ERIC Number: EJ1235803
Record Type: Journal
Publication Date: 2019-Mar
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1857-6036
EISSN: N/A
Examining Gender Differences in Students' Entrance into and Persistence in STEM Programs in Swedish Higher Education
Rundgren, Shu-Nu Chang; Sun, Yu-ling; Jidesjö, Anders
European Journal of Educational Sciences, v6 n1 p66-94 Mar 2019
Encouraging students to enter and persist in science, technology, engineering and mathematics (STEM) programs in higher education has been the focus of STEM education worldwide. To promote social equality particular attention has been given to including student groups such as women, ethnic minorities, and students with low economic status that have long been underrepresented in STEM education. The aim of this research was to examine gender differences in students' entrance into and persistence in STEM programs in Swedish higher education through the lens of social cognitive career theory (SCCT). Through a quantitative secondary analysis of Interest and Recruitment in Science (IRIS) project data collected in Sweden, a total of 2372 responses were validated and analyzed, including 1530 males (65%) and 842 females (35%). The main findings showed that female students valued previous learning experiences in formal education contexts and social influences more than males, with a significant difference of (p<0.05). Male students valued informal learning experiences more and presented self-efficacy and choice goals to a higher degree, with a significant difference of (p<0.05). No significant gender differences were found with regard to appreciation of current study life. The discussions and implications of the findings and previous research are presented.
Descriptors: Gender Differences, Informal Education, Self Efficacy, Ethnic Groups, Disproportionate Representation, Foreign Countries, Social Cognition, STEM Education, Females, Minority Groups, Learning Experience, Higher Education, Academic Persistence, Context Effect, Social Influences, Student Attitudes, Parent Influence, College Faculty, Teacher Student Relationship, Majors (Students), Decision Making
European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: contat@ejes.eu; Web site: http://ejes.eu/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A