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Men showed increased support for STEM degrees, while women did not, despite similar academic performance. This highlights potential gender disparities in early STEM education and career development.

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Area of Science:

  • STEM Education
  • Social Psychology
  • Career Development

Background:

  • Social Cognitive Career Theory (SCCT) posits links between self-efficacy, interest, and career choices.
  • Longitudinal studies tracking social-cognitive variables in diverse STEM groups are scarce.
  • Understanding changes in these variables is crucial for retaining underrepresented groups in STEM.

Purpose of the Study:

  • To investigate longitudinal changes in social-cognitive variables among undergraduate students in introductory STEM courses.
  • To examine gender differences in self-efficacy, coping self-efficacy, interest, and perceived support within a gateway chemistry course.
  • To inform targeted interventions for improving STEM persistence.

Main Methods:

  • Measured social-cognitive-career-theory-relevant variables twice during the first semester of an introductory chemistry course.
  • Compared changes over time between male and female students.
  • Controlled for actual course performance in analyses.

Main Results:

  • Women reported lower STEM self-efficacy, coping self-efficacy, and STEM interest than men, irrespective of course performance.
  • No detrimental changes in social-cognitive variables were observed for either gender across the semester.
  • Men demonstrated a significant increase in perceived support for STEM degrees, while women did not.

Conclusions:

  • Gender disparities in key social-cognitive variables exist early in undergraduate STEM education.
  • While academic performance was controlled, differences in self-efficacy and interest persist.
  • The differential increase in perceived support suggests a potential barrier for women's continued engagement in STEM fields.