Examining women's persistence in STEM: A mixed methods study of autonomy, competence, relatedness, and sociocultural influences on women in science, technology, engineering, and mathematics

This study’s purpose was to understand how women persist in STEM through the lens of self-determination theory, which posits that persistence improves when basic psychological needs are satisfied. The researcher recruited 641 women with 6+ years of STEM experience for an anonymous online survey. The instrument included the 24-item Basic Psychological Need Satisfaction and Frustration Scale and several open-ended questions. Statistical analyses showed high satisfaction and low frustration levels for autonomy, competence, and relatedness. Significant associations were found between persistence, combined satisfaction, competence satisfaction, and other variables. Qualitative analyses identified 17 satisfaction themes, 10 frustration themes, and six sociocultural themes in participants’ responses. Four conclusions were reached: First, women in the study were highly satisfied overall; second, they persisted despite negative experiences with discrimination and bias. Third, organizations must support autonomy, competence, relatedness, and equity to promote persistence. Fourth, there are career points where attrition risk is higher. Recommendations include programs to promote women’s interest, self-efficacy, and belonging in STEM.