Individual factors motivating women to choose STEM careers: a study in higher education institutions in western El Salvador
DOI:
https://doi.org/10.5281/zenodo.14632610Keywords:
Higher education, STEM careers, Gender equity, Gender discrimination, Vocational motivationAbstract
Access to higher education is essential for social justice and the prosperity of a nation. Although progress has been made in the past decade to increase educational access for both men and women, a gender gap in career choices persists. Gender stereotypes that view women as more empathetic and men as more adept in mathematics obscure the diversity of human nature. Gender influences career preferences and decisions, often without questioning the numerical inequality in fields where women are a minority. Social pressures and family expectations can lead to choices that align with traditional gender roles. In higher education, these stereotypes can limit career options and decisions. To address this issue, a descriptive quantitative study was conducted. The sample included women in STEM fields from universities in western El Salvador. Most participants were motivated by employability and involvement in projects, highlighting high salaries and societal improvement. Attraction to studies and teamwork were also motivating factors. Participation in STEM activities during their education was limited, with some differences across disciplines. Although most participants did not recognize having experienced gender discrimination, a significant percentage reported sexist comments, lack of recognition and advancement opportunities, and situations of being undervalued due to their gender. This may be due to the normalization of such behaviors in our culture. These findings underscore the importance of promoting an equitable environment and the need for inclusive policies in STEM fields. The results provide valuable information for strategies to recruit and retain women in these fields and to promote gender equality.
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