Exploring Internal Factors of Gender Disparity in STEM Courses and Majors: A Case Study of Hong Kong
DOI:
https://doi.org/10.61173/ca6gge24Keywords:
Gender disparity: STEM, class and major enrollment, female underrepresentation, educational bar-riers, role modelsAbstract
STEM education plays a crucial role in developing innovative solutions to complex global challenges, yet women remain significantly underrepresented in these fields, particularly in colleges and universities. According to the National Center for Science and Engineering Statistics, while women comprise over 50% of college students, they represent only 20% in engineering and 19% in computer science of the STEM workforce, highlighting a significant gender gap in STEM courses and majors. (NCSES, 2023).This study examines the psychological and social mechanisms underlying female underrepresentation in STEM education in Hong Kong, specifically focusing on class and major enrollments. By reviewing academic literature and survey data, the study identifies three critical internal factors that contribute to this specific gender disparity: negative self-perceptions fostered by traditional gender stereotypes, diminished sense of belonging due to the underrepresentation of female role models, and reduced interest in STEM subjects stemming from internalized societal expectations. Through examining these interconnected psychological barriers, this study provides insights into how gender stereotypes are internalized and shape female students’ academic choices suggesting possible interventions to create a more inclusive STEM educational environment in Hong Kong.
References
[1] AWIS. (2023). Transforming STEM leadership culture. Association for Women in Science. https://www.awis.org/reporttransforming-stem-leadership-culture/
[2] Baird, C. L. (2018). Engineering Gender Barriers: A Qualitative Study of Women in the Engineering Workforce. Journal of Women and Minorities in Science and Engineering, 24(1), 1-24.
[3] Bothwell, E., et al. (2022). Women in academia: an analysis through a scoping review. Frontiers in Education. https://doi. org/10.3389/feduc.2023.1137866 Chan, T. M., & Wong, Y. L. (2022). Gender Disparities in STEM Education: A Comparative Study of Hong Kong Higher Education. Higher Education Research & Development, 41(3), 845-859.
[4] Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241-247.
[5] Cokley, K., Awad, G., Smith, L., Jackson, S., & Awosogba, O. (2015). The Roles of Gender Stigma Consciousness, Impostor Phenomenon and Academic Self-Concept in the Academic Outcomes of Women and Men. Sex Roles, 73(9-10), 414-426.
[6] David, M. E. (2002). Role Model Effects on Girls’ Dean&Francis ISSN 2959-6149 Mathematics Performance: A Review of Educational Research. Educational Research Review, 47(2), 1180-1186.
[7] Education Bureau. (2023). Hong Kong STEM Education Report 2022-2023. Hong Kong Special Administrative Region Government.
[8] Ertl, B., & Hartmann, F. G. (2019). The Interest-Confidence Relation and its Psychological Underpinnings in STEM-Related Environments. International Journal of STEM Education, 6(1), 1-21.
[9] Herrmann, S. D., Adelman, R. M., Bodford, J. E., Graudejus, O., Okun, M. A., & Kwan, V. S. Y. (2016). The Effects of a Female Role Model on Academic Performance and Persistence of Women in STEM Courses. Basic and Applied Social Psychology, 38(5), 258–268. https://doi.org/10.1080/01973533.2 016.1209757
[10] Hughes, R. M., Nzekwe, B., & Molyneaux, K. J. (2013). The Single Sex Debate for Girls in Science: A Comparison Between Two Informal Science Programs on Middle School Students’ STEM Identity Formation. Research in Science Education, 43(5), 1979-2007.
[11] Lee, C. K., & Wong, H. W. (2020). Family Influence on STEM Career Choices: A Study of Hong Kong Secondary School Students. International Journal of Science Education, 42(7), 1022-1041.
[12] Master, A., & Meltzoff, A. N. (2020). Cultural stereotypes and sense of belonging influence STEM pursuit and achievement. Nature Human Behaviour, 4(7), 686-694.
[13] National Center for Science and Engineering Statistics. (2023). Report on Women in Science and Engineering. Retrieved from https://ncses.nsf.gov/pubs/nsf23315/report/the-stemworkforce
[14] National Science Foundation. (2022). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2022. Special Report NSF 22-327. Arlington, VA: National Science Foundation.
[15] National Science Foundation. (2023). Science and Engineering Indicators 2023. NSF 23-201. Arlington, VA: National Science Foundation.
[16] Sebastián-Tirado, A., Félix-Esbrí, S., Forn, C., & Sanchis- Segura, C. (2023). Are gender-science stereotypes barriers for women in science, technology, engineering, and mathematics? Exploring when, how, and to whom in an experimentallycontrolled setting. Frontiers in Psychology, 14. https://doi. org/10.3389/fpsyg.2023.1219012
[17] Stem Women. (2023). Women In STEM Statistics: Progress and Challenges. Retrieved from www.stemwomen.com
[18] Shen, X., Wang, Y., & Chan, L. (2019). Cultural norms and gender roles in the context of STEM participation in Hong Kong. Journal of Educational Psychology, 111(5), 845-860. doi:10.1037/edu0000321
[19] Pietri, E. S., & Ozgumus, E. (2020). Who am I versus who can I become? Exploring women’s science identities in STEM stereotyped environments. Sex Roles, 82(5), 253-272.
[20] Tam, V. C. (2021). Women in academic STEM: A longitudinal study of gender representation in Hong Kong universities, 2000-2020. Higher Education Research & Development, 40(3), 543-558.
[21] University Grants Committee. (2022). University Grants Committee database. https://cdcf.ugc.edu.hk/cdcf/searchUniv. action?lang=EN
[22] UNESCO. (2021). UNESCO Science Report: The Race Against Time for Smarter Development. Paris: UNESCO Publishing.
[23] Wang, M. T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future directions. Educational Psychology Review, 29(1), 119-140. https://doi.org/10.1007/s10648-015-9355-x
[24] World Economic Forum. (2022). Global Gender Gap Report 2022. Geneva: World Economic Forum.
[25] Yeung, D. Y., & Li, M. (2023). Gender Disparities in Hong Kong’s STEM Education: Analysis of HKDSE Results 2012- 2022. Asian Journal of Educational Research, 31(2), 178-196.
[26] Zhang, B., Hu, Y., Zhao, F., Wen, F., Dang, J., & Zawisza, M. (2022). Editorial: The psychological process of stereotyping: Content, forming, internalizing, mechanisms, effects, and interventions. Frontiers in Psychology, 13. https://doi. org/10.3389/fpsyg.2022.1117901
Downloads
Published
Issue
Section
License
Copyright (c) 2025 by the authors.
This work is licensed under a Creative Commons Attribution 4.0 International License.
