Abstract:

The number of women in STEM careers has historically been low compared to the number of men enrolled. This is due to cultural causes, customs and stigmatization of engineering professionals. In the best cases, between 14-20% of women have been found in STEM careers at university. This study investigates the motivational pathways influencing women to choose STEM (Science, Technology, Engineering, and Mathematics) careers at a private university in Mexico. Although global initiatives strive to enhance female representation in STEM fields, women in Mexico continue to be underrepresented due to various cultural, social, and economic factors. This research aims to uncover the primary motivational drivers that guide women towards STEM education in this particular setting.

A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews with female students enrolled in STEM programs belonging to the School of Engineering and Sciences at a private university in Mexico. The survey was administered to a sample of 150 students from various STEM programs and gathered data on demographics, academic backgrounds, and motivational factors, while the interviews provided deeper insights into personal experiences and societal influences.

The results reveal a blend of intrinsic and extrinsic motivations. Intrinsic motivations include a genuine interest in science and technology, intellectual curiosity, and a desire to address real-world challenges. Extrinsic motivations involve family support, influence of role models, and the perceived career opportunities and economic advantages associated with STEM fields.

Family support emerged as a significant factor, with many participants emphasizing the crucial role of encouragement from parents and siblings in their career choices. Exposure to female role models in STEM, through media, educational settings, or community programs, also played a key role. Additionally, the perception of STEM careers as financially rewarding and stable further motivated these women.

The study also highlights the barriers and challenges faced by women in STEM, such as gender stereotypes, underrepresentation of female faculty, and limited access to mentorship and networking opportunities. Overcoming these barriers is essential to creating a more inclusive environment that supports women’s participation in STEM.

Based on these findings, the study suggests several strategies to enhance female enrollment and retention in STEM programs. These include targeted outreach initiatives, increasing visibility of female STEM professionals, providing mentorship programs, and fostering supportive academic and social environments. Furthermore, policies promoting gender equality and challenging stereotypes within educational institutions are critical.

This research contributes to the broader understanding of gender and STEM education by offering context-specific insights into the motivations of Mexican women. It underscores the importance of a comprehensive approach that addresses both motivational drivers and systemic barriers to achieve gender parity in STEM fields. By recognizing and supporting the unique motivational pathways of women in Mexico, educators and policymakers can develop more effective strategies to attract and retain female talent in STEM, ultimately contributing to a more diverse and innovative workforce.

Keywords:

STEM Higher education, Women in STEM, motivational pathways, barriers in STEM.