“Black sheep”—physical, social, and behavioral diversity as a barrier to STEM educational choice

Abstract This study explores the active non-STEM (Science, Technology, Engineering, and Mathematics) educational choices made by young women who grew up in a STEM occupational habitus, yet deviated from the expected trajectory exemplified by their parents. Employing Bourdieu's concept of occupational habitus and the Microclass Mobility Model, the study investigates possible limitations these models and concepts may face or further nuances they may require in their application. This qualitative study is based on interviews conducted with parents from STEM occupational backgrounds, whose daughters chose a non-STEM academic path. The investigation encompasses narratives from 20 families, revealing two distinct themes. The first theme, “the black sheep”, reflects challenges pitting daughters' high STEM abilities against sibling comparisons, and diverse experiences such as ADHD, social difficulties, physical diversity, cultural transitions, diverse sexual orientations, and religious transformations. The second theme is characterized by a “passion for another field”, emphasizing positive, passion-driven non-STEM choices. The study underscores the significance of recognizing and supporting daughters who face diverse challenges. It advocates early diagnosis, continuous assistance, and addressing societal gaps that hinder diversity in STEM. The findings stress the pivotal role of societal investment in promoting female participation in STEM fields, which aligns with economic interests and the need to foster global competitiveness.