'Treading the No Woman's Land': The Gender-STEM Dynamics in Higher Education in Premier Institutions of India

Autor/inn/en	Maji, Sucharita; Mitra, Sharmili; Asthana, Manish Kumar
Titel	'Treading the No Woman's Land': The Gender-STEM Dynamics in Higher Education in Premier Institutions of India
Quelle	In: European Journal of Engineering Education, 48 (2023) 3, S.422-447 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2023.2168518
Schlagwörter	Foreign Countries; STEM Education; Womens Education; Higher Education; Gender Bias; Career Choice; Scientific Research; Laboratories; Postdoctoral Education; Doctoral Students; Student Interests; Self Efficacy; Parent Influence; Role Models; Sex Stereotypes; Interaction; Females; Context Effect; Sexual Identity; India + Suchen Sie Ihr Suchwort? Ausland; STEM; 'Women''s education'; Frauenbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterstereotyp; Laboratory; Laboratorium; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studieninteresse; Self-efficacy; Selbstwirksamkeit; Identifikationsfigur; Interaktion; Weibliches Geschlecht; Geschlechtsidentität; Sexuelle Identität; Indien
Abstract	The gender dimension of Science, Technology, Engineering and Mathematics (STEM) has intrigued social scientists for a long time. Although in India, women's entry to STEM higher education has been improving over the last few decades, the reality of premier institutions remains broadly unaltered. The current qualitative research was an attempt: (a) to explore the career-selection-related decision-making, (b) to detect whether gendered processes are evident in STEM research laboratories, and (c) to explore the psychological effects of gendered processes among female doctoral/postdoctoral researchers. This qualitative study relied on in-depth interviews with twenty female STEM academics pursuing doctoral or postdoctoral research in ten premier Indian institutions. A hybrid of theoretical and inductive thematic analysis has been used to analyse the qualitative data. The results revealed that the combination of individual (interest and self-efficacy) and contextual factors (parental support and role models) had impacted the researchers' decision to select and pursue higher studies in STEM. Furthermore, the current research shows that higher studies in STEM are characterised by the four defining features of gendering, i.e., gendered division of labour, gendered symbols, gendered identity, and gendered interactions (Acker, 1990). Gendering in STEM has led to self-doubt and diminished sense of belonging among the researchers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01