From Stereotypes to STEM Careers: A Mixed-Methods Study of Gender Bias and Female Self-Efficacy in Pakistani Universities

This study investigates the impact of gender bias on female students’ aspirations toward science, technology, engineering, and mathematics (STEM) disciplines in Pakistani universities, with a particular focus on the mediating role of self-efficacy and the moderating influence of coping strategies and support systems. Using a cross-sectional survey design, data were collected from 250 female undergraduate students representing different age groups and faculties. The analysis employed descriptive statistics, Pearson’s correlation, and multiple regression in SPSS to examine relationships among five major variables: gender bias and STEM aspirations, factors influencing gender bias, coping strategies and support systems, self-efficacy, and confidence. Results revealed strong correlations between gender bias and reduced STEM aspirations, with factors such as curriculum design, teacher attitudes, societal expectations, and lack of female role models playing critical roles. Self-efficacy was significantly associated with aspirations but demonstrated diminished predictive power when structural variables were included, underscoring that individual confidence alone cannot counteract systemic barriers. Coping strategies; including family encouragement, mentorship, and peer support were found to buffer the negative impacts of bias, though their effectiveness varied across contexts. The findings align with international evidence from South Asia, the United Kingdom, and China, but offer unique insights into the cultural specificities of Pakistan. The study contributes to theory by extending Bandura’s Social Cognitive Theory and Social Cognitive Career Theory in a South Asian context, and to practice by providing recommendations for universities, policymakers, and NGOs to design gender-sensitive curricula, strengthen institutional support, and foster inclusive STEM environments. Ultimately, this research highlights the urgent need for systemic reforms to achieve gender equity in higher education and expand women’s participation in STEM.