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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Bibliographic Details
Published in:International journal of technology and design education Vol. 33; no. 2; pp. 497 - 520
Main Authors: Kiernan, Louise, Walsh, Marie, White, Eoin
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.04.2023
Springer
Springer Nature B.V
Subjects:
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
Online Access:Get full text
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Summary: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.
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ISSN:0957-7572
1573-1804
DOI:10.1007/s10798-022-09738-1