Gender-stereotyped self-descriptions and academic major choices when patriarchy is loosening its grip

Social and legal changes in a once strictly patriarchal country, such as those envisioned by Saudi Arabia's Vision 2030 programmatic plan launched in 2016, can notably impact university enrollment. One key issue is female enrollment in STEM majors (Computer Science and Engineering) that have been traditionally viewed as leading to male occupations. The present study asked whether enrollment in such STEM majors can be linked to changes in the way female undergraduate students (age range: 18-25) define themselves. During their first year of university enrollment, 327 female students rated the extent to which the traits of the Bem Sex-Role Inventory (BSRI) defined them. Students also reported their self-efficacy in academic matters. In this cross-sectional study, a 7-point Likert scale was used to respond to questionnaires administered in class. Stereotypically masculine traits (e.g., ambitious, self-reliant, etc.) received higher endorsement from STEM than non-STEM students. Stereotypically feminine traits (e.g., affectionate, gentle, etc.) received higher endorsement from non-STEM students. Although self-efficacy was higher in STEM students, it was only weakly linked to the endorsement of gender-stereotyped traits. These findings suggest that amid social change, academic major choices are associated with self-concept differences in gender-stereotyped definitions of oneself. One's confidence in the selected field, however, may be less gender-stereotyped than once thought.