to be recruited retained. The Biology Undergraduate and Master's Mentorship Program (BUMMP) embodies this commitment to fostering scientific identity, efficacy, and a sense of belonging for first-generation and historically underserved undergraduate and master's students at UC San Diego. The mission of BUMMP is to cultivate a sense of belonging, instill confidence, and nurture a strong scientific identity amongst all its participants. At its core, the three pillars of BUMMP are(1) mentorship, (2) professional development, and (3) research. Quality mentorship is provided where students receive personal guidance from faculty, graduate students, postdocs, and industry leaders in navigating their career pathways. Complementing mentorship, BUMMP provides paid research opportunities and prioritizes professional development by offering workshops designed to enhance students' professional skills. These three pillars form the backbone of BUMMP, empowering students from all backgrounds and ensuring their retention and persistence in STEM. So far, we've served over 1350 mentees, collaborated with 809 mentors, and had over 180 mentees actively engaged in BUMMP-sponsored research activities. The primary focus of this paper is to provide a programmatic guideline for the three pillars of BUMMP: mentorship, professional development, and research. This will offer a blueprint for other institutions to establish similar mentorship programs. Additionally, the paper highlights the impact of the BUMMP program and surveyed mentees who have participated in the mentorship and research component of BUMMP. We showed that mentorship and research experience enhance students' sense of belonging, science identity, and science efficacy, which are key predictors of retention and persistence in pursuing a STEM career. Overall, BUMMP's expansive efforts have made a tremendous impact at UC San Diego and will continue to foster a community of future leaders who will be prepared to make meaningful contributions to the scientific community and beyond.

STEMing together: a comparison of co-ed and all-female informal learning environments

STEMing together: a comparison of co-ed and all-female informal learning environments

Women and STEM skills for innovation and technological entrepreneurship

The role of women in innovation and technological entrepreneurship is fundamental in all countries. However, there are two key factors that decision-makers and public policymakers must consider; the first factor is related to the presence of women in the university and professional fields in STEM (Science, Technology, Engineering, and Mathematics) and the skills that derive from it. The second relevant factor is stereotypes. Female entrepreneurship Professional Field, Pension, equal pay for equal work, marriage rights, and region/country. Gender and generate more innovation and jobs. This research aims to analyze the STEM competencies and entrepreneurship carried out by women and highlight the most relevant factors to reduce the gap. The methodological strategy is based on the use of machine learning techniques for which three databases were used: two from the World Bank Women, Business and the Law, another on business and law from the World Bank, and another on education from UNESCO, with emphasis on STEM competencies. The results show that women's most significant focus on STEM careers is in the health sciences, and the one that offers the lowest degree is engineering. It is also evident that the critical factors for the incursion of women as entrepreneurs in technological sectors are professional field, pension, equal pay for equal work, marriage rights, and region/country, and in these, some stereotypes are present.

The Impact of Gender Stereotypes on the Participation of Women in STEM Fields in Iran

This paper delves into the critical examination of how gender stereotypes impede the participation of women in the STEM (Science, Technology, Engineering, and Mathematics) fields within the socio-cultural context of Iran. Despite significant strides toward achieving gender equality, the remnants of traditional societal and cultural expectations persistently influence the educational pursuits and career choices of Iranian women, particularly in fields traditionally dominated by men. This study seeks to uncover the depth and breadth of gender stereotypes’ impact on women’s engagement with STEM disciplines, a crucial step toward formulating strategies for a more inclusive and equitable STEM environment. The research specifically aims to quantify the prevalence of gender stereotypes and to explore their multifaceted effects on women’s decisions to pursue careers in STEM fields. It further investigates how these stereotypes influence women’s perseverance and success within these disciplines once they have chosen to embark on a STEM career path. By mapping the landscape of gender stereotypes and their tangible impacts on women’s participation in STEM in Iran, this study contributes valuable insights into the barriers women face and proposes targeted interventions to dismantle these obstacles. The findings of this research hold significant implications for policymakers, educators, and STEM industry leaders in Iran and potentially in other similar contexts. By addressing the specific challenges related to gender stereotypes in STEM, this paper paves the way for the development of more supportive educational policies, curricula, and workplace cultures that encourage and sustain women’s participation and advancement in STEM fields.

The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project – Attaining a STEM Mindset Through Improved Technological Ability

Increasing students’ confidence in their technological ability has been found to have a broader impact on their content knowledge in several subject areas, but most strikingly, in STEM (science, technology, engineering, and mathematics). A sample of 513 students in grades 6 through 12 in the New York City public school system were questioned on their perceived technological ability after participating in The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project, hereafter referred to as the CCERS STEM + C Project. Also explored was the students’ access to technology to determine if this would be a factor in student self-efficacy in technology ability. Analysis revealed that science self-efficacy and technology ability were both strengthened through participation in the project. Additionally, the study found that working alongside STEM professionals and exposure to STEM careers were also contributing factors. The study aims to determine if increased access to technology would, in turn, increase students’ self-efficacy in their technology knowledge and skills and have a positive effect on their self-confidence in STEM content. The results of the study contribute to the body of research that suggests greater access to technology may be an important factor in students’ self-agency and academic achievement.

Pushing-in single-sex schools for enrichment of both enrolment and gender equity in STEM careers

BackgroundQuality education has been emphasized by the world Sustainable Development Goal 4 (SDG4) of the 17 goals the world set to achieve by 2030. According to the twenty-first century skills, quality education obliges to equip learners to compete in the twenty-first century job market. In addition to enriching enrolment in science, technology, engineering and mathematics (STEM), leveraging of gender equity is indispensable.ObjectivesThis study revealed and processed data to guide education policy maker’s decisions that could ensure quality education. Thus, the study shall lead to shape educational practices leading to achieve SDG4 timelines.MethodologyThe authors studied results of the Certificate of Secondary Education Examination (CSEE) of 52 coeducations and six single-sex secondary schools in Mbeya city. Out of 52 co-education secondary schools, the researchers selected the best six secondary schools in performance and compared those to the six single-sex secondary schools.ResultsThe study revealed that, the six single-sex schools outperformed co-education schools. In addition, single-sex schools were richer of girls’ enrolment than coeducation schools in STEM education. Although, coeducation schools leveraged gender equity in STEM performance, but there was an acute drop of number of number of girls in coeducation schools.ConclusionThis study calls for awareness and seek for more insights into the acute girl’s school dropouts in best-performing coeducation schools, review of educational policies so that the world achieves SDG4 by 2030. Therefore, the study wide-opens that though challenged by many, single-sex schools are decent and remains an addition to achieve the SDG4.

Test anxiety's influence on attitudes, confidence and efficacy in STEM courses: a pilot study

PurposeThis pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses.Design/methodology/approachThe authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire.FindingsOver 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning.Practical implicationsEducational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce.Originality/valueThe current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.

What counts as STEM, and does it matter?

To accurately measure students' science, technology, engineering and mathematics (STEM) career interest, researchers must get inside the 'black box' to understand students' conceptualizations of STEM careers. The aim of Study 1 was to explore whether students' conceptualizations of STEM included medical careers. The aim of Study 2 was to explore whether predictors of STEM career interest (e.g., gender and motivation) varied by STEM definition (inclusion/exclusion of medical careers). In Study 1, the sample was US college students (N = 125) who were mostly White (80%). In Study 2, the sample was US 10th-grade high school students (N = 455) who were mostly Black (79%). In Study 1, students completed an online questionnaire. In Study 2, students completed various measures of math achievement, motivation (science and math expectancies of success, interest and importance value) and career interest with an importance. In Study 1, medical careers were less often classified as STEM careers than traditional STEM careers, but more often classified as STEM than non-STEM careers. In Study 2, science importance value was the only motivational predictor of students' STEM+Medicine career interest, and no motivation constructs predicted traditional STEM career interest. Boys expressed greater interest in traditional STEM careers, while girls expressed greater interest in STEM+Medicine careers. Students' conceptualizations of STEM are not binary. Thus, we recommend researchers are explicit about their definition of STEM with study participants, in their coding and in their publications.

The importance of STEM

Engineering is the foundation of the infrastructure, resources, products, systems and services that serve our community. As technology advances there is high demand for science, technology, engineering and mathematics (STEM) skills to keep up with the requirements of every industry. However, the statistics and research imply that supply will not meet demand in the very near future, and, in Australia less than 15% of STEM graduates are female. Taking into consideration the industry in which we operate and Clough’s strategic priorities and ESG (environmental, social and governance) framework, we recognised the need to support STEM and to spark curiosity in these subjects during high school years when students are making the key decision about what profession they will pursue. Clough also recognised that it required collaboration between schools, universities and industry. In 2021, Clough developed a program that included: a pipeline of touch points to ensure STEM careers and industry opportunities were presented as early as Year 7; a partnership with a local university to work with girls in Year 11, targeting senior secondary students studying prerequisite mathematics to offer them exposure to engineering activities, role models and career opportunities; a partnership with Engineers Australia; Open Days at our offices for school students in Years 10–12 to provide them with an opportunity to experience engineering as a career; a revamp of Clough’s Scholarship program to support students during their first years of university; and an internship program for STEM-related functions from the first year of university.

The influence of protean attitude for women in STEM careers: coping-self efficacy as foundational and strong career identity as outcome

PurposeThe under-representation of women working in Science, Technology, Engineering and Mathematics (STEM) careers is a persistent problem worldwide. This dilemma is exacerbated by the fact that an insufficient number of women enroll in STEM studies, and a significant proportion of those who do join then opt out of their STEM careers at different points in their lives. The protean attitude emphasizes agentic individual control over one’s career, and thus offers women substantial potential for developing and enhancing career outcomes. Therefore, this study aims to investigate coping self-efficacy as an antecedent and career identity as a consequent of a protean attitude for women working in STEM.Design/methodology/approachUsing a questionnaire survey, data were collected from 482 women working in STEM in the Middle East region. Multiple regression and bootstrapping methods were used in the analysis of the data.FindingsThe findings indicate that coping self-efficacy positively affects both protean attitude and career identity. The results also show that a protean attitude mediates the relationship between coping self-efficacy and career identity.Practical implicationsThis research presents organizational management and government policy recommendations aimed at increasing the recruitment and retention of women in STEM careers.Originality/valueThe study addresses some of the main challenges related to identifying antecedents and outcomes of protean attitude.

Examining Barriers to Entry: Disparate Gender Representation in Cybersecurity Within Sub-Saharan Africa

Globally, women are underrepresented in the fields of Science, Technology, Engineering and Mathematics (STEM). In Sub-Saharan Africa (SSA), this underrepresentation is even more prevalent, as fewer women pursue STEM careers in SSA when compared to the global norm. Cybersecurity is a critical subsection of STEM; one that is widely accepted as a field with enormous growth potential, yet only a small proportion of these jobs belong to women. Despite attempts to narrow the gender gap in cybersecurity, persistent factors still contribute to this disparity. Within this field, developing countries struggle with the same issues that impact their more developed counterparts. Issues that impact both SSA and the global participation of women in cyber-security include lacking representation and awareness as well as retention problems. Further, issues such as harassment, gender bias and the idea that cybersecurity is a “man’s world” are also contributing factors. A slew of other factors is also at play in SSA; this includes issues of low school attendance by girls, restricted educational opportunities, and other systemic challenges. Girls and women are less likely to complete lower and secondary education, which has a ripple effect – fewer women reach higher education in SSA when compared to global trends. Generally, higher or tertiary education is necessary to join the cybersecurity workforce. Research exploring the challenges women in SSA face when trying to enter the cybersecurity field is limited. This paper presents an overview of the most persistent challenges faced in SSA and globally. It highlights the current skill shortage in the cybersecurity field that is exasperated by global challenges, including issues unique to the region. Educational pathways available to girls and women are explored, as well as the issues leading to widespread skill shortages within SSA. Programs striving to increase the participation of women in cybersecurity are discussed. Lastly, some suggestions to remediate this pervasive issue are also provided.

Investigation of factors influencing career choice among STEM undergraduates in Nigeria universities

Shortage of expertise in science, technology, engineering and mathematics (STEM) fields have been reported over the years despite financial and social interventions by government through policies and efforts of stakeholders. Remediating the afore stated requires a retrospection into the factors responsible for learners’ choice and career orientation in STEM. As such, this study investigated undergraduates’ choice of STEM field and career orientation employing descriptive research. Undergraduates’ choice of career questionnaire with interpersonal, intrapersonal and career outcome expectancy components formed the instrument with reliability index of 0.86. Purposive sampling was employed in the selection of 200 undergraduates in STEM related disciplines from public universities in Nigeria. Three research questions were raised to evaluate the extent of agreement and variance to each of the factors while three hypotheses were formulated and tested using one-way ANOVA among undergraduates’ choices. From the findings, career outcome expectancy outclassed both interpersonal and intrapersonal factors as reason for career choice. This study recommends that factors considered in this study have the possibility of impacting how institutional policies, educational leaders, and stakeholders determine the kind of support/intervention expected to buffer career choice among STEM students.

Examining the predictors of STEM career interest among upper secondary students in Finland

ABSTRACT Declining interests in STEM (science, technology, engineering, and mathematics) related careers are concerning at a time when the society is becoming more reliant on complex technologies and science. Our study examined the predictors of students' STEM career interests within cohort data (N = 601) collected from Finnish general upper secondary schools. We created a SEM research model based on the Social Cognitive Career Theory, to explore how (1) Career outcome expectations, (2) Natural science subject interests, (3) Mathematics self-efficacy beliefs, (4) Receiving career information from various sources, (5) Support for mathematics studies related to (6) students’ STEM career interests. A structural equation modelling (SEM) analysis showed receiving career information from various sources had a positive effect on STEM career interest. Likewise, mathematics self-efficacy beliefs positively related to natural science subject interest which, in turn, contributed to students’ interest towards STEM careers.

Breaking Barriers: Understanding and Overcoming Societal, Institutional, and Cultural Health Challenges for Women in STEM Fields

This interdisciplinary investigation delves into the multifaceted analysis of barriers within the realms of socioeconomic, cultural, institutional, and mental health aspects to attain a deeper comprehension of the persisting underrepresentation of women within STEM (Science, Technology, Engineering, and Mathematics) professions. Despite regulatory efforts aimed at fostering gender equality, women remain a minority in STEM domains, constituting a mere 34% of the workforce. This disparity is glaring, with women comprising only 21% of engineering majors and 19% of computer science majors, thereby illustrating the pervasive underrepresentation across the academic spectrum. Additionally, gender pay disparities persist, accentuated by biased recruitment and advancement practices that culminate in considerably lower earnings for women in comparison to their male counterparts. Young girls and women face discouragement in pursuing STEM vocations owing to entrenched stereotypes, a dearth of female role models, and an inhospitable institutional milieu. Prevailing societal biases continue to perpetuate the notion that STEM is predominantly male- dominated, portraying scientists and STEM professionals primarily as men. The absence of female role models, particularly for Black women, compounds this challenge. Furthermore, institutional impediments within academic and research settings perpetuate gender insensitivity, mandating conformity to traditional gender norms and impeding the progression of women in their professional trajectories. Additionally, the rigorous demands of STEM education exacerbate mental health issues, notably amongst graduate women hailing from various socioeconomic strata. These issues manifest as heightened stress levels, anxiety, depressive disorders, and even suicidal ideation, dissuading young girls from embarking on STEM careers. To redress these obstacles and propel gender equality within STEM, recommendations encompass the implementation of affirmative action and equal pay policies, robust advocacy for inclusivity and diversity in STEM education and workplaces, establishment of mentorship initiatives, and proactive efforts to debunk prevalent stereotypes. Essential too is the destigmatization and establishment of comprehensive mental health support initiatives tailored to the unique needs of underrepresented groups within STEM. This study underscores the urgent call for collaborative action by governments, institutions, and stakeholders to cultivate a more hospitable and equitable STEM environment for women. It accentuates the paramount importance of comprehending and addressing the intricate interplay of factors inhibiting gender parity within STEM professions. To conduct a meticulous exploration of the intricate nexus between societal, cultural, institutional, and mental health elements contributing to gender disparities in STEM, the research methodology involved a triangulation of data from scholarly journals, surveys, and academic papers within the STEM domain

Preparing All Girls to Change the World through STEMM

According to research, women are significantly underrepresented in the areas of Science, Technology, Engineering and Mathematics (STEM). The goal of this proposed model is to increase the number of females entering into STEM careers by providing mentoring, parental support, collaboration with external stakeholders, and engagement in a STEM learning environment. The model will identify twenty female students at the elementary/middle level that have shown a keen interest in STEM/STEAM/STEMM. These female students and their parents will embark on an experience that will engage them in STEM related experiences and opportunities throughout high school. With k-12 support, the hope is that the students will pursue STEM college degree(s) and enter a STEM/STEAM/STEMM profession.

Increasing women's participation in biomechanics through National Biomechanics Day events

Science, technology, engineering and mathematics (STEM) occupations represent one of the broadest gender gaps in any professional field, with women and girls grossly underrepresented in STEM education and careers, particularly engineering and biomechanics. Factors such as bias, stereotyping, and a lack of female role models can significantly influence women's and girls' decisions to enter and remain in the field of biomechanics. A critical first step in increasing the number of female biomechanists is to create early opportunities for girls to explore biomechanics. To address this, international initiatives, such as National Biomechanics Day (NBD), have been developed to expand the awareness, influence, and impact of biomechanics by engaging young people in school biomechanics programs. The Biomechanics Initiative, the official sponsor of NBD, offers grant programs aimed at empowering women to host an NBD event designed to promote biomechanics to girls and women in an immersive, interactive, and engaging manner. In 2021, Biomechanics Research Laboratory (BRL) Ph.D. student Maddison Kirk was a recipient of the grant program. In this paper we describe the BRL NBD event, which involved 20 female athletes from diverse backgrounds, demonstrating to them how biomechanics can be used to assess their physical fitness and performance. Female biomechanists and research assistants running the NBD event acted as female role models to participants, increasing the visibility of women in biomechanics and, in turn, helping to address current bias and stereotyping in STEM. By diversifying biomechanics and ensuring STEM fields are representative of the society in which we live, we can advance the field of biomechanics both nationally and internationally.

Black maternal health scholars on fire: Building a network for collaboration and activism.

Black maternal health scholars on fire: Building a network for collaboration and activism.

Mental health of women in stem

When we consider women’s insertion in areas of Science, Technology, Engineering and Mathematics (STEM), social patterns marked by gender inequality might produce psychological suffering. Therefore, this study aimed to analyze the relationship between perceived barriers and support in career and the prevalence of symptoms of depression and anxiety, comparing women in STEM and non-STEM careers. Participated in the study 141 Brazilian women, which completed an online survey comprising the General Health Questionnaire, Career Support Questionnaire and Career Barriers Inventory. Results indicated that the higher the perceived barriers in career, the higher the anxiety and depression rates, with an opposing relationship when support perception was considered. All regression coefficients were higher for the women in the STEM group. We conclude that it is necessary to develop strategies and policies that favor women’s mental health and psychological well-being, as well as to offer an environment that provides social support and equal career opportunities for women in STEM.