Gender and Persistence in STEM Careers: Predictors and Barriers

Sustainable Gender Equality: A Comparative Perspective on STEM Education and Employment in Jordan

“…Professional perceptions and gender bias (0.615), as well as academic-related reasons (0.607), came last with the lowest assigned importance. The categorical results highlighted a relative alignment with the categories adopted by Mukhwana et al [20], Christie [22], and Hart [23] in terms of addressing the importance of work-related aspects, societal norms, and support, as well as personal attributes and levels of interest. The results, on the other hand, placed lower priorities on aspects related to academics (earlier supported by Mukhwana et al [20]) and professional perceptions/gender bias (earlier supported by Christie [22]).…”

“…Whilst undertaking a comprehensive review of studies addressing gender equality indicators/barriers, different modes of tackling the subject can be identified. Some studies categorised barriers into differing categories: Mukhwana et al classified them into individual, academic, work-related, confidence, and societal expectations-related aspects [20]; Dasgupta and Stout, on the other hand, associated the barriers with life stages, classifying them into childhood, adulthood, and professional life aspects [21]; other studies relied on some inherent differences between men and women, such as Christie's work, which used the differences in interests, career aspirations, individual differences and attributes, as well as structural and institutional bias [22]; and Hart identified the differences in aptitudes, preferences, parental expectations, and beliefs and stereotypes [23]. While most studies adopted a holistic and comprehensive approach to gender equality in STEM, certain studies were more focused, with the example of Schiavone emphasising societal and work-related aspects such as misconceptions, negative attitudes, bullying, and the instatement of glass ceilings [24].…”