Abstract:

Shortage of science graduates and declines in student interest in school science is according to many authors and reports (e.g. Vetleseter Boe and others 2011; EU 2004; NSB 2004) becoming a matter of global importance and concern. Furthermore, women are under-represented in research generally, and in physical, mathematical and engineering occupations specifically, and women have a lower chance than men of reaching senior levels in Research & Development (EC 2006). Therefore it is being argued that increasing the number of women entering science and engineering careers would go a long way towards helping to solve the identified problem (EU 2004).

The identified challenge of low participation of young people in general, and women in particular, in STEM (EU 2004; Jacobs and Simpkins 2006; NSB 2006) has been addressed by the project IRIS (Interests and Recruitment in Science), which is supported by the European Commission, under the 7th framework programme. The overall aim of project IRIS is to contribute to improvement of recruitment, retention and gender equity patterns in STEM educations and careers (IRIS 2010). Project’s particular goals are bringing forth new understanding of 1) how youth culture and identity formation impact on educational choices related to STM education and career for different student sub-groups in different societies; 2) how interests and self efficacy interact with other factors influencing educational choice for different student sub-groups (notably girls and boys); 3) how (gender-based) differences in interests and priorities are related to choice of research field within STM and how institutions may work to extend the range of research fields that female STM students feel will match their interests, priorities and talents and extend the fields considered relevant in specific disciplines (IRIS 2010).

The main topic which will be discussed in this paper is “young people’s (and women in particular) priorities and choices related to STEM education in Slovenia”. The paper will present the preliminary results of the ongoing research of the IRIS project that studies social and educational features influencing educational choice at undergraduate level. The paper will apply theories of youth’s identity formation in late modern societies, together with models of educational choice, to interpret empirical data collected from IRIS questionnaire (called the IRIS Q) in Slovenia with the aim of identifying important influence factors on (female) undergraduate students’ educational choice. The questionnaire was completed by STEM students from three largest Slovene Universities towards the end of the first year of their higher education. 11 different STEM faculties participated in the study. The target population included all first-year students enrolled in all 3-year bachelor programs and all 5-year integrated master programmes.

From preliminary results of the study all students show high satisfaction with the chosen study program. The key persons to influence students’ choice of study are good teachers and mother, especially for women representatives. Also the media had high impact on the study choice for men. Among all television programmes and other media, the men chose that they were mostly influenced by television documentary programmes. The third key influence on the study choice is school experience. Women claim that similar school subjects and the practical use of the subject had greatest influence.

Keywords:

Science and technology education, women, IRIS project, educational choice.