Gender Influence on Career Preferences in STEM: Unraveling Stereotypes and Fostering Diversity
DOI:
https://doi.org/10.35335/8yag3079Keywords:
Gender, Career Preferences, STEM , STEM (Science, Technology, Engineering, and Mathematics), Stereotypes, Gender DiversityAbstract
This research investigates the influential role of gender in shaping career preferences within the fields of science and technology (STEM). The study explores the extent to which gender-related factors impact career aspirations and the potential implications for gender diversity in STEM industries. Through a mixed-methods approach, combining qualitative interviews and quantitative surveys, data were collected from a diverse sample of individuals across various age groups and educational backgrounds. The research sought to identify patterns and trends in career preferences, particularly in relation to STEM disciplines. The findings of this study reveal significant disparities in career preferences between males and females. Gender stereotypes, societal expectations, and early educational experiences were identified as key determinants in driving these disparities. Women often reported feeling constrained by stereotypes associated with certain STEM fields, while men tended to gravitate toward traditionally "masculine" STEM careers. Education emerged as a crucial factor in influencing career choices. Exposure to inclusive and diverse STEM education environments was found to challenge gender-based biases and encourage individuals to explore a broader range of STEM opportunities. The implications of these findings extend beyond academia. Achieving gender equality in STEM is recognized as both a societal imperative and a catalyst for innovation. The research emphasizes the importance of implementing strategies such as mentorship, social support, and inclusive educational practices to bridge the gender gap in STEM. In conclusion, this research underscores the need for continued efforts to understand and address the complex interplay between gender and career choices in STEM. By fostering inclusivity and dismantling gender stereotypes, we can create a future where STEM fields are enriched by a diverse array of talents, enabling greater progress and innovation in science and technologyReferences
Amelink, C. T., & Creamer, E. G. (2010). Gender differences in elements of the undergraduate experience that influence satisfaction with the engineering major and the intent to pursue engineering as a career. Journal of Engineering Education, 99(1), 81–92.
Auberlet, J.-M., Bhaskar, A., Ciuffo, B., Farah, H., Hoogendoorn, R., & Leonhardt, A. (2014). Data collection techniques. Traffic Simulation and Data. Validation Methods and Applications; CRC Press: Boca Raton, FL, USA, 5–32.
Balakrishnan, B., & Low, F. S. (2016). Learning experience and socio-cultural influences on female engineering students’ perspectives on engineering courses and careers. Minerva, 54, 219–239.
Bayeh, E. (2016). The role of empowering women and achieving gender equality to the sustainable development of Ethiopia. Pacific Science Review B: Humanities and Social Sciences, 2(1), 37–42.
Boyd, S., & Hewlett, N. (2001). The gender imbalance among speech and language therapists and students. International Journal of Language & Communication Disorders, 36(S1), 167–172.
Collins, K. M. T., Onwuegbuzie, A. J., & Sutton, I. L. (2006). A model incorporating the rationale and purpose for conducting mixed-methods research in special education and beyond. Learning Disabilities: A Contemporary Journal, 4(1), 67–100.
Das, S., & Kotikula, A. (2019). Gender-based employment segregation: Understanding causes and policy interventions. World Bank.
Díaz-García, C., González-Moreno, A., & Jose Sáez-Martínez, F. (2013). Gender diversity within R&D teams: Its impact on radicalness of innovation. Innovation, 15(2), 149–160.
Etzkowitz, H., & Ranga, M. (2011). Gender dynamics in science and technology: From the ‘“leaky pipeline”’to the ‘“vanish box.”’ Brussels Economic Review, 54(2/3), 131–147.
Fiseha, G. G., & Oyelana, A. A. (2015). An assessment of the roles of small and medium enterprises (SMEs) in the local economic development (LED) in South Africa. Journal of Economics, 6(3), 280–290.
Franco-Orozco, C. M., & Franco-Orozco, B. (2018). Women in academia and research: An overview of the challenges toward gender equality in Colombia and how to move forward. Frontiers in Astronomy and Space Sciences, 5, 24.
Frick, K. D. (2009). Micro-costing quantity data collection methods. Medical Care, 47(7 Suppl 1), S76.
Gorbacheva, E., Beekhuyzen, J., vom Brocke, J., & Becker, J. (2019). Directions for research on gender imbalance in the IT profession. European Journal of Information Systems, 28(1), 43–67.
Gottlieb, J. J. (2018). STEM career aspirations in Black, Hispanic, and White ninth‐grade students. Journal of Research in Science Teaching, 55(10), 1365–1392.
Gupta, N. (2012). Women undergraduates in engineering education in India: A study of growing participation. Gender, Technology and Development, 16(2), 153–176.
Gurumurthy, A. (2006). Promoting gender equality? Some development-related uses of ICTs by women. Development in Practice, 16(6), 611–616.
Hart, S. L., & Christensen, C. M. (2002). The great leap: Driving innovation from the base of the pyramid. MIT Sloan Management Review, 44(1), 51.
Hartmann, M., Khosla, R., Krishnan, S., George, A., Gruskin, S., & Amin, A. (2016). How are gender equality and human rights interventions included in sexual and reproductive health programmes and policies: a systematic review of existing research foci and gaps. PLoS One, 11(12), e0167542.
Henwood, F. (1996). WISE choices? Understanding occupational decision-making in a climate of equal opportunities for women in science and technology. Gender and Education, 8(2), 199–214.
Idris, K. (2003). A Power Tool for Economic Growth. WIPO Publication, 888.
Jacobs, J. A. (1996). Gender inequality and higher education. Annual Review of Sociology, 22(1), 153–185.
James Jacob, W., Xiong, W., & Ye, H. (2015). Professional development programmes at world-class universities. Palgrave Communications, 1(1), 1–27.
Kao, J. (2007). Innovation nation: How America is losing its innovation edge, why it matters, and what we can do to get it back. Simon and Schuster.
Kizilcec, R. F., & Saltarelli, A. J. (2019). Psychologically inclusive design: cues impact women’s participation in STEM education. Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems, 1–10.
Klerkx, L., Jakku, E., & Labarthe, P. (2019). A review of social science on digital agriculture, smart farming and agriculture 4.0: New contributions and a future research agenda. NJAS-Wageningen Journal of Life Sciences, 90, 100315.
Lee, M., Yun, J. J., Pyka, A., Won, D., Kodama, F., Schiuma, G., Park, H., Jeon, J., Park, K., & Jung, K. (2018). How to respond to the fourth industrial revolution, or the second information technology revolution? Dynamic new combinations between technology, market, and society through open innovation. Journal of Open Innovation: Technology, Market, and Complexity, 4(3), 21.
Lupart*, J. L., Cannon, E., & Telfer, J. A. (2004). Gender differences in adolescent academic achievement, interests, values and life‐role expectations. High Ability Studies, 15(1), 25–42.
MacKenzie, D., & Wajcman, J. (1999). The social shaping of technology. Open university press.
Marin, A., & Wellman, B. (2011). Social network analysis: An introduction. The SAGE Handbook of Social Network Analysis, 11–25.
Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2009). Women engineering students and self‐efficacy: A multi‐year, multi‐institution study of women engineering student self‐efficacy. Journal of Engineering Education, 98(1), 27–38.
McDonald, H., & Adam, S. (2003). A comparison of online and postal data collection methods in marketing research. Marketing Intelligence & Planning, 21(2), 85–95.
Miller, P. H., Slawinski Blessing, J., & Schwartz, S. (2006). Gender differences in high‐school students’ views about science. International Journal of Science Education, 28(4), 363–381.
Onwuegbuzie, A. J., & Teddlie, C. (2003). A framework for analyzing data in mixed methods research. Handbook of Mixed Methods in Social and Behavioral Research, 2(1), 397–430.
Ruiz-Jiménez, J. M., Fuentes-Fuentes, M. del M., & Ruiz-Arroyo, M. (2016). Knowledge combination capability and innovation: The effects of gender diversity on top management teams in technology-based firms. Journal of Business Ethics, 135, 503–515.
Scantlebury, K., & Baker, D. (2013). Gender issues in science education research: Remembering where the difference lies. In Handbook of research on science education (pp. 257–285). Routledge.
Shin, J., Lee, H., McCarthy-Donovan, A., Hwang, H., Yim, S., & Seo, E. (2015). Home and motivational factors related to science-career pursuit: Gender differences and gender similarities. International Journal of Science Education, 37(9), 1478–1503.
Stoet, G., & Geary, D. C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581–593.
Venkatesh, V., Morris, M. G., & Ackerman, P. L. (2000). A longitudinal field investigation of gender differences in individual technology adoption decision-making processes. Organizational Behavior and Human Decision Processes, 83(1), 33–60.
Wang, M.-T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29, 119–140.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Arni Melpi Dernadeta, Roventus Simbolon, Maladh Emilldan, Carmelide Melodic (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Jurnal Sosial, Sains, Terapan dan Riset (Sosateris) is licensed under a 