Gender in Technology, Engineering and Design: factors which influence low STEM subject uptake among females at third level

Based on social cognitive career theory (SCCT) this study explored the barriers to females choosing STEM disciplines at post-primary level. The study firstly explored national data from all secondary schools in Ireland, to compare subject uptake at the leaving certificate cycle and discipline uptake...

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Veröffentlicht in:	International journal of technology and design education Jg. 33; H. 2; S. 497 - 520
Hauptverfasser:	Kiernan, Louise, Walsh, Marie, White, Eoin
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Dordrecht Springer Netherlands 01.04.2023 Springer Springer Nature B.V
Schlagworte:	Availability Career Guidance Careers Cognition & reasoning College Bound Students Course Selection (Students) Decision Making Design Design factors Education Educational Technology Females Focus Groups Foreign Countries Gender Gender Bias High School Students Influences Inplant Programs Interests Learning and Instruction Majors (Students) Negative Attitudes Science Education Secondary Schools Self Efficacy Social Cognition Status STEM Education Students Ireland Female education Gender Social cognitive career theory (SCCT) STEM
ISSN:	0957-7572, 1573-1804
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Abstract	Based on social cognitive career theory (SCCT) this study explored the barriers to females choosing STEM disciplines at post-primary level. The study firstly explored national data from all secondary schools in Ireland, to compare subject uptake at the leaving certificate cycle and discipline uptake at third level. Secondly, a focus group was conducted with students in first, third and sixth year at one of Ireland’s top ranked post primary all-female schools to gain insights into subject availability, influencing factors and decision making for subject and discipline choices. The findings show that, some of the factors from the SCCT model have greater influence on the decision making of females to pursue a STEM related discipline at third level. Examining gender disparity under one theme labelled STEM may be skewing the reality of STEM subject uptake among genders. Nationally, females are strongly represented in the science disciplines, out representing males in science and health. Females are significantly underrepresented in technology, engineering, and technology-related design fields. Many aren’t exposed to, encouraged, or informed about these subjects in secondary school. Students’ career choices are mainly influenced by STEM subject availability at second level, career guidance, access to work placements and experience, along with social persuasion from, family, friends, and role models. Some of these sources of persuasion and influence were found to be at risk from bias and perceptions around status. The combination of these barriers in turn contributed to low self-efficacy, negative perceptions, and low interest amongst some females towards some STEM subjects.
AbstractList	Based on social cognitive career theory (SCCT) this study explored the barriers to females choosing STEM disciplines at post-primary level. The study firstly explored national data from all secondary schools in Ireland, to compare subject uptake at the leaving certificate cycle and discipline uptake at third level. Secondly, a focus group was conducted with students in first, third and sixth year at one of Ireland’s top ranked post primary all-female schools to gain insights into subject availability, influencing factors and decision making for subject and discipline choices. The findings show that, some of the factors from the SCCT model have greater influence on the decision making of females to pursue a STEM related discipline at third level. Examining gender disparity under one theme labelled STEM may be skewing the reality of STEM subject uptake among genders. Nationally, females are strongly represented in the science disciplines, out representing males in science and health. Females are significantly underrepresented in technology, engineering, and technology-related design fields. Many aren’t exposed to, encouraged, or informed about these subjects in secondary school. Students’ career choices are mainly influenced by STEM subject availability at second level, career guidance, access to work placements and experience, along with social persuasion from, family, friends, and role models. Some of these sources of persuasion and influence were found to be at risk from bias and perceptions around status. The combination of these barriers in turn contributed to low self-efficacy, negative perceptions, and low interest amongst some females towards some STEM subjects. Based on social cognitive career theory (SCCT) this study explored the barriers to females choosing STEM disciplines at post-primary level. The study firstly explored national data from all secondary schools in Ireland, to compare subject uptake at the leaving certificate cycle and discipline uptake at third level. Secondly, a focus group was conducted with students in first, third and sixth year at one of Ireland’s top ranked post primary all-female schools to gain insights into subject availability, influencing factors and decision making for subject and discipline choices.The findings show that, some of the factors from the SCCT model have greater influence on the decision making of females to pursue a STEM related discipline at third level. Examining gender disparity under one theme labelled STEM may be skewing the reality of STEM subject uptake among genders. Nationally, females are strongly represented in the science disciplines, out representing males in science and health. Females are significantly underrepresented in technology, engineering, and technology-related design fields. Many aren’t exposed to, encouraged, or informed about these subjects in secondary school. Students’ career choices are mainly influenced by STEM subject availability at second level, career guidance, access to work placements and experience, along with social persuasion from, family, friends, and role models. Some of these sources of persuasion and influence were found to be at risk from bias and perceptions around status. The combination of these barriers in turn contributed to low self-efficacy, negative perceptions, and low interest amongst some females towards some STEM subjects.
Audience	Higher Education Postsecondary Education High Schools Secondary Education
Author	Walsh, Marie Kiernan, Louise White, Eoin
Author_xml	– sequence: 1 givenname: Louise orcidid: 0000-0002-1823-4783 surname: Kiernan fullname: Kiernan, Louise email: louise.kiernan@ul.ie organization: School of Design, University of Limerick – sequence: 2 givenname: Marie surname: Walsh fullname: Walsh, Marie email: Marie.Walsh@lit.ie organization: Limerick Institute of Technology – sequence: 3 givenname: Eoin surname: White fullname: White, Eoin email: Eoin.white@ul.ie organization: School of Design, University of Limerick, Limerick Institute of Technology
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SubjectTerms	Availability Career Guidance Careers Cognition & reasoning College Bound Students Course Selection (Students) Decision Making Design Design factors Education Educational Technology Females Focus Groups Foreign Countries Gender Gender Bias High School Students Influences Inplant Programs Interests Learning and Instruction Majors (Students) Negative Attitudes Science Education Secondary Schools Self Efficacy Social Cognition Status STEM Education Students
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Title	Gender in Technology, Engineering and Design: factors which influence low STEM subject uptake among females at third level
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