Belongingness and Self-efficacy in UK higher education STEM courses: The role of Gender Role Identity

The underrepresentation of women in STEM fields, especially in the UK where only 38.7% of researchers are female, remains a pressing concern. A cross-sectional study delves into the role of gender role identity, alongside other factors like perceptions of parental expectations and national identity, in influencing the decision to pursue STEM fields in higher education. Utilizing a dataset of 284 participants aged 18 to 50, this study comprises two primary sections: the first focuses on STEM choice using logistic regression, while the second examines self-belongingness and self-efficacy in STEM through hierarchical linear regression. Key findings reveal that traditional feminine identity correlates negatively with the choice of STEM. Additionally, several variables, including individual perceptions of parental expectations and national identity, significantly predict STEM choice. A unique interaction was observed amongst females in relation to gender role identity and choice of STEM. Meanwhile, in the context of self-belongingness and self-efficacy in STEM, females reported lower scores than males. The results emphasize the profound impact of self-stereotyping on these variables. The research underscores the importance of recognizing and mitigating the effects of gender roles and self-stereotyping in STEM educational choices and advocates for interventions to cultivate more inclusive environments. Future studies can further explore the development of self-stereotyping in the major choice of STEM and its impact on underrepresented groups within the field.