An investigation of the impact of an industry-focused gender intervention on the self-perceptions and career aspirations of female undergraduate students in the STEM disciplines.

This study investigates the impact of a university female awards program (WiSTEM2D
Program) on female science, technology, engineering and mathematics students’ confidence
levels and career aspirations. Previous research suggests that positive self-efficacy,
confidence in academic abilities, and positive attitudes are important factors that affect the
persistence of women in STEM fields. Globally there is huge investment in initiatives that
support females in STEM, however few studies have focused on how these programs impact
females’ self-perceptions and career aspirations. Bronfenbrenner’s (1989) Ecological
Systems Theory was applied and conceptualised to identify the influences on participating
students. In this study, the spheres of influence are hypothesized to be society, university,
family and peers, and the individual learner. A case study approach was adopted, and
participants (30) completed surveys before and after engaging with the program. Focus
groups (n = 13) and interviews (n = 11) were also conducted. The findings suggest that
female students feel self-doubt, and that large class sizes and male dominated environments
negatively affect their confidence. Female students commented that engaging with the
WiSTEM²D program developed their STEM career knowledge and facilitated the
development of their STEM networks. The findings provide support for female awards
programs at university level. As STEM initiatives now target groups underrepresented in this
domain, it is important the environments these students enter in higher education does not
limit their potential to succeed.