Chapter 9: Retaining Female Students’ Int“her”est in STEM Fields

Study Notes

Many educators perceive STEM fields as masculine, influencing female students' attitudes towards success in these areas.
Empowerment and engagement of female students in STEM activities are essential to demonstrate their potential for success in male-dominated fields.

Female students' desire to pursue STEM is shaped by attitudes, self-efficacy, and perceptions.
Research indicates that female students generally exhibit lower self-efficacy in STEM compared to males, affecting their confidence in performing STEM tasks.
Negative attitudes and perceptions toward STEM careers are common among female students.
Interest in STEM often begins early and can be significantly influenced by teachers or specific classes.

Fear, discouragement, self-doubt, and sexed stereotypes are prevalent obstacles for females in STEM pathways.
Many discouraging influences arise early in a student's academic journey and persist throughout their education.
Male students typically receive more encouragement from parents and teachers to pursue STEM interests, fostering confidence in their capabilities.
Female students often face societal expectations to focus on family and sociological studies, diminishing their pursuit of STEM.

A lack of encouragement for females to explore STEM leads to increased self-doubt and fear of failure in these fields.
Feelings of inadequacy compared to male counterparts can deter female students from considering STEM careers.
Insufficient practical application of STEM concepts in educational settings contributes to reluctance toward STEM pathways.

Positive influences that can retain female students in STEM include mentorship, strong teacher support, and increased parental awareness of STEM resources.
A focused curriculum that actively promotes STEM can foster more interest and involvement among female students.