Analysis of the retention of women in higher education STEM programs

Gender equity and quality education are Sustainable Development Goals that intersect with efforts to build cultures of equity and inclusion. In undergraduate STEM programs, a noticeable gender gap persists. This study aimed to identify factors influencing women’s persistence in STEM majors and reasons for switching to other STEM or non-STEM fields at a private Mexican university. Using historical admissions and enrollment data and a survey, the authors found only 17% of the total student population were women choosing a STEM career. A 3-month survey captured factors affecting entry and persistence. Both men and women valued inspiring faculty who motivate continuation, while competitive environments and less empathetic faculty were negative and decisive in dropout decisions. Academic achievement did not explain women’s dropout. The study identified choice and attrition factors for women in STEM and proposed educational innovations: mentoring and proactive monitoring of enrolled women, digital platforms for students and faculty, awareness workshops for faculty, and talks with successful women in STEM.

Gabriela Ortiz-Martínez, Patricia Vázquez-Villegas, María Ileana Ruiz-Cantisani, Mónica Delgado-Fabián, Danna A. Conejo-Márquez, Jorge Membrillo-Hernández