Key Dimensions and Impact Factors on STEM Identity Among Female Students: A Systematic Literature Review

Facing a gender gap in Science, Technology, Engineering, and Mathematics (STEM) fields, various ongoing efforts have been made to promote gender equality in STEM education. However, female students continue to be underrepresented in academic fields and STEM-related careers, both nationally and globally. This study addresses the issue of persistent gender imbalance by identifying the key dimensions and factors influencing STEM identity among female students. Utilizing the systematic literature review (SLR) approach, 51 empirical studies published between 2016 and 2025 were identified through databases such as Web of Science (WoS) and Scopus. Data were extracted and analyzed through a thematic method guided by Carlone and Johnson’s identity framework, which encompasses interest in STEM, competence and achievement, recognition by others, and a sense of belonging. The findings indicate that the formation of STEM identity among female students is influenced by complex interactions between individual characteristics (such as self-efficacy and motivation), interpersonal relationships (such as family, teachers, and peers), institutional structures (such as inclusive pedagogy and access to mentors), and broader societal influences (such as stereotypes and cultural expectations). These dimensions reinforce each other, and imbalances between them—for example, high levels of competence without recognition—can weaken the formation of identity. The study highlights the need for multi-level interventions that target student engagement, teacher training, inclusive school environments, and a national framework addressing systemic gender bias. Identification of female students’ constructs and ways to navigate their STEM identities can help stakeholders, including educators, policymakers, and the STEM industry, create a more equitable and supportive ecosystem to encourage long-term participation of women in STEM fields.