Examining Gender Differences in Students' Entrance into and Persistence in STEM Programs in Swedish Higher Education

Autor/inn/en	Rundgren, Shu-Nu Chang; Sun, Yu-ling; Jidesjö, Anders
Titel	Examining Gender Differences in Students' Entrance into and Persistence in STEM Programs in Swedish Higher Education
Quelle	In: European Journal of Educational Sciences, 6 (2019) 1, S.66-94 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1857-6036
Schlagwörter	Gender Differences; Informal Education; Self Efficacy; Ethnic Groups; Disproportionate Representation; Foreign Countries; Social Cognition; STEM Education; Females; Minority Groups; Learning Experience; Higher Education; Academic Persistence; Context Effect; Social Influences; Student Attitudes; Parent Influence; College Faculty; Teacher Student Relationship; Majors (Students); Decision Making; Sweden + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Informelle Bildung; Nichtformale Bildung; Self-efficacy; Selbstwirksamkeit; Ethnie; Ausland; Soziale Kognition; STEM; Weibliches Geschlecht; Ethnische Minderheit; Lernerfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Einfluss; Schülerverhalten; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Decision-making; Entscheidungsfindung; Schweden
Abstract	Encouraging students to enter and persist in science, technology, engineering and mathematics (STEM) programs in higher education has been the focus of STEM education worldwide. To promote social equality particular attention has been given to including student groups such as women, ethnic minorities, and students with low economic status that have long been underrepresented in STEM education. The aim of this research was to examine gender differences in students' entrance into and persistence in STEM programs in Swedish higher education through the lens of social cognitive career theory (SCCT). Through a quantitative secondary analysis of Interest and Recruitment in Science (IRIS) project data collected in Sweden, a total of 2372 responses were validated and analyzed, including 1530 males (65%) and 842 females (35%). The main findings showed that female students valued previous learning experiences in formal education contexts and social influences more than males, with a significant difference of (p<0.05). Male students valued informal learning experiences more and presented self-efficacy and choice goals to a higher degree, with a significant difference of (p<0.05). No significant gender differences were found with regard to appreciation of current study life. The discussions and implications of the findings and previous research are presented. (As Provided).
Anmerkungen	European Scientific Institute. International Relation Office, St. 203, No.1, 2300 Kocani, Republic of Macedonia. e-mail: contat@ejes.eu; Web site: http://ejes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01