Understanding the factors that affect female enrollment and retention in collegiate STEM programs

Abstract

There is an ongoing concern over too few females enrolling and persisting in collegiate science, technology, engineering, and mathematics (STEM) degree programs. To address this issue three studies were carried out (1) an investigation of the factors that influence females to enroll in collegiate STEM programs so that more effective outreach can occur, (2) an analysis of changes in female self-efficacy and its relation to class performance, (3) an exploration of student learning styles. The three studies concluded respectively that female enrollment and persistence in STEM programs is greatly influenced by pre-collegiate exposure to career pathways in STEM, personal self-efficacy as it relates to STEM programs, and access to a curriculum program that integrates sensing, visual and sequential learning styles.