Gender disparities in STEM degree programs and academic orientation actions

Abstract This project aimed to promote gender inclusion in Physics Education by identifying the observed needs, challenges and underlying factors contributing to gender disparities in Physics and other STEM disciplines at the University of Padova (Italy). To gather perspectives on the various elements affecting academic orientation actions, different stakeholders from our academic context were brought together in a focus group. It involved university professors, university students, high school teachers and students, researchers, and other staff members. A discourse analysis of the focus group discussion revealed that career choices are shaped by a complex interplay of intrinsic and extrinsic factors. While the participants emphasized the importance of personal interests, external influences such as family expectations, school experiences, and perceived career prospects emerged as equally significant determinants to students’ career decisions. Specific aspects emerged that can negatively or positively influence the degree choice of a student. These insights can inform the design of new interventions aimed at improving academic orientation that challenge stereotypes and biases that may discourage students from pursuing Physics and other STEM fields. The results contribute to ongoing efforts to increase the inclusivity of Physics and other STEM educational environments.