Psychological Constructions in Influencing Female Intentions to Pursue Science, Technology, Engineering and Mathematics (STEM) Fields

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 selfefficacy 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 selfconcept 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.