Identifying Common Sociodemographic Factors and STEM Experiences Among Women in Male-dominated STEM Fields

Despite continuous efforts to increase gender diversity in STEM, women are still conspicuously underrepresented in many historically male-dominated STEM fields. Even though women represent nearly half of the college-educated workforce, they only make-up 28% of the STEM workforce (White et al., 2021). In fields like engineering and technology, the female representation rates fall to even lower levels. Not only does this gender disparity limit the earning potential of women, but it also impacts the competitiveness of STEM fields. The purpose of this research was to examine the relationship between sociodemographic factors, familial characteristics, and participation in extracurricular science activities compared to the persistence of women in traditionally male-dominated STEM fields. These relationships were examined using the frameworks from Social Cognitive Career Theory (SCCT) that states self-efficacy has impacts career choice (Lent et al., 1999), and Gender Schema Theory (GST) that proposed gender roles are developed based on cultural exposure (Bern, 1981). This quantitative study used a survey instrument to investigate academic experiences, personality traits, STEM identity, and sociodemographic factors in women who are currently studying for or working in STEM fields that are traditionally male-dominated. Data was collected from 147 participants and analyzed using descriptive statistics, Pearson correlations, and multiple regression models. Correlation results found parental influence had a moderate impact on self-efficacy and academic performance (r=0.256, p=0.001), positive friend influence had a strong negative relationship when compared to negative social influence (r= -0.478, p2=0.247) were bolstered by parent support. These results support changes to policy and practice including expanding access to advanced STEM coursework in high school, increasing opportunities for STEM extracurricular activities that are group based and independent and including support for increased parental involvement.