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<p>Based on the Social Career Cognitive Theory model (SCCT), the purpose of this study was to understand undergraduate female students’ STEM career choices and the factors that influenced their decision-making processes in a collectivist cultural environment. Using a qualitative approach and content analysis, the data from 21 semi-structured interviews was collected and analyzed. Four key themes, namely contextual factors, outcome expectation, self-efficacy, and career pathways, and several subthemes were identified to understand female students’ persistence and career development in STEM majors. The findings of this research provide support for the SCCT framework, suggesting that female students’ persistence in STEM can be predicted by their self-efficacy, with outcome expectations and contextual factors acting as influencing factors. The findings also highlight three main observations that should be emphasized by future research, including family factors in a collectivist culture, the impact of sexism on self-efficacy, and the way to overcome barriers in a Chinese context. The theoretical contributions and practical recommendations for improving the learning experience of female undergraduate students in STEM fields are discussed.</p>

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STEM Fever but Hesitate to Choose? The Contextual Factors Influencing the STEM Career Choice of Female Undergraduate Students in China

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月13日

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  • Tong Li,
  • Yifan Liu

摘要

Based on the Social Career Cognitive Theory model (SCCT), the purpose of this study was to understand undergraduate female students’ STEM career choices and the factors that influenced their decision-making processes in a collectivist cultural environment. Using a qualitative approach and content analysis, the data from 21 semi-structured interviews was collected and analyzed. Four key themes, namely contextual factors, outcome expectation, self-efficacy, and career pathways, and several subthemes were identified to understand female students’ persistence and career development in STEM majors. The findings of this research provide support for the SCCT framework, suggesting that female students’ persistence in STEM can be predicted by their self-efficacy, with outcome expectations and contextual factors acting as influencing factors. The findings also highlight three main observations that should be emphasized by future research, including family factors in a collectivist culture, the impact of sexism on self-efficacy, and the way to overcome barriers in a Chinese context. The theoretical contributions and practical recommendations for improving the learning experience of female undergraduate students in STEM fields are discussed.