The Influence of Gender on the Support and Confidence of Students in Undergraduate STEM Majors

Gender can have an impact on the intended career pathways in the science, technology, engineering, and mathematics (STEM) fields. This has important implications for research on gender issues in STEM education in larger contexts. In particular, this is essential to gain a better understanding of gender representation, academic confidence, STEM confidence, and career progression in higher education. Using a quantitative questionnaire-based research design approach, this study analyzes the experiences of undergraduate students currently pursuing and enrolled in STEM disciplines at a four-year land-grant university in North Carolina. With family members, friends, peers, classmates, and professors playing a role in supporting undergraduate STEM students, this data signifies a trend of men/self-identified males (males) demonstrating more confidence than women/self-identified females (females). KEYWORDS: STEM Confidence, STEM Identity; Undergraduate Support; Gender Representation; Gender Identification; Higher Education; Scientific Confidence; Underrepresented Students; Undergraduates