Psychological constructions in influencing female intentions to pursue science, technology, engineering and mathematics

Singh, Charanjit Kaur Swaran

QR Code Link :
Type :	Article
Subject :	P Philology. Linguistics
ISBN :	1823-7797
Main Author :	Singh, Charanjit Kaur Swaran
Title :	Psychological constructions in influencing female intentions to pursue science, technology, engineering and mathematics
Hits :	51

Place of Production :	Tanjung Malim
Publisher :	Fakulti Bahasa dan Komunikasi
Year of Publication :	2024
Notes :	Asian Journal of University Education
Corporate Name :	Universiti Pendidikan Sultan Idris
HTTP Link :	Click to view web link
PDF Full Text :	You have no permission to view this item.

Abstract : Universiti Pendidikan Sultan Idris

Although there is a surge in female students attaining bachelor_s degrees, their involvement in Science, Technology, Engineering, and Mathematics (STEM) in China remains disproportionately low, posing a continuing concern. This study explores the reasons behind this gender gap and identifies factors influencing females_ intentions to pursue STEM Education in China. The study aims at investigating the level of psychological constructs related to identity, interest, the role of self-concept, and self-efficacy. It seeks to identify the differences in these psychological constructs based on interests and to examine the relationships between variables within psychological construction. The independent variables include identity, interests, the role of self-concept and self-efficacy. Data were gathered from 64 females with educational qualifications from different levels in Cheng Gong districts in Yunnan province, China. The data were analysed using descriptive statistics and inferential analysis including one-way MANOVA and Pearson correlation analysis. The findings reveal that overall identity, interest, self-concept, and self-efficacy of female students towards STEM is at a moderately high level. The results of the study suggest that female students with an interest in arts exhibit higher scores in identity, interests, and the role of self-concept compared to respondents with an interest in science. The relationships between identity and interests, the role of self-concept, and self-efficacy are very strong. Hence policymakers are encouraged to propose key initiatives to empower more female students to pursue STEM. _ (2024), (UiTM Press). All rights reserved.

References

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Huma Decision Processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-t.

Antonius, R. (2003). Interpreting Quantitative Data with SPSS. Sage, London.

Aulck, L., Aras, R., Li, L., L'Heureux, C., Lu, P., and West, J. (2017). STEM-ming the Tide: Predicting STEM Attrition Using Student Transcript Data. In Proceedings of Machine Learning for Education (ML4Ed) Workshop at ACM.

AAUW. (2010). Why So Few? Women in Science, Technology, Engineering, and Mathematics. Hill, C., Corbett, C., & Rose, A. Washington, DC: Author. www.aauw.org/research.

Balta, N., Japashov, N., Karimova, A., Agaidarova, S., Abisheva, S., & Potvin P (2023) Middle and high school girls' attitude to science, technology, engineering, and mathematics career interest across grade levels and school types. Front. Educ. 8:1158041. https://doi.org/10.3389/feduc.2023.1158041.

Baliyan, S. P. & Mokoena, S. (2024). Students' Choice Management: Recipe for Improving Enrollment in Private Higher Education Institution. Asian Journal of University Education, 20(10), 206-220.

Beier, M. E., Kim, M. H., Saterbak, A., Leautaud, V., Bishnoi, S., & Gilberto, J. M. (2019). The effect of authentic project-based learning on attitudes and career aspirations in STEM. Journal of Research in Science Teaching, 56(1), 3-23.

Bernard, R. E., & Cooperdock, E. H. (2018). No progress on diversity in 40 years. Nature Geoscience, 11(5), 292.

Bosnjak M, Ajzen I, & Schmidt P. (2020, Aug 31). The Theory of Planned Behavior: Selected Recent Advances and Applications. Eur J Psychol., 16(3):352-356. doi: 10.5964/ejop.v16i3.3107.

Brenoe, A. A., &; Zolitz, U. (2020). Exposure to more female peers widens the gender gap in stem participation. Journal of Labor Economics, 38(4), 1009-1054.

Brown, B. A., Henderson, J. B., Gray, S., Donovan, B., Sullivan, S., Patterson, A., et al. (2016). From Description to Explanation: An Empirical Exploration of the African-American Pipeline Problem in STEM. J. Res. Sci. Teach. 53 (1), 146-177. https://doi.org/10.1002/tea.21249.

Cundiff, J. L., Vescio, T. K., Loken, E., & Lo, L. (2013). Do gender-science stereotypes predict science identification and science career aspirations among undergraduate science majors? Social Psychology of Education, 16(4), 541-554. https://doi.org/10.1007/s11218-013-9232-8.

Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017). Why are some STEM fields more gender balanced than others? Psychological Bulletin, 143(1).

Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proc. Natl. Acad. Sci. U.S.A. 113, 8664-8668. https://doi.org/10.1073/pnas.1608207113.

Fouad, N. A., & Santana, M. C. (2017). SCCT and Underrepresented Populations in STEM Fields: Moving the Needle. Journal of Career Assessment, 25(1), 24-39. https://doi.org/10.1177/1069072716658324.

Honey, M., Pearson, G., & Schweingruber, H. (Eds). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press. https://doi.org/10.17226/18612.

Johnson, D. R. (2012). Campus racial climate perceptions and overall sense of belonging among racially diverse women in STEM majors. Journal of College Student Development, 53(2), 336-346.

Prieto-Rodriguez, E., Sincock, K., & Berretta, R. (2022). A study of factors affecting women's lived experiences in STEM. Humanit Soc Sci Commun 9, 121. https://doi.org/10.1057/s41599-022-01136-1.

Ertl, B., Luttenberger, S., & Paechter, M. (2017). The impact of gender stereotypes on the self-concept of female students in STEM subjects with an under-representation of females. Frontiers in Psychology, 8, 703. https://doi.org/10.3389/fpsyg.2017.00703.

Fishbein, M., & Ajzen, I. (1977). Belief, attitude, intention and behavior: An introduction to theory and research. Addison-Wiley. https://doi.org/10.2307/2065853.

Garriott, P. O., Hultgren, K. M., & Frazier, J. (2017). STEM stereotypes and high school students' math/science career goals. Journal of Career Assessment, 25(4), 585-600. https://doi.org/10.1177/1069072716665825.

Guo, J., Marsh, H. W., Parker, P. D., Dicke, T., & Van Zanden, B. (2019). Countries, parental occupation, and girls' interest in science. The Lancet, 393(10171), e6-e8.

Graves, Olga. (2014). Indicators for the Number of Females Choosing STEM Majors. (2014). Senior Honors Projects. 34.

Heilbronner, N. N. (2013). The STEM Pathway for Women: What Has Changed? Gifted Child Quarterly, 57(1), 39-55. https://doi.org/10.1177/0016986212460085.

Jackson D., & Wilton N. (2017). Perceived employability among undergraduates and the importance of career self-management, work experience and individual characteristics. Higher Journal of Educational Resource Development, 36, 747-762. https://doi.org/10.1080/07294360.2016.1229270.

Jain. J., Lee, Y. L., & Mok, S. J. (2023). A Systematic Review of Pedagogical Content Knowledge for Teaching Nature of Science. Asian Journal of University Education, 20(1), 138-151.

Kiernan, L., Walsh, M., & Whitem Eoin. (2023). Gender in Technology, Engineering and Design: factors which influence low STEM subject uptake among females at third level. International Journal of Technology and Design Education, 33:497-520.

Kuchynka, S., Reifsteck, T. V., Gates, A., E., & Rivera. L. M. (2021) Developing Self- Efficacy and Behavioral Intentions Among Underrepresented Students in STEM:The Role of Active Learning. Frontiers in Education. 6:668239. https://doi.org/10.3389/feduc.2021.668239.

Law F, McGuire L, Winterbottom M & Rutland A. (2021). Children's Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum. Frontiers in Psychology, 12, 641-695. https://doi.org/10.3389/fpsyg.2021.641695.

Lee, S., & Song, M. (2018). The socioeconomic ceiling and perceived employability in higher education: evidence from South Korea. Korean Journal of Youth Studies, 25, 231-258. https://doi.org/10.21509/KJYS.2018.11.25.11.231.

Lent, R. W., & Brown, S. D. (2019). Social cognitive career theory at 25: Empirical status of the interest, choice, and performance models. Journal of Vocational Behavior, 115, Article 103316. https://doi.org/10.1016/j.jvb.2019.06.004.

Liu, F. F., & Yan, W. K. (2021). College students' personal struggle and subjective well- being: the mediating role of social expectations. Journal of Shijiazhuang University (3), 138-142. https://doi.org/10.13573/j.cnki.sj.

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to search page